Transforming Nursing through Dialogical Relationships: A Pedagogy of Connectedness

Document Type

Article

Publication Date

2010

Publication Title

International Journal for Human Caring

DOI

10.20467/1091-5710.14.1.21

Abstract

The purpose of this paper was to describe a pedagogy of connectedness for nursing education designed to increase personal transformation by teaching a caring ethic. Based on dialogical existentialism, nursing education can become more meaningful and engaging through attention given to the nature of relationships. Qualities inherent in a pedagogy of connectedness include discomfort, quietude, contemplation, and surrender. By attention to these qualities, students and educators can increase the likelihood that educational experiences will be more personally meaningful and transformative. The pedagogical challenge for faculty is to increase attention to these qualities and create the conditions for internal self-discovery and care for others through connectedness.

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