From political correctness to reflexivity: A norm‐critical perspective on nursing education

Abstract

Education is important in shaping professional identity, including how one approaches norms and normalisation. In the analysis presented in this study, nursing students' own constructions of norms and normality from the outlook of their education are highlighted and problematised. To deepen the understanding of these matters, the aim of this study was to explore constructions of norms and normality among students in nursing education. Students studying in a nursing department at a Swedish university college were approached and asked to consider open survey questions targeting their views on norms and normality; 154 of them replied. After a discourse analytic approach to the data, we could see how the students constructed norms and normality as (a) instrumental instructions, consisting of easy‐to‐digest statements grounded in the profession's obvious moral and ethical values, (b) limiting and frustrating obstacles for personal freedom that were important to challenge, (c) rules to be obeyed for the stability of society and (d) a matter of reflection, with each individual being responsible for understanding differences in norms, perspectives and opinions. We conclude that nursing education would benefit from norm‐critical perspectives, problematising students' own positions to norms, power and privilege.

A Scoping Review to Identify Barriers and Enabling Factors for Nurse–Patient Discussions on Sexuality and Sexual Health

“…Another critical aspect of ensuring an inclusive approach to SSH discussions in healthcare is through a norm-critical approach, as shown by findings from this scoping review. There is evidence that including norm awareness in nursing curricula can make learners more aware of their own perspectives and become equipped to challenge practices, structures, and routines that result in exclusion within healthcare [ 54 , 55 ]. Several factors identified from this scoping review (such as those related to age, gender, religion, ethnicity, and culture) are rooted in norms and beliefs that make SSH a taboo and sensitive topic for both patients and practitioners.…”

Developing a Theory of Norm-Criticism in Nursing Education

“…In terms of the physics of the interlocking and perpetually turning gears in the model, this is the force of the turning of the gears, resistant to interruption or cessation by an outside influence: in other words, inertia. As Tengelin et al28 write, “Instead of learning that it is important to tolerate or understand those who do not conform to normality, the norm-critical stance is that the categorising [sic] norms themselves should be challenged.” Posing this challenge requires a radical interruption of the gears of this model. This interruption is described as “radical” because it requires an entirely different vantage point on ideas, concepts, relationships, and structures that are generally invisible and taken for granted.…”

Being and becoming a nurse: Toward an ontological and reflexive turn in first‐year nursing education

“…Tengelin et al (2020) call for an increased emphasis on the development of reflexivity in nursing education. As a way to demonstrate this point, the first author of this current article (KJ) recently asked a first‐year nursing class what they believe the being of a nurse is, and not surprisingly students responded by stating that being a nurse is ‘being caring, kind, and compassionate.’ Society has a preconceived idea that nurses are caring and compassionate, and while this may influence how students view nursing, it does not prepare them to work within the complex reality of health care (Tengelin et al, 2020). Educators can facilitate the reflexive interrogation of preconceived ideas and challenge students to consider how these views have been shaped and constructed (Kinsella, 2012; Kinsella & Whiteford, 2009).…”