Advisor

Henry, Melissa

Committee Member

Clukey, Lory

Committee Member

Hummel, Faye

Committee Member

Weil, Joyce

Department

Nursing Education

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

8-2018

Extent

215 pages

Digital Origin

Born digital

Abstract

Emancipatory nurses recognize social and political problems of injustice or inequity and participate in social and political change to improve people’s lives. The recent spotlight on relationships among health, health inequity, social determinants of health, and structural institutional barriers, has led to demands that nurse educators integrate innovative curricular and pedagogical strategies to analyze and address social justice issues in today’s healthcare system. A mixed-method, qualitative study was conducted to elicit expressions of emancipatory knowing during and after a service- learning experience. Interpretive description was used to analyze data from 15 written reflections and eight semi-structured interviews. Nine expressions of emancipatory knowing were derived from reflection and subsequent interview data. The expressions expanded what is known about emancipatory knowing in undergraduate nursing students and suggested an early emancipatory knowing domain that extends the current emancipatory knowing model. The results of this study provided insight into how emancipatory knowing was expressed in undergraduate nursing students during and after a service-learning experience. Nurse educators might utilize the expressions of emancipatory knowing reported in this study to develop curricular and service-learning clinical experiences that ensure health and social equity is an outcome of nursing education and emancipatory nursing praxis a professional competency.

Degree type

PhD

Degree Name

Doctoral

Local Identifiers

Voss_unco_0161D_10665

Rights Statement

Copyright is held by the author.

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