N. Diekelmann

发表

Narrative Pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians.

N. Diekelmann, 2001, ANS. Advances in nursing science.

Learning to lecture: exploring the skills, strategies, and practices of new teachers in nursing education.

N. Diekelmann, P. Young, 2002, The Journal of nursing education.

Developing a science of nursing education: innovation with research.

P. Ironside, N. Diekelmann, 2002, The Journal of nursing education.

Covering content and the additive curriculum: how can I use my time with students to best help them learn what they need to know?

N. Diekelmann, E. Smythe, 2004, The Journal of nursing education.

EARLY AND MIDDLE ADULTHOOD

L. Troll, N. Diekelmann, 1976 .

"Too much content...:" epistemologies' grasp and nursing education.

N. Diekelmann, 2002, The Journal of nursing education.

Enacting narrative pedagogy. The lived experiences of students and teachers.

P. Ironside, N. Diekelmann, P. Young, 2001, Nursing and health care perspectives.

Teaching the Practitioners of Care: New Pedagogies for the Health Professions

N. Diekelmann, 2003 .

Connecting conversations of caring: recalling the narrative to clinical practice.

N. Diekelmann, C. Baker, 1994, Nursing outlook.

MARTIN, a Computer Software Program: On Listening to What the Text Says

Nancy L. Diekelmann, Robert Schuster, Sui-Lun Lam, 1994 .

Leaving the safe harbor of competency-based and outcomes education: re-thinking practice education.

N. Diekelmann, Martha M. Scheckel, 2004, The Journal of nursing education.

Reading Heidegger and interpretive phenomenology: a response to the work of Michael Crotty.

P. Darbyshire, N. Diekelmann, J. Diekelmann, 1999, Nursing inquiry.

Learning‐as-testing: A Heideggerian hermeneutical analysis of the lived experiences of students and teachers in nursing

N. Diekelmann, 1992, ANS. Advances in nursing science.

Engaging the students and the teacher: co-creating substantive reform with narrative pedagogy.

N. Diekelmann, 2005, The Journal of nursing education.

A community-driven model of research participation: the Jackson Heart Study Participant Recruitment and Retention Study.

M. Andrew, S. Wyatt, N. Diekelmann, 2003, Ethnicity & disease.

Nursing education: caring, dialogue, and practice.

N. Diekelmann, 1990, The Journal of nursing education.

Reforming the lecture: avoiding what students already know.

N. Diekelmann, M. Swenson, S. L. Sims, 2003, Journal of Nursing Education.

Primary health care of the well adult

N. Diekelmann, 1977 .

"Pitching a lecture" and "reading the faces of students": learning lecturing and the embodied practices of teaching.

N. Diekelmann, 2002, The Journal of nursing education.

Preserving the practice of teaching in nursing.

N. Diekelmann, 1990, Journal of Nursing Education.

Experienced practitioners as new faculty: new pedagogies and new possibilities.

N. Diekelmann, 2004, Journal of Nursing Education.

Preserving writing in doctoral education: exploring the concernful practices of schooling learning teaching.

P. Ironside, N. Diekelmann, 1998, Journal of advanced nursing.

Students' voices: listening to their experiences in practice education.

P. Ironside, N. Diekelmann, M. Hirschmann, 2005, The Journal of nursing education.

Engendering community: learning and sharing expertise in the skills and practices of teaching.

N. Diekelmann, 2002, The Journal of nursing education.

Behavioral pedagogy: a Heideggerian hermeneutical analysis of the lived experiences of students and teachers in baccalaureate nursing education.

N. Diekelmann, 1993, The Journal of nursing education.

Writing to learn: a reconceptualization of thinking and writing in the nursing curriculum.

B. Bowers, N. Diekelmann, D. Allen, 1989, The Journal of nursing education.