{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,16]],"date-time":"2026-09-16T04:10:19Z","timestamp":1789531819692,"version":"build-2803163510"},"reference-count":25,"publisher":"Ovid Technologies (Wolters Kluwer Health)","content-domain":{"domain":["lww.com","ovid.com"],"crossmark-restriction":true},"short-container-title":[],"abstract":"<jats:p>Nursing education has documented a punitive culture for 4 decades without stopping its reproduction. This critical theoretical synthesis explains why and proposes a pedagogy of interruption. Inherited professional assumptions reproduce when they are experienced as clinical judgment rather than history. Psychological safety preserves reflexive capacity; interruption renders taken-for-granted practice strange; collective praxis changes what the next learner observes and inherits. Appraisal is the hinge that determines whether destabilization opens reflection or forecloses it. 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