This document summarizes a study that explored nurses' health beliefs in five countries. It revealed three main themes:
1) Nurses drew their health beliefs from various sources, including professional education and cultural traditions, creating tensions between personal beliefs and evidence-based practices.
2) Some nurses held beliefs they had not examined critically and may not have been supported by evidence.
3) Nurses believed experience was an important source of knowledge, though personal experiences need to be evaluated critically rather than assumed to represent reality.
The study highlighted tensions between nurses' personal beliefs and critical health literacy expected in contemporary nursing practice. It also illuminated the need for nurse education to help nurses examine their own beliefs.
Week 2 - Course ResourcesTheory Development – Barrier and Stimul.docxjessiehampson
Week 2 - Course Resources
Theory Development – Barrier and Stimulants
Development of a theoretical body of knowledge, unique to the nursing domain, is directly proportional to equivalent strides taken in the area of research. Effective integration of theory and practice is essential for the survival and growth of the nursing profession. To continue the cycle of meaningful advancements, researchers need to identify barriers and overcome them. Along with this, they also need to take note of factors that stimulate the process of theory development. Let's examine how knowledge has played a crucial role in setting obstacles in the path of theory development on the one hand and, on the other, how it has facilitated the development of nursing theories.
How did knowledge act as a barrier to the process of theory development?
How did knowledge act as a stimulant in the process of theory development?
Use of the knowledge of other disciplines was long seen as superior to that developed by nurses.
Knowledge breeds knowledge; existing theory now provides impetus for further refinement and development.
Other disciplines, such as sociology, psychology, and physiology, prepared their students to do research in nursing and develop theories for nurses, rather than encouraging nursing to prepare its own students to do research and theory development.
Old paradigms are challenged by new ones as they are influenced by social factors, factors in healthcare, and practice changes.
The National League for Nursing (NLN) requirement for colleges and universities often resulted in the development of curricula with esoteric content.
The new worldview is less mechanistic, more congruent with women's views of science and nurses' views of health; it is more wholistic and ecological.
The knowledge base developed was unrelated to practice and was far removed from preparing students to be change agents in practice.
Nurses are trained to observe record, analyze, and solve problems, and this unique source of knowledge has provided research efforts that are, finally, far more based in the practice realm than ever before.
The academic focus was on conceptual models as a way to develop theories and theoretical thinking, and often lost sight of the reason to conceptualize in the first place, that is, the underpinnings of nursing practice and patient care.
Nurses spend long hours with patients and family, and are better able to identify and understand patterns of phenomena, rather than perceive health and nursing as a series of isolated incidents.
Development of conceptual models and theories was encouraged as a way to justify and define the status of nursing as a profession, and required the existence of theories.
The move toward the development of middle-range theories, rather than grand theories and conceptual models, has allowed nurses involved directly in the provision of care to ask practice-based questions, do research to answer those questions, and develop new information on ...
Rahma Morgan ElshazlyAssignment Evidence-based Project (P.docxaudeleypearl
Rahma Morgan Elshazly
Assignment: Evidence-based Project (Part 2)
9/14/19
Matrix Worksheet Template
Use this document to complete Part 2 of the Module 2 Assessment, Evidence-Based Project, and Part 1: An Introduction to Clinical Inquiry and Part 2: Research Methodologies
Full citation of selected article
Article #1
Article #2
Article #3
Article #4
Kim, E., Furlong, M., Dowdy, E., & Felix, E. (2014). Exploring the Relative Contributions of the Strength and Distress Components of Dual-Factor Complete Mental Health Screening. Canadian Journal Of School Psychology, 29(2), 127-140. DOI: 10.1177/0829573514529567
Rückert, H. (2015). Students׳ mental health and psychological counseling in Europe. Mental Health & Prevention, 3(1-2), 34-40. DOI: 10.1016/j.mhp.2015.04.006
Dieser, R., Christenson, J., & Davis-Gage, D. (2014). Integrating flow theory and the serious leisure perspective into mental health counseling. Counseling Psychology Quarterly, 28(1), 97-111. DOI: 10.1080/09515070.2014.944883
Laux, J., Calmes, S., Moe, J., Dupuy, P., Cox, J., & Ventura, L. et al. (2018). The Clinical Mental Health Counseling Needs of Mothers in the Criminal Justice System. The Family Journal, 19(3), 291-298. DOI: 10.1177/1066480711405823
Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest)
The article was considered since it is related to mental health counseling which is the clinical area of interest. The article relates to the area of interest since it focuses on mental health screening and its relationship to the dual-factor approach. The research article enriches the area under consideration by providing information on the best avenues to improve mental health outcomes.
The article was chosen since it focused on mental health and the relationship to psychological counseling among students. The article seeks to offer information on how an understanding of mental health can be applied in counseling to improve on the health outcomes.
The article focuses on mental health counseling as it relates to the serious leisure perspective and flow theory. The article relates to the clinical area of interest since it seeks to improve mental health counseling. The article acknowledges that various models have been utilized in mental health counseling and adoption of new methods is critical to success of mental health counseling.
The research deals with the mental health needs of mothers within the prison system. The study was informed by the fact that the community does not seem to care about incarcerated mothers. The study seeks to ensure that the mothers received the needed help to ensure mental wellbeing. The research contributes to the clinical area of interest since it helps shape a discussion regarding mental health in rehabilitation centers.
Brief description of the aims of the research of each peer-reviewed article
The research was aime ...
Running head LEARNING THEORIES 126LEARNING THEORIES.docxwlynn1
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt.
Running head LEARNING THEORIES 126LEARNING THEORIES.docxjeanettehully
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt ...
Week 2 - Course ResourcesTheory Development – Barrier and Stimul.docxjessiehampson
Week 2 - Course Resources
Theory Development – Barrier and Stimulants
Development of a theoretical body of knowledge, unique to the nursing domain, is directly proportional to equivalent strides taken in the area of research. Effective integration of theory and practice is essential for the survival and growth of the nursing profession. To continue the cycle of meaningful advancements, researchers need to identify barriers and overcome them. Along with this, they also need to take note of factors that stimulate the process of theory development. Let's examine how knowledge has played a crucial role in setting obstacles in the path of theory development on the one hand and, on the other, how it has facilitated the development of nursing theories.
How did knowledge act as a barrier to the process of theory development?
How did knowledge act as a stimulant in the process of theory development?
Use of the knowledge of other disciplines was long seen as superior to that developed by nurses.
Knowledge breeds knowledge; existing theory now provides impetus for further refinement and development.
Other disciplines, such as sociology, psychology, and physiology, prepared their students to do research in nursing and develop theories for nurses, rather than encouraging nursing to prepare its own students to do research and theory development.
Old paradigms are challenged by new ones as they are influenced by social factors, factors in healthcare, and practice changes.
The National League for Nursing (NLN) requirement for colleges and universities often resulted in the development of curricula with esoteric content.
The new worldview is less mechanistic, more congruent with women's views of science and nurses' views of health; it is more wholistic and ecological.
The knowledge base developed was unrelated to practice and was far removed from preparing students to be change agents in practice.
Nurses are trained to observe record, analyze, and solve problems, and this unique source of knowledge has provided research efforts that are, finally, far more based in the practice realm than ever before.
The academic focus was on conceptual models as a way to develop theories and theoretical thinking, and often lost sight of the reason to conceptualize in the first place, that is, the underpinnings of nursing practice and patient care.
Nurses spend long hours with patients and family, and are better able to identify and understand patterns of phenomena, rather than perceive health and nursing as a series of isolated incidents.
Development of conceptual models and theories was encouraged as a way to justify and define the status of nursing as a profession, and required the existence of theories.
The move toward the development of middle-range theories, rather than grand theories and conceptual models, has allowed nurses involved directly in the provision of care to ask practice-based questions, do research to answer those questions, and develop new information on ...
Rahma Morgan ElshazlyAssignment Evidence-based Project (P.docxaudeleypearl
Rahma Morgan Elshazly
Assignment: Evidence-based Project (Part 2)
9/14/19
Matrix Worksheet Template
Use this document to complete Part 2 of the Module 2 Assessment, Evidence-Based Project, and Part 1: An Introduction to Clinical Inquiry and Part 2: Research Methodologies
Full citation of selected article
Article #1
Article #2
Article #3
Article #4
Kim, E., Furlong, M., Dowdy, E., & Felix, E. (2014). Exploring the Relative Contributions of the Strength and Distress Components of Dual-Factor Complete Mental Health Screening. Canadian Journal Of School Psychology, 29(2), 127-140. DOI: 10.1177/0829573514529567
Rückert, H. (2015). Students׳ mental health and psychological counseling in Europe. Mental Health & Prevention, 3(1-2), 34-40. DOI: 10.1016/j.mhp.2015.04.006
Dieser, R., Christenson, J., & Davis-Gage, D. (2014). Integrating flow theory and the serious leisure perspective into mental health counseling. Counseling Psychology Quarterly, 28(1), 97-111. DOI: 10.1080/09515070.2014.944883
Laux, J., Calmes, S., Moe, J., Dupuy, P., Cox, J., & Ventura, L. et al. (2018). The Clinical Mental Health Counseling Needs of Mothers in the Criminal Justice System. The Family Journal, 19(3), 291-298. DOI: 10.1177/1066480711405823
Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest)
The article was considered since it is related to mental health counseling which is the clinical area of interest. The article relates to the area of interest since it focuses on mental health screening and its relationship to the dual-factor approach. The research article enriches the area under consideration by providing information on the best avenues to improve mental health outcomes.
