Abstract
Introduction
If wisdom begins with wonder, what happens when nursing wisdom becomes invisible? As nurse academics, we have pondered the shift away from the profound transformation championed by earlier nurse philosophers and theorists. These pioneers empowered the profession through critical thinking and enlightenment, challenging assumptions with inquiry and debate. Now, we observe a slippery slope in nursing curricula—bulging with multiple interests—and sacrificing wonder on the altar of compliance, industry readiness and the ‘doing’ of nursing. A pressing crisis exists where essential thinking, inquiry and curiosity are overshadowed by ‘doing’. Overloaded curricula and industry demands for practical competencies have sidelined theoretical inquiry with academic acquiescence.
Purpose
Drawing on Habermas’s work, we see nursing curricula shifting from intellectual wonderment to a colonised focus on action and efficiency. Our public sphere for scholarly inquiry prioritises efficiency and economics, leaving curricula devoid of philosophical and theoretical foundations. Curious, we explored with nurse and midwife academics the place of theory and philosophy in education and research. Using qualitative design and world café method, we analysed data through a critical reflexive approach following descriptive thematic analysis. Our findings demonstrate theory and philosophy are elusive constructs for nurses, with academics having a superficial understanding of them in research and education.
Impact and significance
As nurses and academics, we must document the struggle and persist. To disrupt our ‘doing’, we need spaces for ‘thinking’- opening our public sphere to experiences, debate, curiosity and discovery. Integrating theory and philosophy into nursing curricula is essential for 22nd century nurses, allowing students to understand the ethical, social and historical dimensions of nursing. This empowers them to critically reflect on their roles and engage in meaningful dialogue about nursing’s broader societal implications.
Contribution
Shifting the status quo requires us to make visible the challenge of theory and philosophy within nursing curricula.