Restor(y)ing relational identities through (per)formative reflections on nursing education : a textual exhibitionist's tale of living inquiry
At the outset, I dis-claim any knowledge or understanding what-so-ever, which is a peculiar stance to take for a nurse educator immersed in the language of “expertise,” “best practices,” and “champion” healthcare offerings. I do not dis-claim knowledge to absolve my professional accountability, nor...
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| Format: | Others |
| Language: | English |
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University of British Columbia
2009
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| Online Access: | http://hdl.handle.net/2429/4911 |