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Classroom Participation: A Model of Feminist Pedagogy

Tedesco-Schneck, Mary, PhD, RN, CPNP

doi: 10.1097/NNE.0000000000000486
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Nursing faculty need to provide students with problem-solving skills during their formative academic years, and feminist pedagogy supported by classroom participation may foster these skills. Through the lens of feminist pedagogy, factors that influence classroom participation of nursing students were identified using the College and University Classroom Environment Inventory. Nursing students reported higher levels of attendance and punctuality compared with preparation and contribution to class discussion and favored personalization and equity over innovation and individualization in the classroom.

Author Affiliation: Assistant Professor of Nursing, School of Nursing, University of Maine, Orono.

The author declares no conflicts of interest.

Correspondence: Dr Tedesco-Schneck, University of Maine, 5724 Dunn Hall, Room 218, Orono, ME 04469-5724 (mary.tedescoschneck@maine.edu).

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com).

Accepted for publication: October 12, 2017

Published ahead of print: December 13, 2017

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