Discourses with potential to disrupt traditional nursing education: Nursing teachers’ talk about norm-critical competence
2016 (English)In: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800Article in journal (Refereed) Epub ahead of print
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. Â© 2016 John Wiley & Sons Ltd.
Place, publisher, year, edition, pages
awareness; discourse analysis; health care disparity; human; human experiment; interview; nursing education; racism; sexism; social norm; teacher
Research subject NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
IdentifiersURN: urn:nbn:se:hv:diva-10270DOI: 10.1111/nin.12166OAI: oai:DiVA.org:hv-10270DiVA: diva2:1057213
First publishe online:5 November 20162016-12-162016-12-142016-12-22Bibliographically approved