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Author  |
Teekman, B.; Stillwell, Y. |
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Title |
Exploring reflective thinking in nursing practice |
Type |
Journal Article |
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Year |
2000 |
Publication |
Journal of Advanced Nursing |
Abbreviated Journal |
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Volume |
31 |
Issue |
5 |
Pages |
1125-1135 |
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Keywords |
Nursing; Problem solving; Experiential learning |
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Abstract |
Sense-Making, a qualitative research method, was used to obtain and analyse data from interviews with 10 registered nurses, in order to study reflective thinking in actual nursing practice. Ten non-routine nursing situations were analysed for the presence of reflective thinking. Reflective thinking was extensively manifest, especially in moments of doubt and perplexity, and consisted of such cognitive activities as comparing and contrasting phenomena, recognising patterns, categorising perceptions, framing, and self-questioning in order to create meaning and understanding. Self-questioning was identified as a significant process within reflective thinking. By exploring and analysing the type of questions respondents were asking themselves, the study uncovered three hierarchical levels of reflective thinking, focussed on action, evaluation and critical enquiry. The findings of this study resulted in the development of a model of reflective thinking, which is discussed in terms of the implications for learning in nursing practice. |
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Call Number |
NRSNZNO @ research @ |
Serial |
655 |
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Author |
Vallance, E.; Scott, S. |
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Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part two |
Type |
Journal Article |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
3 |
Pages |
40-49 |
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Keywords |
Problem solving; Critical thinking; Nursing; Education |
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Abstract |
In this article, the second of two, the literature is examined to determine the ability of problem-based learning to develop professional nursing practice. Professional practice depends on critical thinking for the development of both rational problem-solving skills and critical reflective thinking. This article proposes that problem-based learning has the potential to develop the critical thinking skills required for problem solving and decision-making. However problem-based learning is less likely to promote the critical reflective thinking without which the transformative practice needed to drive health gains in the 21st century is unlikely to emerge. |
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Call Number |
NRSNZNO @ research @ |
Serial |
555 |
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Author |
Vallance, E.; Scott, S. |
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Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part one |
Type |
Journal Article |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
2 |
Pages |
41-51 |
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Keywords |
Nursing; Education; Critical thinking; Problem solving; Nursing; Teaching methods |
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Abstract |
Within New Zealand nursing education there appears to be a widespread acceptance of problem-based learning and an assumption that the strategies it uses are unproblematic. A review of the literature however, reveals that problem-based learning has drawbacks that may inhibit the achievement of desired graduate outcomes. It seems timely for nurse educators to exercise caution in uncritically accepting problem-based learning approaches and using them as the predominant approach to teaching and learning. To this end, a two-part critique of this teaching and learning method is presented. Part one critiques the methods of problem-based learning, discussing self-directed learning, the group process, self-assessment, and content knowledge. Part two explores the philosophical underpinnings of problem-based learning, and the so-called 'fit' within nursing. |
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Call Number |
NRSNZNO @ research @ |
Serial |
556 |
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Author |
Walsh, K.; Moss, C.; Lawless, J.; McKelvie, R.; Duncan, L. |
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Title |
Puzzling practice: A strategy for working with clinical practice issues |
Type |
Journal Article |
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Year |
2008 |
Publication |
International Journal of Law and Psychiatry |
Abbreviated Journal |
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Volume |
14 |
Issue |
2 |
Pages |
94-100 |
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Keywords |
Nursing philosophy; Clinical decision making; Problem solving |
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Abstract |
The authors share the evolution of innovative ways to explore, 'unpack' and re-frame clinical issues that exist in everyday practice. The elements of these processes, which they call 'puzzling practice', and the techniques associated with them, were delineated over a two year period by the authors using action theory based processes. The authors have evolved several different frameworks for 'puzzling practice' which they draw on and use in their practice development work and in research practice. This paper pays attention to a particular form of puzzling practice that they found to be useful in assisting individual clinicians and teams to explore and find workable solutions to practice issues. In this example 'puzzling practice' uses seven different elements; naming the issue; puzzling the issue; testing the puzzle; exploring the heart of out practice; formulating the puzzle question; visualising the future; and generating new strategies for action. Each of the elements is illustrated by the story and the key foundations and ideas behind each element is explored. |
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Call Number |
NRSNZNO @ research @ |
Serial |
838 |
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Author |
Water, T. |
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Title |
The meaning of being in dilemma in paediatric practice: A phenomenological study |
Type |
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Year |
2008 |
Publication |
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Abbreviated Journal |
NZNO Library |
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Volume |
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Issue |
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Pages |
259 pp |
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Keywords |
Psychology; Paediatric nursing; Paedetric practice; Problem solving |
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Abstract |
This study explores the phenomenon of dilemma in paediatric practice. Using a hermeneutic phenomenological method informed by the writings of Heidegger [1889-1976] and Gadamer [1900-2002] this study provides an understanding of the meaning of 'being in dilemma' from the perspective of predominantly paediatric health care professionals but also families in New Zealand. Study participants include four families who had a child requiring health care and fifteen health care practitioners from the disciplines of medicine, nursing, physiotherapy, play specialist and occupational therapy who work with families and children requiring health care. Participants' narratives of their experiences of 'being in dilemma' were captured via audio taped interviewing. These stories uncover the everyday realities facing health professionals and families and provide an ontological understanding for the notion of dilemma. The findings of this study suggest that experience of dilemma for health professionals reveals a world that is uncertain and questionable where they are thrown into having to make uncomfortable choices and must live with the painful consequences of their actions. The consequences of being in such dilemma are having to find ways of living with the angst, or risk becoming too sensitive or desensitizing. For families the experience of dilemma reveals a similar phenomenon most evident in circumstances where they feel totalized by the impact of heath care encounters. This study has uncovered that the perspectives that health professionals and families bring to the experience of dilemma reveal different concerns and commitments and may be hidden from each other. This thesis proposes that health professionals and families need support in living with their own personal encounters of enduring experiences of dilemma. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1234 |
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