ABSTRACT
This chapter examines pedagogical approaches to teaching public health within the UK pre-registration nursing curriculum. It provides an overview of the policy context that drives the integration of public health principles within the pre-registration nursing curriculum. N. Diekelmann describes narrative pedagogy as research-based interpretive phenomenological pedagogy that gathers educators and students into a converging conversation wherein new possibilities for practice and education can be envisioned. Freirean dialogical education in the context of transformative pedagogy is believed to facilitate reflection-action dynamics. Evidence for the effectiveness of transformative pedagogy in facilitating social justice education has been demonstrated in several studies. A review of the literature on pedagogical approaches revealed that conventional pedagogies are consistent with the requirements for preparing future nurses for their role as advocates for public health as a strategy to reduce inequalities in health. Critical pedagogy was seen as the most appropriate pedagogy to achieve the social justice principles of public health.
