Advances in Nursing Science· 2026Q2
Interruption, Not Transmission: Denaturalizing Punitive Culture in Nursing Education
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- Q2SCImago
- 2026year
Short summary
A new theoretical framework proposes a 'pedagogy of interruption' to dismantle the persistent punitive culture in nursing education, distinguishing it from traditional transmission of knowledge.
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Key points
- Nursing education has a 4-decade history of a punitive culture that remains unreproduced.
- The paper proposes a 'pedagogy of interruption' as a solution.
- Psychological safety, making practice strange, and collective action are key components of interruption.
- Appraisal mechanisms determine if destabilization leads to reflection or closure.
AI-generated from the title and abstract; the full text is not read.
Abstract
Nursing education has documented a punitive culture for 4 decades without stopping its reproduction. This critical theoretical synthesis explains why and proposes a pedagogy of interruption. Inherited professional assumptions reproduce when they are experienced as clinical judgment rather than history. Psychological safety preserves reflexive capacity; interruption renders taken-for-granted practice strange; collective praxis changes what the next learner observes and inherits. Appraisal is the hinge that determines whether destabilization opens reflection or forecloses it. The framework distinguishes interruption from transmission, identifies explicit and modeled routes of reproduction, and generates falsifiable predictions for nursing education research.
The authors' abstract, as published at the source. Advances in Nursing Science, 2026 · DOI ↗
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Research and TheoryNursing