Impacts of Posthumanism on Nursing Education.

چکیده اصلی

Nursing education has long operated within humanistic and anthropocentric epistemological frameworks that centre the autonomous rational human subject as both the object and agent of care. While these foundations have shaped core professional values, they increasingly fail to account for the relational, sociomaterial, and more-than-human conditions that characterise contemporary nursing practice. This paper draws on critical posthumanism, particularly as theorised by Rosi Braidotti, to examine what a posthumanist reorientation of nursing education might look like and what it might demand. The paper proceeds in three moves. First, it traces the philosophical lineage of secular liberal humanism in nursing, showing how its normative image of 'the human' has historically marginalised feminine, racialized, non-Western, and non-human forms of agency contradicting nursing's own commitments to social justice and equity. Second, it uses Braidotti's key concepts subjectivity-as-process, monism, and autopoiesis to reconceptualize nursing's four metaparadigmatic concepts: person, environment, health, and nursing itself. Within this framework, the person is understood as embodied, embedded, and relationally constituted rather than self-contained; the environment becomes an agential ecology rather than passive context; health emerges as a relational outcome shaped by biological, technological, and sociomaterial forces; and nursing is reframed as care work distributed across more-than-human assemblages that include technologies, institutions, infrastructures, and microbial ecologies. Third, the paper translates these reconceptualizations into concrete implications for curriculum design, pedagogical practice, assessment, policy, and research arguing that posthumanist nursing education must move beyond competency-based, patient-centred models that under-theorise the entangled realities nurses navigate daily. This paper contributes to an emerging body of scholarship applying posthuman frameworks to professional nursing education. It argues that a critical posthumanist curriculum is not a rejection of nursing's ethical foundations, but their necessary expansion one capable of preparing nurses for the ecological, technological, and sociopolitical transformations that define 21st-century care.

ترجمه فارسی چکیده

آموزش پرستاری长期以来在人文主义和人类中心主义认识论框架内运作，将自主理性的‘人类主体’视为护理的对象和行动者。虽然这些基础塑造了核心专业价值观，但它们越来越无法解释当代护理实践所具有的相互关系、社会物质和‘超越人类’的特征。本文借鉴罗西·布拉多蒂（Rosi Braidotti）批判性后人类主义理论，探讨后人类主义转向护理教育可能呈现的样子及其要求。文章分三步进行：首先追溯护理中世俗自由人文主义的哲学谱系，展示其关于‘人类’的规范性形象如何历史上边缘化了女性、种族化、非西方和非人类的能动性，这与护理自身对社会正义和平等的承诺相矛盾。其次，利用布拉多蒂的关键概念——主体性作为过程、一元论和自创生——重新构想护理的四个元范式概念：人、环境、健康和护理本身。在此框架下，人被视为具身、嵌入和关系构成的，而非自成一体的；环境成为能动生态而非被动背景；健康作为由生物、技术和社会物质力量塑造的关系结果而出现；护理被重新定义为分布在对技术、机构、基础设施和微生物生态等‘超越人类’集合体的护理工作中。第三，文章将这些重新构想转化为课程设计、教学实践、评估、政策和研究的具体含义，认为后人类主义护理教育必须超越基于胜任力和以患者为中心的模型，这些模型未能充分理论化护士每天应对的纠缠现实。本文为将后人类框架应用于专业护理教育的日益增长的研究文献做出了贡献。它认为，批判性后人类主义课程并非对护理伦理基础的拒绝，而是对其必要性的扩展，这种扩展能够为护士准备应对定义21世纪护理的生态、技术和政治变革。

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