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dc.contributor.authorGates, R J
dc.identifier.citationGates , R J 1990 , ' From educational philosophy to educational practice: fidelity and the curriculum in context ' , Nurse Education Today , vol. 10 , no. 6 , pp. 420-7 .
dc.identifier.otherPURE: 392272
dc.identifier.otherPURE UUID: c3445737-a8ec-4aba-9448-1f29dd25544d
dc.identifier.otherPubMed: 2266931
dc.identifier.otherScopus: 0025579578
dc.descriptionFull text of this article is not available in the UHRA
dc.description.abstractAs part of a higher degree on research methods, exploratory work was undertaken concerning educational philosophy and educational practice using an ethnographic approach. This author discusses, using this exploratory work, the difficulties of attempting fidelity to an educational philosophy, through curriculum practice. Schools of nursing are increasingly adopting a rational approach to education, without considering the wider social context within which education occurs. The attempt to establish and pursue a single philosophy, ignores the plurality of ideological commitments held by nurse teachers. Further research is proposed using naturalistic methods in order to understand the processes of interpretation and implementation of educational philosophy.en
dc.relation.ispartofNurse Education Today
dc.subjectEducation, Nursing
dc.subjectNursing Education Research
dc.subjectOrganizational Objectives
dc.subjectOrganizational Policy
dc.subjectPhilosophy, Nursing
dc.subjectSchool Nursing
dc.titleFrom educational philosophy to educational practice: fidelity and the curriculum in contexten
dc.contributor.institutionDepartment of Adult Nursing and Primary Care
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.description.statusPeer reviewed
rioxxterms.typeJournal Article/Review

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