The article was chosen since it focused on mental health and the relationship to psychological counseling among students. The article seeks to offer information on how an understanding of mental health can be applied in counseling to improve on the health outcomes.
The article focuses on mental health counseling as it relates to the serious leisure perspective and flow theory. The article relates to the clinical area of interest since it seeks to improve mental health counseling. The article acknowledges that various models have been utilized in mental health counseling and adoption of new methods is critical to success of mental health counseling.
The research deals with the mental health needs of mothers within the prison system. The study was informed by the fact that the community does not seem to care about incarcerated mothers. The study seeks to ensure that the mothers received the needed help to ensure mental wellbeing. The research contributes to the clinical area of interest since it helps shape a discussion regarding mental health in rehabilitation centers.
Brief description of the aims of the research of each peer-reviewed article
The research was aime ...
Running head LEARNING THEORIES 126LEARNING THEORIES.docxwlynn1
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt.
Running head LEARNING THEORIES 126LEARNING THEORIES.docxjeanettehully
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt ...
This Keynote gives an overview of the challenges in health education over the last 50 years and examples of successful implementation of ICF education to teach better collaborative practice and patient-centred care based on a bio-psycho-social-spiritual model of health.
Reflection as an Educational Strategyin Nursing Professional.docxringrid1
Reflection as an Educational Strategy
in Nursing Professional Development
An Integrative Review
Robbin Miraglia, MSN, RN ƒ Marilyn E. Asselin, PhD, RN-BC
Reflection is a critical component of professional nursing
practice and a strategy for learning through practice. This
integrative review synthesizes the literature addressing the
use of reflection as an educational strategy and reports
outcomes from the use of reflective strategies. Reflection
education is primarily nested in programs to meet specific
clinical goals, structured with group facilitation. Findings
suggest that reflective strategies stimulate learning in
practice, enhance readiness to apply new knowledge,
and promote practice change.
INTRODUCTION
In recent years, reflection has gained increased recognition
as a critical component of professional nursing practice and
as an educational strategy to acquire knowledge and learn
through practice (Asselin & Fain, 2013; Kim, 1999; Perry,
2000). Although there is no agreed upon definition, reflec-
tion is generally understood as the deliberate process of
critically thinking about a clinical experience, which leads
to development of insights for potential practice change
(Asselin & Fain, 2013). Scholars contend that reflection of-
fers nurses the opportunity to build on existing knowledge
through clinical experiences (Johns, 1995; Kuiper & Pesut,
2004; Perry, 2000), develop clinical judgment (Nielsen,
Stragnell, & Jester, 2007; Tanner, 2006), promote strong
communication skills, build collaborative practice, and im-
prove patient care (Horton-Deutsch, 2012; Peden-McAlpine,
Tomlinson, Forneris, Genck, & Meiers, 2005).
Although it is generally assumed that nurses know how
to reflect, findings from recent studies suggest that nurses’
reflective thinking may be prolonged by pauses and they
may need assistance in systematically moving insights to
practice change (Asselin & Fain, 2013; Asselin, Schwartz-
Barcott, & Osterman, 2013). Consequently, continuing ed-
ucation on reflection and reflective practice is viewed as a
vehicle to enhance professional practice, promote evidence-
based practice, and potentially improve patient outcomes.
As an educational strategy, reflection allows nurses to ex-
plore clinical experiences and the thoughts and feelings
associated with the experience, allowing for a change in
beliefs and assumptions, emergence of new knowledge,
and a transformation of clinical practice (Asselin & Fain,
2013; Dube & Ducharme, 2014; Horton-Deutsch, 2012;
Johns, 1995; Perry, 2000). Although numerous articles have
been published exploring the concept of reflection and the
use of reflection as an educational strategy, there has been
no attempt to synthesize existing literature presenting the
use of reflection as an educational strategy in nursing pro-
fessional development (NPD). This article provides an
integrative review of the literature addressing the use of re-
flection as an educational strategy for nurses. The rev.
