Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Discourses with potential to disrupt traditional nursing education: Nursing teachers’ talk about norm-critical competence
Jönköping University, School of Health and Welfare, HHJ. IMPROVE (Improvement, innovation, and leadership in health and welfare). Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue). Department of Health Sciences, University West, Trollhättan, Sweden.ORCID iD: 0000-0002-2358-5086
Department of Health Sciences, University West, Trollhättan, Sweden.
2017 (English)In: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 24, no 1, e12166Article in journal (Refereed) Published
Abstract [en]

This paper describes the discourses underlying nursing teachers’ talk about their own norm-critical competence. Norm criticism is an approach that promotes awareness and criticism of the norms and power structures that exert an excluding effect in society in general and in the healthcare encounter in particular. Given the unequal relationships that can exist in healthcare, for example relationships shaped by racism, sexism and classism, a norm-critical approach to nursing education would help illuminate these matters. The studied empirical material consisted of focus group interviews. Nursing teachers discussed their norm-critical competence based on the university course “Norm-Aware Caring” in which they had recently participated. Through a critical discourse analysis, three discourses were identified in their talk, all of which had the potential to disrupt traditional, normative nursing education. However, in all three discourses there was an underlying discourse of normality, clearly positioning the teachers as exemplifying the “normal.” The binary constructed between normality and otherness contradicts a basic tenet of the norm-critical approach and may hamper the development of genuine norm-critical competence in nursing education.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2017. Vol. 24, no 1, e12166
Keyword [en]
competence; critical discourse analysis; focus groups; healthcare disparities; norm criticism; nursing education; social norms
National Category
Nursing
Identifiers
URN: urn:nbn:se:hj:diva-32261DOI: 10.1111/nin.12166ISI: 000393814300006PubMedID: 28124809Scopus ID: 2-s2.0-84997456771OAI: oai:DiVA.org:hj-32261DiVA: diva2:1045832
Note

Special Issue: Beyond the Gender Binary

Available from: 2016-11-10 Created: 2016-11-10 Last updated: 2017-03-27Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textPubMedScopus

Search in DiVA

By author/editor
Tengelin, Ellinor
By organisation
HHJ. IMPROVE (Improvement, innovation, and leadership in health and welfare)HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue)
In the same journal
Nursing Inquiry
Nursing

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 80 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf