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Norm-Critical Potential in Undergraduate Nursing Education Curricula

A Document Analysis

Tengelin, Ellinor, Med Lic; Bülow, Pia H., PhD; Berndtsson, Ina, PhD; Dahlborg Lyckhage, Elisabeth, PhD

doi: 10.1097/ANS.0000000000000228
Original article: PDF Only

The documents and literature that regulate nursing education are based on certain values and knowledge, and the underlying power in the curriculum raises the question of how health care professionals are molded during the course of their education. Norm criticism is a concept with its roots in critical pedagogy and gender and queer studies, emphasizing the origins as well as the consequences of marginalization, power, and knowledge of what is generally accepted as “normal” and “true.” Norm criticism is used in this article to analyze the documents and literature underlying a nursing program in Sweden, which are shown to include a sometimes politically correct rhetoric, but one lacking a firm basis in social justice values.

Department of Health Sciences, University West, Trollhattan, Sweden (Drs Tengelin, Berndtsson, and Dahlborg Lyckhage); School of Health and Welfare, Jönköping University, Jönköping, Sweden (Drs Tengelin and Bülow); and Department of Social Work, University of the Free State, Bloemfontein, South Africa (Dr Bülow).

Correspondence: Ellinor Tengelin, Med Lic, Department of Health Sciences, University West, Gustava Melins gata 2, SE-461 86 Trollhattan, Sweden

This work was financially supported by University West, Trollhattan, Sweden.

Conflicts of Interests: None declared.

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