A broken paradigm? What education needs to learn from evidence-based medicine...eraser Juan José Calderón
A broken paradigm? What education needs to learn from evidence-based medicine Lucinda McKnight & Andy Morgan.
ABSTRACT
The paradigm of evidence-based education continues to inform the development of policy in a number of countries. At its simplest level, evidence-based education incorporates evidence, often that provided by randomised controlled trials, into classroom practice. England’s Education Endowment Foundation is in the process of exporting evidence-based school education, promoted as a medical approach, to other countries, including Australia. Australia is in the process of establishing an Education Evidence Base, informed by the government’s 2016 Productivity Commission report. While the literature around evidence-based education is explicit in identifying its basis in medicine, there has been little medical input into its development. Interdisciplinary examination of the medical literature reveals the contested nature and troubled state of evidence-based medicine and what policymakers need to consider to maximise the benefits of this translation into education.
FIRST ASSIGNMENT
1
FIRST ASSIGNMENT
2
First Assignment
[Name]
[Course]
[Professor]
[Date]
Abstract
In a multi-cultural atmosphere, the management of ethics and principal decision management helps in serving just in a fair and square way. For the concerned metropolitan agency, a proper action plan will be used managing all the aspects including principle-based management and ethical decision making in a multicultural environment. Racial discrimination in the organization can be fought well by establishing discrimination-free hiring practices in the organization. The agency will be revising its business practices so that the lack of officers can be managed well.
Action plan to address community concerns
In recent years, many employers have embraced the idea of cultural diversity activities with the goal of making make a comprehensive work environment condition. Most experts concur that a differing workforce is a commendable yearning. In any case, social decent variety can offer ascent to moral issues that can be trying for chiefs and workers to determine. The agency has faced some issues over the past years including the concern of the society related to racial discrimination. Keeping in view the concerns of the society, the organization has aimed at coming up with some action plan so that the business practices can be improved and the concerns of the society can be addressed.
Family Knowledge about Palliative Care
Ernesto Pena Morgado
Ana G. Méndez
NR502: Research Proposal
February Session, 2019
Family Knowledge about Palliative Care
In the United States, the vast majority of palliative care is performed in the home. It is obvious that in this scenario the members of the family play a leading role. Most research related to palliative care in the United States does not describe the level of commitment of the patient and caregivers with such care. (Dillon, 2016).
In a study presented about "How home hospice facilitates patient and family engagement", his author, Dillon, describes how some caregivers cheered for instruction on how to manage their relatives palliative care in relation to the use of the comfort kit, including the management of morphine in relationship to be better prepared to relieve the pain of the patient (Dillon, 2016, pp.595). Another wife described how the education and holistic instruction provided was helpful in dealing with and understanding the care that would be provided to her husband. (Dillon, 2016).
The author concludes that offering instruction and education in relation to such difficult issues as helping to face death, has an important implication in the participation of the patient and the family in palliative care, and is the first necessary step to train patients and the family to make informed decisions (Dillon, 2016).
The hospita.
In nursing, evidence-based practice (EBP) is a blend of research f.docxsleeperharwell
In nursing, evidence-based practice (EBP) is a blend of research findings, clinical skills, and patient choices (Skaggs et al., 2018). In clinical practice, nurses are pushed to adopt this problem-solving strategy to deliver individualized patient care. EBP includes information on evidence-based practices in practically all areas of nursing, such as direct patient care, workflow concerns, infection control, supply management, charting, and central line care, to name a few. EBP enables nurses to utilize the most recent research methods in real-world settings, such as direct patient care. With the nurse's extensive knowledge and data on quality improvement, potential improvements to current processes that may result in better outcomes can be considered. EBP can improve patient care by focusing on known results. In a fast-paced industry like healthcare, it is crucial to remain current with the most recent research methodology.
