Graduate education involves teaching-learning processes and experiences where faculty and students journey with adventure and trepidation all-at-once. In this column, notions regarding graduate education where the educational curriculum is guided by the human becoming school of thought as a conceptual framework are explored. Opportunities and challenges from both faculty and student perspectives are highlighted.
Get full access to this article
View all access options for this article.
References
1.
Bournes, D. A. (2002). Research evaluating human becoming in practice. Nursing Science Quarterly, 15, 190-195.
2.
Howard, V. (2002). Pondering the possibles. A student journal. Unpublished manuscript, Olivet Nazarene University, Bourbonnais, Illinois.
3.
Koehn, E. M. (2002). The face of the homeless. Unpublished manuscript.
4.
Mau, K. (2002a). The family life experiences of moving beyond devastation. Unpublished manuscript, Olivet Nazarene University, Bourbonnais, Illinois.
5.
Mau, K. (2002b). Pondering the possibles: A journal. Unpublished manuscript, Olivet Nazarene University, Bourbonnais, Illinois.
6.
Parse, R. R. (1981). Man-living-health: A theory of nursing. New York: Wiley.
7.
Parse, R. R. (1987). Nursing science: Major paradigms, theories, and critiques. Philadelphia: Saunders.
8.
Parse, R. R. (1998). The human becoming school of thought: A perspective for nurses and other health professionals. Thousand Oaks, CA: Sage.
9.
Parse, R. R. (2002a). Teaching-learning. Unpublished manuscript. Handout presented at the Institute of Human Becoming, Pittsburgh, PA.
10.
Parse, R. R. (2002b). Transforming healthcare with a unitary view of the human. Nursing Science Quarterly, 15, 46-60.
11.
Riley, D. (2002). Untitled poem. Unpublished manuscript.
