Resurrecting Philosophers in an Online Doctoral Philosophy Course in Nursing

Delene Volkert, Jennifer Castleberry, Bonnie J. Fellows, Meredythe Goodreau, Lisa Hesser, Catherine Whitley

Research output: Contribution to journalArticlepeer-review

Abstract

ABSTRACT: Philosophy courses are hallmarks for research-focused doctoral nursing programs. They help students develop inductive reasoning to build critical thinking skills, but students often find them dry and boring and have difficulty developing enthusiasm for the material. Students in an online EdD in Nursing Education program were able to engage with philosophical topics meaningfully by designing and facilitating creative peer-learning activities. To assess the realization of learning outcomes, participating students completed a survey at the end of the module. Five of the six participants (83 percent) indicated they agreed or strongly agreed that the activities helped meet course learning outcomes.

Original languageEnglish (US)
Pages (from-to)E54-E56
JournalNursing Education Perspectives
Volume42
Issue number6
DOIs
StatePublished - Nov 1 2021

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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