Journals subject to peer review are one of the most reliable sources of evidence-based research. In reality, peer-reviewed publications are the most reputable source of study findings. They are the settings where researchers evaluate the efficacy of drugs, therapies, and behaviors and publish their findings (Schmidt & Brown, 2017). Peer-reviewed sources are those that have been evaluated for quality by experts and professionals in accordance with industry standards. Unlike many websites, peer-reviewed materials are examined prior to publication. This shows that the library's collections are a more reliable source of information than the Internet. PubMed and CINAHL are two important evidence-based research tools. PubMed is a database of articles and papers covering a broad spectrum of biological and clinical research. Evidence-Based Practice is an advanced search option in CINAHL that restricts search results to articles from evidence-based journals, articles about evidence-based practice, articles about applying evidence-based practice to research, and research articles, including systematic reviews, clinical trials, and meta-analyses.
References
Schmidt, N. A., & Brown, J. M. (2017).
Evidence-Based Practice for Nurses: Appraisal and Application of Research: Appraisal and Application of Research. Jones & Bartlett Learning.
Skaggs, M. K. D., Daniels, J. F., Hodge, A. J., & DeCamp, V. L. (2018). Using the evidence-based practice service nursing bundle to increase patient satisfaction.
Journal of emergency nursing, 44(1), 37-45
Evidence-based practice illustrates the difference between on-the-job experience and research-based assessment and interventions that are done daily. The importance of EBP will stop healthcare professionals from providing care that is ritualistic and traditional. EBP can also determine the efficacy of the care provided and evaluate the care to ensure positive patient outcomes (Tappen,.R.M. 2015). One of the worst mindsets to have is “that is how we have.
Running Head: NURSING 1
NURSING 2
Nursing Discipline
History, theory, practice, and research are all ways of knowing in nursing. Choose one and analyze how it interacts with the others to form the basis of the nursing discipline.
Research is an essential aspect in nursing. It helps in coordinating other efforts as well as practices, theory and also nursing associated history into enhancing positive implications in the nursing sector. Translation of research as well as evidence based associated facts into practice in a clinical setting is a relatively important concept in healthcare. Through practice nurses are involved in ensuring that the translation of research takes place effectively and as per the health associated requirements. They accomplish this by using the research to ensure effective and adequate healthcare to patients that they serve (In Cherry & In Jacob, 2019). They ensure that they undertake the caring of such patients using high quality techniques as well as methods that will enhance effective healthcare to such patients.
Nonetheless, nurses facilitate the translation of research as well as evidence based studies to practice in a healthcare setting by offering adequate population health and enhance effective patient care in the healthcare associated facilities (Grove & Gray, 2018). Nursing also achieves this in a successful manner by implementing various interventions to enhance uptake as well as utility of evidence to encourage improvement of the care that they give to the patients. Moreover, nurses effectively translate such research to practice in their places of practice by filling in the gap that exists in giving patients healthcare. Such gaps may be affordability of healthcare as well as implementation of necessary interventions.
They also achieve the same by assisting in the clarification of the various implementation techniques that are suitable for whom and under what situations in any healthcare setting. They also translate these research and studies into practice by uncovering any mechanism that is essential in healthcare practices and implementing the same in their daily routine (Sylvia & Terhaar, 2014).
References
Grove, S. K., & Gray, J. (2018). Understanding nursing research: Building an evidence-based practice.
In Cherry, B., & In Jacob, S. R. (2019). Contemporary nursing: Issues, trends, & management.
Sylvia, M. L., & Terhaar, M. F. (2014). Clinical analytics and data management for the DNP.
Peers Response to --- History, theory, practice, and research are all ways of knowing in nursing. Choose one and analyze how it interacts with the others to form the basis of the nursing discipline.
Ligia Luangpraseuth posted response
Nursing history, nursing theory, nurs ...
Health Promotion in Nursing Practice: Paper Examples and Free Essay. Promoting good health- Health promotion evaluation - A-Level Healthcare .... The Ottawa Charter and Health Promotion Essay Example | StudyHippo.com. health promotion - A-Level Healthcare - Marked by Teachers.com. Health Promotion Assignment - Health Promotion - Studocu.
This Keynote gives an overview of the challenges in health education over the last 50 years and examples of successful implementation of ICF education to teach better collaborative practice and patient-centred care based on a bio-psycho-social-spiritual model of health.
Reflection as an Educational Strategyin Nursing Professional.docxringrid1
Reflection as an Educational Strategy
in Nursing Professional Development
An Integrative Review
Robbin Miraglia, MSN, RN ƒ Marilyn E. Asselin, PhD, RN-BC
Reflection is a critical component of professional nursing
practice and a strategy for learning through practice. This
integrative review synthesizes the literature addressing the
use of reflection as an educational strategy and reports
outcomes from the use of reflective strategies. Reflection
education is primarily nested in programs to meet specific
clinical goals, structured with group facilitation. Findings
suggest that reflective strategies stimulate learning in
practice, enhance readiness to apply new knowledge,
and promote practice change.
