Free Trial

Safari Books Online is a digital library providing on-demand subscription access to thousands of learning resources.

Planning of a Specialized Pedagogic Environment and Defining Ethical Requirements role through the concept of guided supervision (a term introduced by the great philosopher and teacher J. Dewey, who had a great influence on the evolution pedagogy of the 20 th century 4 . Dewey emphasized students' engagement in the learning process, which is activated according to their interests and motives and which results in learning through experience). Consequently, this learning, didactical and educational process may consist of: · Discussion, for instance, providing intro- ductory information by using questions and answers· Examples, for instance, giving clinical ex- amples, carrying out practical exercises, etc· Experience, for instance reporting experi- ences, case studies, life histories, etc. internal and external motives and activate their interests and desires. CONCLUSION Nursing has often been depicted as a profession that inherently entails an ethical aspect, that is: the provision of care, sympathy and the therapeutic use of the self for the benefits of others (Brod- ish, 1982; Mackintosh, 2000). A basic premise of this chapter is that in order to reach quality in healthcare provision there is a need for grounding all relative actions upon ethical values. Education can play a vital role for inflicting to students the ethical dimension of nursing practice, through the aims, the strategies and the specific techniques that it employs. Such educational strategies might be the application of student-centred methodologies, experiential learning and "learning by doing" techniques. In order to have competent (cogni- tively and ethically) professionals, it is necessary to act from very early on and engage students in their own education, by actively listening to their needs, perceptions and interests and by developing constructive relationships with them (Ioannidi, 2008, p. 78-90). · · The learning context of "discussion ­ examples ­ experiences" is based on J. Dewey's idea of "learning by doing 5 ". In line with this framework is the concept of "true collaboration" (Posey & Pintz, 2006, p. 681) which necessitates from all actors to creatively explore the subject matter and to reach to a consensus or to find a solution to a problem. Discussing ideas, experiences, knowl- edge not only engages students in the learning process but it also provides them with the neces- sary social skills, thus preparing them for their future work (Posey & Pintz, 2006). According to Mpakirtzis (2005, p. 85) iden- tifying students' needs, as these are experienced and perceived by students through their relation- ship with themselves and the social and natural environment, which is expressed as emotion, is today's teaching challenge. Acknowledging and understanding students' needs can be useful for the work of educators and health professionals. Such knowledge can be used for developing innovative pedagogical interventions and specialized didacti- cal approaches, in order to provide students with REFERENCES Brodish, M. S. (1982). Nursing practice concep- tualised: An interaction model. Image, 14, 5­7. Casey, D. (2007). Nurses' perceptions, under- standing and experiences of health promotion. Journal of Clinical Nursing, 16, 1039­1049. doi:10.1111/j.1365-2702.2007.01640.x Danassis-Afentakis, A. (1993). Introduction to pedagogy. The evolution of pedagogics and di- dactics. Pedagogical systems. Athens. (in Greek). 175