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Conversations on a Prairie Path

bio info for nursing instructor and theorist, savina schoenhofer

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Conversations on a Prairie Path

  1. 1. Conversations on a Prairie Pathwith nurse scholarSavina O. Schoenhofer
  2. 2. Between two points along the path:Brazil and Mississippi How this conversation began A prairie path ?
  3. 3. Savina O’Bryan Schoenhofer
  4. 4. Conversations on a Prairie Path Scholarly characteristics Beginning of the journey Evolution of worldview and theory Scholarship of teaching The present and the future
  5. 5. Scholarship according to Parsethe three processes involved inscholarly activity area perpetual curiosity,a focused commitment,and a willingness to risk challenge.(Parse, 1994).
  6. 6. Meleis on scholar characteristics a passion for making a difference, dismantling old patterns that are based on unequalpower and reconstructing patterns that are based onequity, shared power, and collaboration in decisions promoting cooperation and collaboration showing leadership to develop critical andreflective thinking
  7. 7. Mr. Rogers’ Neighborhoodscholarship diverse talents connections of simplicity and wisdom thatintermingle the cognitive, emotional andaesthetic lives of their target audience gently tying shoelaces: living the theory
  8. 8. BrazilThis nurse was like none I had ever seen orheard of…she was educated, she was broadin her thinking, she was extremely creativeand not at all "procedural" in her work withour clients, she was truly "their nurse" andI loved how I saw her being nurse
  9. 9. The early 60’s… a special time in history The Cold War was settling in, the SovietUnion was sending arms to Cuba, and therewas a general fear of the spread ofcommunism throughout Latin America. Papal Volunteers for Latin America, a groupthat presaged the Peace Corp and didgeneral community development work
  10. 10. At the age of 29 returned to college 2 Bachelor’s degree 2 Master’s degree and a Ph.D
  11. 11. Influential authors in the 60’s and 70’s: King and Brownell’s TheCurriculum and theDisciplines of Knowledge Nursing ConferenceDevelopment Group onConcept Formalization Fiere’s The Pegagogy ofthe Oppressed Teilhard de Chardin’sThe Phenomenon of Man Phenixs Realms ofMeaning Mayeroffs On Caring. …everything thatFritz Perls and “CarlosCanstenada” wrote
  12. 12. Development of concept of nursingWhen I was in school, I was taught that the uniquenessof nursing was in the nursing process. I wasnt toolong out of school when I realized that some problemsolving process that was popularized by an ed psychperson in the 1920s and actually promulgated by aphilosopher in the middle ages was not what wasunique about nursing…so I continued to inquire andto search and to try to understand by looking at myown practice and the practice of those I worked withto see what the "value added" of nursing actuallywas
  13. 13. Seed for passionate scholarship My mission became teaching about nursingas a discipline and about explicit nursingtheories/frameworks to help nurses realizethe depth of nursing ...realize nursing as much more than anoccupation and/or a warm fuzzy way toexpress good will.
  14. 14. A growing circle of mentorshipThe workshop facilitator was a member of Orems innercircle and she joined our faculty that same year so Iwas mentored extremely well…her name is MarilynParker – the editor of several collections of primarysource nursing theories. Marilyn and I haveprogressed from neophyte/mentor to peers and we arepractically sisters, best friends still today.So having 1) the question – what is nursing; and having2) access to a wonderful theoretician as early andcontinuing mentor are the primary reasons for thetrajectory my career path has taken.
  15. 15. Schoenhofer’s third mentor:Anne Boykin, RN, Ph.D… Anne and I realized … caring was presented as ameans…while some of the most profound literature wastelling us that caring was not an instrument but an endin itself.
  16. 16. So we decided to move ahead and develop our ownfull blown theory of nursing that would be centered incaring….it was Anne Boykin who influenced me torealize that caring could be more than simply a"warm fuzzy idea", but could actually be asubstantive concept that could ground the entirediscipline in a way that was true to its origins…
  17. 17. Publishing career began early Co-author of three books Chapters in seven books Over 23 articles in refereed journals
  18. 18. Early influences on the theory Mayerhoff: On Caring Roach: The Human Act of Caring: A Blueprint forthe Health Professions Carper: Fundamental Patterns of Knowing in Nursing Nursing Development Conference Group: ConceptFormalization in Nursing: Process and Product
  19. 19. Living the theoryTo those of us who know Savina, her name issynonymous with caring. She is mostdecidedly a nurse scholar who has co-authored a nursing theory that is verypersonal and has offered an alternative wayof practicing.- from a former faculty colleague
  20. 20. Assumptions to be human is to be caring persons are caring, moment to moment persons are whole and complete in themoment personhood is lived grounded in caring personhood is enhanced in relationship withcaring others nursing is both a discipline and a profession
  22. 22. Alternate theory:Nursing as Medical Assisting. I use it kind of as "shock treatment" or"paradigm rattling", to help nurses realizethat their present practice does havesystematization,but that the systematization may have beeninformally and subtly presented andabsorbed without their realizing there couldbe another way to frame their nursingthought and thus their nursing practice
  23. 23. Phenomenological frame of reference
  24. 24.  "only a very unparochial fish knows that itsenvironment is wet". and that has to do with recognizing thelens/paradigm from within which we view theworld...and that has to do, of course, withentertaining other paradigms
  25. 25. Scholarship of teaching it thrills me to help beginning nursing students grasp thewonder of nursing as a discipline of knowledge and fieldof practice, to help them enlarge their vision same thing about teaching grad students... to see nurseswho for the most part, come back to school because theyare getting pretty jaded and are looking for a way out ofnursing practice, begin to reconnect with their early anddeeply held commitment to engage in a life work of caringand to re-consider the value of their nursing over theintervening years and find joy in discovering that whatthey have been doing HAS been worthwhile after all.
  26. 26. Use of storyI use stories in all my classes and in all of my the beginning of any class, the first thing I askstudents to do is to recall, fully re-collect and re-liveand then tell (usually in writing) the story of a nursingsituation that illustrated whatever value we arelooking at...usually I simply ask them to work with astory that tells of a time when they felt they werereally nursing to the fullest. That story then is one ofthe primary texts of their work … tell the story first,THEN start intellectualizing about it,
  27. 27. and for grad students too… I also expect grad students who dotheses/dissertations using a qualitativeapproach to have as part of their Chapter 1 asection called Horizon of Meaning, with twosubsections: personal and professional...sothey essentially tell a story that illustratestheir own personal interest in thephenomenon/issue they are studying.
  28. 28. Misssissippi Teaching online Golf! Communicating with those interested in thetheory
  29. 29. Future? Text on nursing education Working with doctoral students International Nursing Philosophypresentation in September
  30. 30. A Pathfinder in Knowledge Generation Forerunners Pathfinders Pathtakers
  31. 31. Conversations on a Prairie Pathwith nurse scholarSavina O. Schoenhofer