ABSTRACT
In this chapter I explore how much educational values and classroom practices in contemporary nursing education diverge from the needs of contemporary learners. The potential for dominant social values to influence/steer educational experiences are examined. I speculate that nursing education remains dominated by curricular and administrative structures rooted in pre-Internet society, which are more a product of social values, politics and policy, rather than sound educational science. The potential for change, particularly the potential for university-based nursing education to address contemporary trends in evidence-based teaching are also discussed. Questions surrounding complexity and ambition in nursing pedagogy are raised.
