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Epistemological development in first year nursing students undertaking cultural safety education


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Background: The process of teaching cultural safety is emancipatory, focused on wider social relations and the context in which they arise. As teachers of cultural safety we are interested in the way that ideas are formed, held and changed. The aim of this research was to examine whether epistemological shifts were demonstrated by student nurses over one semester of cultural safety teaching/learning.
Method: We used NVivo software to analyse 34 student nurses’ reflective journals, applying a cognitive-developmental framework. The framework comprised three epistemological positions: dualism, relativism, and propositional, and two in-between locations that we called stretching.
Results: The results showed student movement between early epistemological positions, and students’ efforts to stretch to new, yet untried, ways of thinking.
Conclusion: In the classroom these shifts may be subtle thus paying careful attention to evidence that students are trying out new ways of thinking is essential. Appreciating that these small but significant shift are perhaps more important than ‘aha’ moments is crucial.

Item Type: Journal article
Additional Information: on behalf of Journal of Nursing Education <> | Thu 30/11/2017, 10:44 a.m. Dear Dr Greenwood, We are delighted to inform you that your manuscript titled "Epistemological development in first year nursing students undertaking cultural safety education," (JNE-2017-481R2, Research Brief), has been accepted for publication in the Journal of Nursing Education. No substantive revisions are necessary, but your manuscript will be copy-edited by our staff. To prepare your article for publication, we need a full cover page with all author information. On your cover page, please include: 1. Each author's full name and credentials (listing only the highest educational degree, highest licensure, and highest certification). 2. Each author's title/position and affiliation (one per author), including city and state location. 3. A full mailing address and email address for the corresponding author. 4. Any acknowledgments and/or disclosures (if applicable). Please email this to, within 5 business days. The Journal offers an open access publication option to authors of accepted peer-reviewed manuscripts. With this option, articles are made freely available online immediately upon publication in exchange for payment of an article-processing charge of $1500. Please contact me at if you are interested in pursuing this option. Articles may appear first in the Online Advanced Release section of the Journal website. Page proofs will be emailed to you for a final "OK" prior to publication. After publication, the corresponding author will be mailed complimentary copies of the issue about 6 weeks after the journal has been printed. In order to ensure that your copies are mailed to the correct address, please review (and update if necessary), your address in Editorial Manager. Enter your user name and password, and choose Update My Information at the top left of the page. Be sure to click Submit after updating. Congratulations! Sincerely, Jaime Harker, ELS Executive Editor Journal of Nursing Education
Uncontrolled Keywords: nursing, epistemological development, cultural safety education
Subjects: L Education > LB Theory and practice of education
Divisions: Schools > Centre for Health & Social Practice
Depositing User: Sallie Greenwood
Date Deposited: 17 Jan 2018 20:35
Last Modified: 21 Jul 2023 04:50

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