%0 Journal Article
%T Dialogic Learning in the Training of Nurses
%A Maria Dolores Bardallo
%A Jos¨¦ Luis Medina
%A Adelaida Zabalegui
%J Creative Education
%P 283-286
%@ 2151-4771
%D 2013
%I Scientific Research Publishing
%R 10.4236/ce.2013.44042
%X <p style=\"text-align:justify;\">
	<span style=\"font-size:8.5pt;\">This
document, of a theoretical nature, presents a reflection on dialogic
rationality in nursing instruction, based on the principles that define this
postmodern approach to education. The principles governing the development of
dialogic pedagogy fall within the very epistemology of care, defining the
explicit and im</span><span style=\"font-size:8.5pt;\">plicit relationships
that exist between knowledge and the practice of care. The objective of the document
is:<b> </b>To share a reflection on the
rationality that permeates education in nursing and to present a theoretical
framework for transforming and emancipating teaching practice in nursing. The
conclusions of the docu</span><span style=\"font-size:8.5pt;\">ment
are: 1)<b> </b>The dialogic orientation of
nursing instruction provides a view of the reality of care that is consistent
with the meaning of nursing practice</span><span style=\"font-size:8.5pt;\">;</span><span style=\"font-size:8.5pt;\"> 2) It favors the creation of intersubjectivities between teacher and student
that generate development and personal and professional growth that transcend
the educational act to embed themselves in care practice itself and the
relationship with the person being cared for</span><span style=\"font-size:8.5pt;\">;</span><span style=\"font-size:8.5pt;\"> and 3) It represents a framework for transforming care
practice and the power relationships es</span><span style=\"font-size:8.5pt;\">tablished through the legitimized discourses.</span><span style=\"font-size:8.5pt;\"></span> 
</p>
%K Dialogic Learning
%K Nursing
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=29731