INTRODUCTION
In recent years, reflection has gained increased recognition
as a critical component of professional nursing practice and
as an educational strategy to acquire knowledge and learn
through practice (Asselin & Fain, 2013; Kim, 1999; Perry,
2000). Although there is no agreed upon definition, reflec-
tion is generally understood as the deliberate process of
critically thinking about a clinical experience, which leads
to development of insights for potential practice change
(Asselin & Fain, 2013). Scholars contend that reflection of-
fers nurses the opportunity to build on existing knowledge
through clinical experiences (Johns, 1995; Kuiper & Pesut,
2004; Perry, 2000), develop clinical judgment (Nielsen,
Stragnell, & Jester, 2007; Tanner, 2006), promote strong
communication skills, build collaborative practice, and im-
prove patient care (Horton-Deutsch, 2012; Peden-McAlpine,
Tomlinson, Forneris, Genck, & Meiers, 2005).
Although it is generally assumed that nurses know how
to reflect, findings from recent studies suggest that nurses’
reflective thinking may be prolonged by pauses and they
may need assistance in systematically moving insights to
practice change (Asselin & Fain, 2013; Asselin, Schwartz-
Barcott, & Osterman, 2013). Consequently, continuing ed-
ucation on reflection and reflective practice is viewed as a
vehicle to enhance professional practice, promote evidence-
based practice, and potentially improve patient outcomes.
As an educational strategy, reflection allows nurses to ex-
plore clinical experiences and the thoughts and feelings
associated with the experience, allowing for a change in
beliefs and assumptions, emergence of new knowledge,
and a transformation of clinical practice (Asselin & Fain,
2013; Dube & Ducharme, 2014; Horton-Deutsch, 2012;
Johns, 1995; Perry, 2000). Although numerous articles have
been published exploring the concept of reflection and the
use of reflection as an educational strategy, there has been
no attempt to synthesize existing literature presenting the
use of reflection as an educational strategy in nursing pro-
fessional development (NPD). This article provides an
integrative review of the literature addressing the use of re-
flection as an educational strategy for nurses. The rev.
A broken paradigm? What education needs to learn from evidence-based medicine...eraser Juan José Calderón
A broken paradigm? What education needs to learn from evidence-based medicine Lucinda McKnight & Andy Morgan.
ABSTRACT
The paradigm of evidence-based education continues to inform the development of policy in a number of countries. At its simplest level, evidence-based education incorporates evidence, often that provided by randomised controlled trials, into classroom practice. England’s Education Endowment Foundation is in the process of exporting evidence-based school education, promoted as a medical approach, to other countries, including Australia. Australia is in the process of establishing an Education Evidence Base, informed by the government’s 2016 Productivity Commission report. While the literature around evidence-based education is explicit in identifying its basis in medicine, there has been little medical input into its development. Interdisciplinary examination of the medical literature reveals the contested nature and troubled state of evidence-based medicine and what policymakers need to consider to maximise the benefits of this translation into education.
FIRST ASSIGNMENT
1
FIRST ASSIGNMENT
2
First Assignment
[Name]
[Course]
[Professor]
[Date]
Abstract
In a multi-cultural atmosphere, the management of ethics and principal decision management helps in serving just in a fair and square way. For the concerned metropolitan agency, a proper action plan will be used managing all the aspects including principle-based management and ethical decision making in a multicultural environment. Racial discrimination in the organization can be fought well by establishing discrimination-free hiring practices in the organization. The agency will be revising its business practices so that the lack of officers can be managed well.
Action plan to address community concerns
In recent years, many employers have embraced the idea of cultural diversity activities with the goal of making make a comprehensive work environment condition. Most experts concur that a differing workforce is a commendable yearning. In any case, social decent variety can offer ascent to moral issues that can be trying for chiefs and workers to determine. The agency has faced some issues over the past years including the concern of the society related to racial discrimination. Keeping in view the concerns of the society, the organization has aimed at coming up with some action plan so that the business practices can be improved and the concerns of the society can be addressed.
Family Knowledge about Palliative Care
Ernesto Pena Morgado
Ana G. Méndez
NR502: Research Proposal
February Session, 2019
Family Knowledge about Palliative Care
In the United States, the vast majority of palliative care is performed in the home. It is obvious that in this scenario the members of the family play a leading role. Most research related to palliative care in the United States does not describe the level of commitment of the patient and caregivers with such care. (Dillon, 2016).
