Re/Affirming and Re/Conceptualizing Disciplinary Knowledge as the Foundation for Doctoral Education

Banks-Wallace, JoAnne; Despins, Laurel; Adams-Leander, Sheila; McBroom, Leesa A.; Tandy, Luann

doi:10.1097/01.ans.0000311530.81188.88

Cited by 9 publications

(7 citation statements)

References 10 publications

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“…2008, Bonsall & Cheater 2008). This finding has implications for designing appropriate academic programmes, and adds to the current reflection on what constitutes disciplinary knowledge as the foundation for doctoral education to support such expanded practice (Banks‐Wallace et al. 2008).…”

Section: Discussionmentioning

confidence: 72%

“…Furthermore, AP nurses, doctors and clients suggest that there should be corresponding professional education programmes to support this development, especially in relation to nurse prescribing, similar to the international development (Carey & Courtenay 2007, Bellary et al 2008, Bonsall & Cheater 2008. This finding has implications for designing appropriate academic programmes, and adds to the current reflection on what constitutes disciplinary knowledge as the foundation for doctoral education to support such expanded practice (Banks-Wallace et al 2008).…”

Section: Stakeholders' Acceptance With Role Expansion Of Anpmentioning

confidence: 81%

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Exploring the scope of expanding advanced nursing practice in nurse‐led clinics: a multiple‐case study

Shiu

Lee

Chau

2011

Journal of Advanced Nursing

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Aim. This article is a report on a study to explore the development of expanding advanced nursing practice in nurse-led clinics in Hong Kong. Background. Nurse-led clinics serviced by advanced practice nurses, a common international practice, have been adopted in Hong Kong since 1990s. Evaluations consistently show that this practice has good clinical outcomes and contributes to containing healthcare cost. However, similar to the international literature, it remains unclear as to what the elements of good advanced nursing practice are, and which directions Hong Kong should adopt for further development of such practice. Methods. A multiple-case study design was adopted with six nurse-led clinics representing three specialties as six case studies, and including two clinics each from continence, diabetes and wound care. Each case had four embedded units of analysis. They included non-participant observation of nursing activities (9 days), nurse interviews (N = 6), doctor interviews (N = 6) and client interviews (N = 12). The data were collected in 2009. Within-and cross-case analyses were conducted. Results. The cross-case analysis demonstrated six elements of good advanced nursing practice in nurse-led clinics, and showed a great potential to expand the practice by reshaping four categories of current boundaries, including communityhospital, wellness-illness, public-private and professional-practice boundaries. From these findings, we suggest a model to advance the scope of advanced nursing practice in nurse-led clinics. Conclusion. The six elements may be applied as audit criteria for evaluation of advanced nursing practice in nurse-led clinics, and the proposed model provides directions for expanding such practice in Hong Kong and beyond.

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Section: Discussionmentioning

confidence: 72%

Section: Stakeholders' Acceptance With Role Expansion Of Anpmentioning

confidence: 81%

Exploring the scope of expanding advanced nursing practice in nurse‐led clinics: a multiple‐case study

Shiu

Lee

Chau

2011

Journal of Advanced Nursing

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“…According to Profetto-McGrath et al (2009), in the 1990s, several publications pointed to the importance of critical thinking in evidence-based nursing, although they did not state it explicitly. And Tschudin (2010) evidenced 10 years ago, virtue ethics was the philosophical and ethi- Lastly, we must be aware that nursing research is not that which is conducted by a nursing professional but rather that which is based on and uses nursing knowledge, and which helps advance the profession (Banks-Wallace et al, 2008). That is what will really allow the search for evidence on nursing care and help advance nursing science.…”

Section: Critic Al Think Ing and Re S E Archmentioning

confidence: 99%

Critical thinking in nursing clinical practice, education and research: From attitudes to virtue

et al. 2020

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Critical thinking is a complex, dynamic process formed by attitudes and strategic skills, with the aim of achieving a specific goal or objective. The attitudes, including the critical thinking attitudes, constitute an important part of the idea of good care, of the good professional. It could be said that they become a virtue of the nursing profession. In this context, the ethics of virtue is a theoretical framework that becomes essential for analyse the critical thinking concept in nursing care and nursing science. Because the ethics of virtue consider how cultivating virtues are necessary to understand and justify the decisions and guide the actions. Based on selective analysis of the descriptive and empirical literature that addresses conceptual review of critical thinking, we conducted an analysis of this topic in the settings of clinical practice, training and research from the virtue ethical framework. Following JBI critical appraisal checklist for text and opinion papers, we argue the need for critical thinking as an essential element for true excellence in care and that it should be encouraged among professionals. The importance of developing critical thinking skills in education is well substantiated; however, greater efforts are required to implement educational strategies directed at developing critical thinking in students and professionals undergoing training, along with measures that demonstrate their success. Lastly, we show that critical thinking constitutes a fundamental component in the research process, and can improve research competencies in nursing. We conclude that future research and actions must go further in the search for new evidence and open new horizons, to ensure a positive effect on clinical practice, patient health, student education and the growth of nursing science.

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“…[18][19][20][21][22][23] Research in sociocultural perspectives for family and women's health is an elective in the PhD program. Class occurs in a seminar format that meets over a 15-week semester.…”

Section: Approach and Description Of The Course Structurementioning

confidence: 99%

Engaging Racial Autoethnography as a Teaching Tool for Womanist Inquiry

Taylor

Mackin

Oldenburg

2008

Advances in Nursing Science

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Racial autobiography, self-narratives on how one learned about the idea of race, has been underutilized as a tool to familiarize and orient students in the process of critical inquiry for nursing research. The aims of this article are to explore how racial autoethnography: (1) repositions students to effect an epistemological change, (2) challenges dominant ideology, and (3) functions as a link between the student and critical theories for use in nursing research. Students engage in and share reflective narrative about a variety of instructional materials used in the course. Reflective narratives are presented in a framework that addresses white racial identity development.

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Re/Affirming and Re/Conceptualizing Disciplinary Knowledge as the Foundation for Doctoral Education

Cited by 9 publications

References 10 publications

Exploring the scope of expanding advanced nursing practice in nurse‐led clinics: a multiple‐case study

Exploring the scope of expanding advanced nursing practice in nurse‐led clinics: a multiple‐case study

Critical thinking in nursing clinical practice, education and research: From attitudes to virtue

Engaging Racial Autoethnography as a Teaching Tool for Womanist Inquiry

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