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Browsing by Author "Kempfer, Silvana Silveira"

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    Heutagogy: a pedagogical framework for cultivating critical consciousness in nursing students
    (2024) Reisdorfer, Emilene; Maykut, Colleen; Kempfer, Silvana Silveira; Rodrigues, Maria Eduarda de Carli
    Background: Nursing education has traditionally utilized andragogical principles with the recent adoption of universal design learning to inform curricular decisions. What is missing is cultural safety and humility to ensure a justice, equity, diversity, and inclusion (JEDI) perspective. Cultivating critical consciousness in nursing education involves restructuring curricula and faculty development. Heutagogy, a unique learning approach, promotes mutual learning through critical self-reflection, self-directed goals, and ongoing professional and societal transformation. Objective: This study described a nursing course that incorporated a critical consciousness theoretical approach and heutagogy as a pedagogical framework to delve into the real-life experiences of individuals living with addiction. Results: Learners viewed themselves as continuously evolving through their learning journey. This perspective aligns with heutagogy, where individuals embrace lifelong learning consciousness and personal responsibility. At this stage, they became self-directed learners, in an innate and internal process of critical [missing text]. Conclusions: Seamlessly blending heutagogy and c critical consciousness offered a comprehensive framework for disseminating not only the requisite skills and knowledge but offering a profound understanding of their role in championing the social and ethical dimensions of health care. These meaningful learning experiences empowered learners to emerge as catalysts for change, diligently and ethical working towards equitable and just healthcare systems.
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    Investigating the fundamental levels of a signature pedagogy in nursing education: a scoping review
    (2023) Maykut, Colleen; Reisdorfer, Emilene; Ben-Ahmed, Houssem Eddine; Martinez, Rudolf Cymorr Kirby; Miller, Kathleen; Kempfer, Silvana Silveira
    Background A signature pedagogy is a unique approach that provides a blueprint for curricular decision-making, as it reflects how we teach (surface structures), why we teach (deep structures), and what we believe are vital concepts or values all learners should embody (implicit structures). Objective To investigate what is known from the existing literature about a signature pedagogy to support undergraduate nursing education. Design This scoping review adopted Arksey and O’Malley's framework to guide the analysis of data. Two electronic databases were used to explore studies on educational strategies, content, and values published in Arabic, English, Filipino, French, Portuguese, and Spanish between 1972 and 2022. Results A total of 258 articles were included in this review. The analysis revealed that the majority of articles were at the surface (n = 189), followed by the deep (n = 123), with the least number examining the implicit level (n = 90) associated with signature pedagogy levels. Results reflect a limited focus on implicit level; the core concepts and values that all learners should understand and grasp for their future practice to construct their professional identity and engage in healthcare transformation. Conclusions The findings from this scoping review, should not be an isolated movement within nursing education. The first step is to engage in discourse amongst all stakeholders, educational and healthcare nurse leaders, regarding the state of the profession. As a profession we need to understand what is the preferred future of nursing and what are the necessary educational processes to ensure the profession is actualizing their mandate. A call to action to develop a unique signature pedagogy should provide synergy between education and practice to enhance learner's competencies as a future professional.