Table Of ContentI look forward to having a copy of this fine volume on my shelf. The international
line-up assembled by Martin Lipscomb for this edited work should be a sufficient indi-
cator of both the quality of the content and its readability. The format represents the
best in free speech, robust debate and transparency, all values that are being rapidly
eroded in society – an erosion that is also affecting debate within nursing and nursing
education.
The work brings together some of the ‘biggest hitters’ in terms of recent developments
in nursing research, philosophy, practice and education. Moreover, contributors have
been carefully chosen. Some publicly disagree – politely – about aspects of nursing, and
knowing many of the contributors, their personalities as well as their views are on display.
The book focuses on matters philosophical and ethical. There is no fixed format except
that each chapter is accompanied by one or more responses and, often, a reply to
responses. Anyone engaged in nursing education will immediately identify with the issues
discussed. Many ‘nails are hit on the head’, and there is valuable advice here for aspiring
nurse educators.
Roger Watson – Professor of Nursing, University of Hull (UK),
Editor-in-Chief of Nurse Education in Practice.
A thought provoking and absorbing series of discussions covering a broad range of topics
related to nursing education, practice, and philosophy. And a good read!
The “discussion-response-reply” format is refreshing and useful for nursing educators
where they must prepare students for the exigencies of daily reality that demand nurses
be both educated and “trained”. Educators must recognize the disputes and uncertainties
of many nursing situations, while also acting responsibly and compassionately in often
critically challenging environments. These discussions open up complexities inherent in
nursing situations and question standard ways of thinking and teaching.
Catherine Green – Emerita Professor, Rockhurst University,
Kansas City (USA), Chair of the International
Philosophy of Nursing Society.
This anthology addresses an important topic. The chapters provide philosophical dialogue
on a wide range of current debates, and the book provides rich material for disciplinary
thinking about the future of nursing education and practice.
Miriam Bender – Associate Professor and Founding Director
of the Center for Nursing Philosophy, Sue & Bill Gross School of
Nursing, University of California, Irvine (USA).
Complexity and Values in Nurse
Education
This work explores the interplay of complexity and values in nurse education from
a variety of vantages.
Contributors, who come from a range of international and disciplinary
backgrounds, critically engage important and problematic topics that are under-
investigated elsewhere. Taking an innovative approach each chapter is followed by
one or more responses and, on occasion, a reply to responses. This novel dialogic
feature of the work tests, animates, and enriches the arguments being presented.
Thought-provoking, challenging and occasionally rumbustious in tone, this
volume has something to say to both nurse educators (who may find cherished
practices questioned) and students.
Given the breadth and nature of subjects covered, the book will also appeal to
anyone concerned about and interested in nursing’s professional development/
trajectory.
Martin Lipscomb is Senior Lecturer at the University of Worcester’s Three
Counties School of Nursing and Midwifery (UK).
Routledge Research in Nursing and Midwifery
Pragmatic Children’s Nursing
A Theory for Children and their Childhoods
Duncan C. Randall
A Theory of Cancer Care in Healthcare Settings
Edited by Carol Cox, Maya Zumstein-Shaha
Motherhood, Spirituality and Culture
Noelia Molina
Joy at Birth
An Interpretive, Hermeneutic, Phenomenological Inquiry
Susan Crowther
Paradoxes in Nurses’ Identity, Culture and Image
The Shadow Side of Nursing
Margaret McAllister and Donna Lee Brien
Birthing Outside the System
The Canary in the Coal Mine
Edited by Hannah Dahlen, Bashi Kumar-Hazard and Virginia Schmied
Nursing and Humanities
Graham McCaffrey
Grading Student Midwives’ Practice
A Case Study Exploring Relationships, Identity and Authority
Sam Chenery-Morris
Complexity and Values in Nurse Education
Dialogues on Professional Education
Edited by Martin Lipscomb
For more information about this series, please visit: www.routledge.com/
Routledge-Research-in-Nursing/book-series/RRIN
Complexity and Values in
Nurse Education
Dialogues on Professional Education
Edited by Martin Lipscomb
First published 2022
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 selection and editorial matter, Martin Lipscomb; individual
chapters, the contributors
The right of Martin Lipscomb to be identified as the author of the editorial
material, and of the authors for their individual chapters, has been asserted
in accordance with sections 77 and 78 of the Copyright, Designs and
Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 978-0-367-67221-8 (hbk)
ISBN: 978-1-032-27106-4 (pbk)
ISBN: 978-1-003-13032-1 (ebk)
DOI: 10.4324/9781003130321
Typeset in Goudy
by Apex CoVantage, LLC
Contents
List of Contributors x
Foreword xii
SALLY THORNE
Introduction – Martin Lipscomb 1
Chapter 1 – Martin Lipscomb
• Pain is (or may not be) what the patient says it is –
professional commitments: objects of study or sacrosanct givens? 7
Response to Chapter 1 – Barbara Pesut 28
Reply to Barbara Pesut – Martin Lipscomb 32
Response to Chapter 1 – Franco A. Carnevale 34
Chapter 2 – Michael Traynor
• Who wants a radical nursing curriculum? 37
Response to Chapter 2 – Dawn Freshwater 50
Chapter 3 – Trevor Hussey
• Moral Realism: Is it plausible? 53
Response to Chapter 3 – John Paley 66
Reply to John Paley – Trevor Hussey 70
viii Contents
Chapter 4 – Pamela Grace
• No Moral Compass: A Critique of the Goals and Methods of
Contemporary Nursing Ethics Education 72
Response to Chapter 4 – Joan Liaschenko and Elizabeth Peter 88
Reply to Joan Liaschenko and Elizabeth Peter – Pamela Grace 93
Chapter 5 – John Paley
• Metaphysics and research education in nursing 96
Response to Chapter 5 – Sam Porter, Margarita Corry and Hugh
McKenna 113
Reply to Sam Porter, Margarita Corry and Hugh
McKenna – John Paley 116
Response to Chapter 5 – Mark Risjord 118
Chapter 6 – Graham McCaffrey
• Making Sense in Nursing Education 122
Response to Chapter 6 – Michael Traynor 134
Chapter 7 – Bernie Garrett
• Educational Entropy in the 21st Century: A failure to adapt? 138
Response to Chapter 7 – Olga Petrovskaya 154
Chapter 8 – Helen Rook
• The social mandate of nursing: a mandate unfulfilled 160
Response to Chapter 8 – Martin Woods 174
Response to Chapter 8 – Tracy Levett-Jones 177
Response to Chapter 8 – Martin Lipscomb 179
Reply to responses – Helen Rook 183
Contents ix
Chapter 9 – Martin Lipscomb
• Meillassoux, correlationism, and phenomenological
transcript analysis 184
Response to Chapter 9 – John Paley 198
Reply to John Paley – Martin Lipscomb 202
Response to Chapter 9 – Mark Risjord 205
Afterword – Ann Gallagher 207
Index 209
