Mental health nursing education: dissonance of philosophy, pedagogy and praxis

Kennedy Brown; Mark Radford; Michael Doyle

doi:10.12968/bjmh.2024.0017

Mental health nursing education: dissonance of philosophy, pedagogy and praxis

Kennedy Brown, Mark Radford, Michael Doyle

Research output: Contribution to journal › Comment/debate › peer-review

Abstract

Brown and colleagues summarise the evolution of mental health nursing education and practice, exploring the causes behind the dissonance between pedagogy and praxis and its impact on the nursing field.

Original language	English
Pages (from-to)	1-5
Number of pages	5
Journal	British Journal of Mental Health Nursing
Volume	13
Issue number	4
DOIs	https://doi.org/10.12968/bjmh.2024.0017
Publication status	Published - 2 Nov 2024

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This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.12968/bjmh.2024.0017Licence: Unspecified

Cite this

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title = "Mental health nursing education: dissonance of philosophy, pedagogy and praxis",

abstract = "Brown and colleagues summarise the evolution of mental health nursing education and practice, exploring the causes behind the dissonance between pedagogy and praxis and its impact on the nursing field.",

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