Skip to main content

History as reflective practice: a model for integrating historical studies into nurse education

Journal Article


Download full-text (Open Access)

Abstract


  • The role of history in developing professional identity in nursing is well known, and the discipline of nursing history research continues to flourish. Yet this work often struggles to find its way into undergraduate university nurse education courses.

    We put forward a model for “history as reflective practice” in which we suggest that historical studies can be used as a form of evidence to develop critical thinking and clinical reasoning, as well as situate nursing practice within its social and political context.

    In this model, we draw on historical scholarship related to the profession, practice and person, focusing on work which demonstrates nursing's contribution to broader systems of health care.

    Drawing on Lewenson and Lynaugh's ‘history by stealth’ approach, curriculum mapping and constructive alignment techniques are used to identify the moments in an existing programme where historical scholarship is relevant to an intended learning outcome. We then use an interdisciplinary team to develop learning activities and assessment tasks drawing on both primary and secondary sources that are then embedded within existing subjects.

    This model encourages students to consider history as a way of knowing and as a form of evidence within their reflective practice. Furthermore, it creates knowledge that continues to foster and acknowledge nurses’, and nursing's, contribution to the development of human health.

UOW Authors


  •   Smith, Kylie (external author)
  •   Brown, Angela M. (external author)
  •   Crookes, Patrick (external author)

Publication Date


  • 2015

Citation


  • Smith, K. M., Brown, A. & Crookes, P. A. (2015). History as reflective practice: a model for integrating historical studies into nurse education. Collegian: The Australian Journal of Nursing Practice, Scholarship and Research, 22 (3), 341-347.

Scopus Eid


  • 2-s2.0-84939256729

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3674&context=smhpapers

Ro Metadata Url


  • http://ro.uow.edu.au/smhpapers/2654

Number Of Pages


  • 6

Start Page


  • 341

End Page


  • 347

Volume


  • 22

Issue


  • 3

Abstract


  • The role of history in developing professional identity in nursing is well known, and the discipline of nursing history research continues to flourish. Yet this work often struggles to find its way into undergraduate university nurse education courses.

    We put forward a model for “history as reflective practice” in which we suggest that historical studies can be used as a form of evidence to develop critical thinking and clinical reasoning, as well as situate nursing practice within its social and political context.

    In this model, we draw on historical scholarship related to the profession, practice and person, focusing on work which demonstrates nursing's contribution to broader systems of health care.

    Drawing on Lewenson and Lynaugh's ‘history by stealth’ approach, curriculum mapping and constructive alignment techniques are used to identify the moments in an existing programme where historical scholarship is relevant to an intended learning outcome. We then use an interdisciplinary team to develop learning activities and assessment tasks drawing on both primary and secondary sources that are then embedded within existing subjects.

    This model encourages students to consider history as a way of knowing and as a form of evidence within their reflective practice. Furthermore, it creates knowledge that continues to foster and acknowledge nurses’, and nursing's, contribution to the development of human health.

UOW Authors


  •   Smith, Kylie (external author)
  •   Brown, Angela M. (external author)
  •   Crookes, Patrick (external author)

Publication Date


  • 2015

Citation


  • Smith, K. M., Brown, A. & Crookes, P. A. (2015). History as reflective practice: a model for integrating historical studies into nurse education. Collegian: The Australian Journal of Nursing Practice, Scholarship and Research, 22 (3), 341-347.

Scopus Eid


  • 2-s2.0-84939256729

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3674&context=smhpapers

Ro Metadata Url


  • http://ro.uow.edu.au/smhpapers/2654

Number Of Pages


  • 6

Start Page


  • 341

End Page


  • 347

Volume


  • 22

Issue


  • 3