Nurse education in practice · 2025
Social constructivist considerations for teaching registered nurses with specific learning disorders: A discussion paper.
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Labelle Ann, Petrucka Pammla
Аннотация
AIM: Vygotsky's social constructivist educational pedagogy as a way for registered nurses who teach to build psychologically safe and socially just learning environments for 'in practice' registered nurses with specific learning disorders.
BACKGROUND: As a supportive educational brief, specific learning disorders, its occurrence in nursing, factors potentially having an impact on those with a specific learning disorder and what constitutes safe and just learning environments are outlined. Vygotsky's social constructivist educational pedagogy is an example of inclusive pedagogy whose integration can positively address specific learning needs.
DESIGN: A descriptive design.
METHODS: Using a narrative review method, extant theoretical and evidence-based publications are used to inform this discussion paper.
RESULTS: Through the narrative review, themes and evidence are systematically aligned to highlight the critical elements and steps essential to address the gap in learning strategies and pedagogy relevant to 'in practice' registered nurses and nurse educators. The literature suggests that social constructivism, in conjunction with the social model of disability, represent a means for reconceptualising factors that influence effective learning relationships with nurses with specific learning disorders, while developing inclusive, socially just and psychologically safe learning environments.
CONCLUSION: Nurse educators can adopt social constructivist principles to address the effects of stigma, adverse ableism, stereotype threat and re-wounding of the registered nurses they teach. Benefits to nurses who are teaching, nurse learners and the nursing profession emerge in developing learning environments that better accommodate this target population.
BACKGROUND: As a supportive educational brief, specific learning disorders, its occurrence in nursing, factors potentially having an impact on those with a specific learning disorder and what constitutes safe and just learning environments are outlined. Vygotsky's social constructivist educational pedagogy is an example of inclusive pedagogy whose integration can positively address specific learning needs.
DESIGN: A descriptive design.
METHODS: Using a narrative review method, extant theoretical and evidence-based publications are used to inform this discussion paper.
RESULTS: Through the narrative review, themes and evidence are systematically aligned to highlight the critical elements and steps essential to address the gap in learning strategies and pedagogy relevant to 'in practice' registered nurses and nurse educators. The literature suggests that social constructivism, in conjunction with the social model of disability, represent a means for reconceptualising factors that influence effective learning relationships with nurses with specific learning disorders, while developing inclusive, socially just and psychologically safe learning environments.
CONCLUSION: Nurse educators can adopt social constructivist principles to address the effects of stigma, adverse ableism, stereotype threat and re-wounding of the registered nurses they teach. Benefits to nurses who are teaching, nurse learners and the nursing profession emerge in developing learning environments that better accommodate this target population.