In a study presented about "How home hospice facilitates patient and family engagement", his author, Dillon, describes how some caregivers cheered for instruction on how to manage their relatives palliative care in relation to the use of the comfort kit, including the management of morphine in relationship to be better prepared to relieve the pain of the patient (Dillon, 2016, pp.595). Another wife described how the education and holistic instruction provided was helpful in dealing with and understanding the care that would be provided to her husband. (Dillon, 2016).
The author concludes that offering instruction and education in relation to such difficult issues as helping to face death, has an important implication in the participation of the patient and the family in palliative care, and is the first necessary step to train patients and the family to make informed decisions (Dillon, 2016).
The hospita.
In nursing, evidence-based practice (EBP) is a blend of research f.docxsleeperharwell
In nursing, evidence-based practice (EBP) is a blend of research findings, clinical skills, and patient choices (Skaggs et al., 2018). In clinical practice, nurses are pushed to adopt this problem-solving strategy to deliver individualized patient care. EBP includes information on evidence-based practices in practically all areas of nursing, such as direct patient care, workflow concerns, infection control, supply management, charting, and central line care, to name a few. EBP enables nurses to utilize the most recent research methods in real-world settings, such as direct patient care. With the nurse's extensive knowledge and data on quality improvement, potential improvements to current processes that may result in better outcomes can be considered. EBP can improve patient care by focusing on known results. In a fast-paced industry like healthcare, it is crucial to remain current with the most recent research methodology.
Journals subject to peer review are one of the most reliable sources of evidence-based research. In reality, peer-reviewed publications are the most reputable source of study findings. They are the settings where researchers evaluate the efficacy of drugs, therapies, and behaviors and publish their findings (Schmidt & Brown, 2017). Peer-reviewed sources are those that have been evaluated for quality by experts and professionals in accordance with industry standards. Unlike many websites, peer-reviewed materials are examined prior to publication. This shows that the library's collections are a more reliable source of information than the Internet. PubMed and CINAHL are two important evidence-based research tools. PubMed is a database of articles and papers covering a broad spectrum of biological and clinical research. Evidence-Based Practice is an advanced search option in CINAHL that restricts search results to articles from evidence-based journals, articles about evidence-based practice, articles about applying evidence-based practice to research, and research articles, including systematic reviews, clinical trials, and meta-analyses.
References
Schmidt, N. A., & Brown, J. M. (2017).
Evidence-Based Practice for Nurses: Appraisal and Application of Research: Appraisal and Application of Research. Jones & Bartlett Learning.
Skaggs, M. K. D., Daniels, J. F., Hodge, A. J., & DeCamp, V. L. (2018). Using the evidence-based practice service nursing bundle to increase patient satisfaction.
Journal of emergency nursing, 44(1), 37-45
Evidence-based practice illustrates the difference between on-the-job experience and research-based assessment and interventions that are done daily. The importance of EBP will stop healthcare professionals from providing care that is ritualistic and traditional. EBP can also determine the efficacy of the care provided and evaluate the care to ensure positive patient outcomes (Tappen,.R.M. 2015). One of the worst mindsets to have is “that is how we have.
Running Head: NURSING 1
NURSING 2
Nursing Discipline
History, theory, practice, and research are all ways of knowing in nursing. Choose one and analyze how it interacts with the others to form the basis of the nursing discipline.
Research is an essential aspect in nursing. It helps in coordinating other efforts as well as practices, theory and also nursing associated history into enhancing positive implications in the nursing sector. Translation of research as well as evidence based associated facts into practice in a clinical setting is a relatively important concept in healthcare. Through practice nurses are involved in ensuring that the translation of research takes place effectively and as per the health associated requirements. They accomplish this by using the research to ensure effective and adequate healthcare to patients that they serve (In Cherry & In Jacob, 2019). They ensure that they undertake the caring of such patients using high quality techniques as well as methods that will enhance effective healthcare to such patients.
Nonetheless, nurses facilitate the translation of research as well as evidence based studies to practice in a healthcare setting by offering adequate population health and enhance effective patient care in the healthcare associated facilities (Grove & Gray, 2018). Nursing also achieves this in a successful manner by implementing various interventions to enhance uptake as well as utility of evidence to encourage improvement of the care that they give to the patients. Moreover, nurses effectively translate such research to practice in their places of practice by filling in the gap that exists in giving patients healthcare. Such gaps may be affordability of healthcare as well as implementation of necessary interventions.
