Incorporating Feminism Into the Graduate Curriculum

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Abstract
Feminist theory and methods are vital catalysts to teaching/learning in graduate education. This article describes how feminism was integrated into a graduate course, specifically regarding nursing activism and health policy. Major themes include a learning model emphasizing the student's individual strands of life experience, reconstruction of nursing history, and small-group process. Class assignments, student responses, and the implications of feminist perspectives for advanced professional practice are discussed.

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