Behavioral Pedagogy: A Heideggerian Hermeneutical Analysis of the Lived Experiences of Students and Teachers in Baccalaureate Nursing Education

Abstract

Utilizing predominantly behavioral approaches, nursing education has moved from hospitals to almost every major university in the last 25 years. However, this approach is not without difficulties. This study, using Heideggerian phenomenology as the philosophical background, seeks to uncover the meaning of practices shaped by behavioral pedagogy within the day-to-day lives of students and teachers in baccalaureate nursing education. The constitutive pattern, "learning-as-cognitive-gain," expresses the relationship between the themes "applying content as thinking," and "content as neutral, unproblematic, and consensual."