Time for different stories: Reflections on IPONS panel addressing current debates in nursing theory, education and practice

Abstract

On 4 February 2021 a group of nurse scholar-educators, nurses and other interested folks came together for the second of two virtual events to think together about the role of philosophy in the nursing world. The live streamed open access event provided an opportunity in the COVID-19 pandemic for over 400 people to listen to five nursing scholars' presentations and to interact virtually through comments in chat and on the @IPONSociety Twitter social media platform. By reading the comments and questions that were generated, and by looking at the social media comments related to the event, it is apparent that philosophy is an important thinking practice for nurses but many audience members critically expressed they felt excluded. Critical issues were raised by participants in chat and on Twitter-pointedly around the need for more representative voices-including the imperative to open nursing philosophy to diverse and disparate worldviews. This dialogue provides a summary of critical points raised during the live question and answer session for the panel entitled Addressing Current Debates in Nursing Theory, Education, Practice as well as examing comments selected from the @IPONSociety Twitter space in response to the panel. One commenter said it was great to see the discussion being lifted up from the influential roots of white supremacy, while other nurses expressed that they wished the panellists themselves were more diverse. In discussion of key takeaway, links are made to historical and ongoing structural oppressions in nursing where thinking practices like nursing philosophy and theory are still dominated by world views emanating from positionalities of able-bodied cis-gendered heterosexual western eurocentric whiteness.

Progress in the Application of Reflective Education on Undergraduate Nursing Interns

“…Foreign studies show that the implementation of reflective education mainly includes on-site experiential education, video teaching, group discussion, self-reflection, expert lectures, reflective diaries, workshops, simulation teaching, case discussions, etc. [4][5][6][7][8][9][10] , and there is only one study that applies workshops as a method of reflective education to undergraduate internship nursing students, i.e., Lewandowski et al [11] used a workshop to train nursing students in "learning how to solve problems" for four months, which aimed to help nursing students think effectively when facing work challenges and promote them to actively explore new ways to solve problems. Some colleges and universities in China have tried to incorporate reflection education into the nursing education system, such as Southwest Medical University and Huazhong University of Science and Technology, which have changed the twice-weekly group practical training to monthly comprehensive practical training, encouraging students to independently design and implement a small project, and requiring students to complete the entire experimental process in a team, which is important for improving students' critical thinking skills and innovation ability [12] .…”