This article explores the contributions critical analytic perspectives offer for understanding the conditions that contribute to inequalities in health and considers the ways these may be taken up in nursing education. This article proposes that if there is commitment in effecting transformation of, and articulating the opportunities for, action within systems of health care, to achieve more equitable health outcomes for clients, then insights generated in the critical paradigm must be translated into formative education and practice. The aim of this article is to examine and reflect on a range of critical pedagogical strategies with a view to identifying their potential for fostering uptake of insights from research generated in the critical paradigm in order to achieve transformations in practice. It is argued that insights from this work can be drawn on to inform the design of learning experiences and educational practices.
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