Subjective theories as basis for knowledge and action: nursing-didactical inferences for learning field- and problem-oriented education.
What happens when subjective theories collide with scientific theories during vocational training? This question stands at the beginning of my research work on the above-mentioned topic. On the one hand, my chief concern is the understanding of 'subjective theories' which, as a means of implicit kno...
| Publicado en: | PR-Internet fur die Pflege Vol. 7; no. 1; pp. 38 - 50 |
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| Autor principal: | |
| Formato: | tables/charts Journal Article |
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hpsmedia GmbH
2005 Jan
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106536394&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106536394 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14228629 1FY5 jtl: PR-Internet fur die Pflege issn: 14228629 maglogo: N pubinfo: dt: 2005 Jan vid: 7 iid: 1 pid: 26221 pub: hpsmedia GmbH artinfo: ui: 106536394 106536394 2009000485 106536394 ppf: 38 ppct: 12 formats: tig: atl: Subjective theories as basis for knowledge and action: nursing-didactical inferences for learning field- and problem-oriented education. aug: au: Schwarz-Govaers R sug: subj: Education, Nursing, Theory-Based Nursing Theory Problem-Based Learning Teaching Methods ab: What happens when subjective theories collide with scientific theories during vocational training? This question stands at the beginning of my research work on the above-mentioned topic. On the one hand, my chief concern is the understanding of 'subjective theories' which, as a means of implicit knowledge, deter-mine our living and acting, and, therefore, our daily work, too. If these 'subjective theories' aren't brought to mind during the vocational training, they continue to exist unquestioned. Hence, the theories and concepts which are taught during the vocational training are hardly controlling our actions. The result is a gap between our knowledge and our action.On the other hand, I want to point out nursing-educational approaches which describe how subjective theories are brought to mind through problem-based learning, enriched and secured through new knowledge in order to deter-mine action through diversified, and not inert, knowledge. pubtype: Periodical doctype: tables/charts Journal Article ougenre: Article language: German refInfo: holdings: @attributes: islocal: N |
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