ReviewJournal of advanced nursing2026
Operationalising Anti-Oppression in Doctoral Nursing Education.
Review in Journal of advanced nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Operationalising Anti-Oppression in Doctoral Nursing Education.Journal of advanced nursing · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimsOutline the rationale, experiences and vision for a progressive pedagogy in nursing doctoral education that embraces collaboration and collective world-building as strategies for developing liberatory knowledge.
designConceptual exploration and vision statement grounded in the pedagogical theories of hooks and Freire.
methodsTheoretical analysis of emancipatory pedagogies, review of existing literature on collaboration in doctoral programs and a reflective account. The framework proposed is informed by bell hooks' engaged pedagogy and Freire's critical pedagogy.
resultsThe paper identifies the limitations of traditional, individualistic approaches in doctoral nursing programs and proposes a re-envisioned pedagogical framework that emphasises community and collective inquiry.
conclusionThe proposed progressive pedagogy for doctoral nursing education seeks to operationalise anti-oppression and decolonisation by fostering a collaborative and community-based approach to knowledge production. IMPLICATIONS FOR THE PROFESSION: Implementing this progressive pedagogical framework in doctoral nursing education can lead to the development of researchers who are better equipped to address social problems such as racism, oppression and health inequity. REPORTING
methodEQUATOR guidelines are not applicable. PATIENT OR PUBLIC CONTRIBUTION: This study did not include patient or public involvement in its design, conduct or reporting.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.