They also achieve the same by assisting in the clarification of the various implementation techniques that are suitable for whom and under what situations in any healthcare setting. They also translate these research and studies into practice by uncovering any mechanism that is essential in healthcare practices and implementing the same in their daily routine (Sylvia & Terhaar, 2014).
References
Grove, S. K., & Gray, J. (2018). Understanding nursing research: Building an evidence-based practice.
In Cherry, B., & In Jacob, S. R. (2019). Contemporary nursing: Issues, trends, & management.
Sylvia, M. L., & Terhaar, M. F. (2014). Clinical analytics and data management for the DNP.
Peers Response to --- History, theory, practice, and research are all ways of knowing in nursing. Choose one and analyze how it interacts with the others to form the basis of the nursing discipline.
Ligia Luangpraseuth posted response
Nursing history, nursing theory, nurs ...
Health Promotion in Nursing Practice: Paper Examples and Free Essay. Promoting good health- Health promotion evaluation - A-Level Healthcare .... The Ottawa Charter and Health Promotion Essay Example | StudyHippo.com. health promotion - A-Level Healthcare - Marked by Teachers.com. Health Promotion Assignment - Health Promotion - Studocu.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
An Exploration Of Nurses Health Beliefs Ways Of Knowing And Implications For Learning And Teaching
1. 43
An Exploration of Nurses’health beliefs: Ways of Knowing and Implications
for Learning and Teaching
Teresa Stone1
·Jane Conway2
1
University of Newcastle, Australia, and Chiang Mai University
2
University of New England, Austalia
ABSTRACT
Background: The origin, evolution and potential impact of personal ways of knowing, underpinned by health
beliefs, are shaped by experience and sociocultural factors. These need to be explored if contemporary nurse
educators and clinicians are to realize the goals of promoting healthy, positive outcomes for their clientele that are
founded in other ways of knowing.
Problem- based learning is argued to be an approach to the design of learning that encourages critical thinking and
supports learners to develop new ways of thinking about real life problems. This requires an ability to integrate
multiple ways of knowing to create and modify personal beliefs and learn.
Method: Q-methodology was used to gain the perspectives of nurses’ health beliefs and sources of knowledge
from 236 nurses, clinical and academic, from Thailand, South Korea, Australia, China and Japan.
Results and conclusions: The study revealed tensions between personal beliefs, often nested in cultural traditions,
and contemporary evidence that counters those beliefs. Three themes relevant to nurses’ ‘ways of knowing’
emerged: sources of belief, unexamined beliefs, and knowing from experience. The sorting process acted as
intervention in itself to create dissonance within the nurses about the sources and veracity of their beliefs. The
study illuminated a need to recognise that critical health literacy, seen as the hallmark of contemporary practice,
may be at odds with personal beliefs, values and culture.
Keywords: Health beliefs, Ways of knowing, Enquiry-based learning, Problem-based learning
Journal of Problem-Based Learning Vol.5, No.2, October, 2018
ISSN(Print) 2288-8675 ISSN(Online) 2508-9145
Address reprint requests to: Dr. Teresa Stone
Visiting Professor Faculty of Nursing Chiang Mai University, Thailand
Telephone: 61-413-647541, E-mail: teresa.stone@newcastle.edu.au
Received: September 19, 2018 Revised: October 20, 2018 Accepted: October 29, 2018
2. 44
Journal of Problem-Based Learning
INTRODUCTION
This paper examines the results of a five-nation
exploration of nurses’ health beliefs in relation to
different ways of knowing. Carper’s seminal work
(1978) differentiates among empirics, esthetics, personal
knowing, and ethics as ways of knowing in nursing. The
origin and evolution and potential impact of personal
ways of knowing, especially beliefs, need to be explored
if contemporary nurse educators and clinicians are to
use a framework to encourage themselves and others to
verify what they think is appropriate in novel situations.
We argue that the design of learning and teaching
should include learning experiences that cause people
to recognise their health beliefs and how these may
influence their learning and practice. Beliefs are integral
to how people form their worldviews.
Given nurses across the world are increasingly working
with culturally diverse clientele, the paper also explores
the competing tensions among the concepts of health
literacy that includes critical thinking, values and culture.
Accepting the tensions between personal beliefs and
the contemporary evidence that counters those beliefs,
each element is nevertheless critical in that it impacts
the nature and extent of success of health professionals’
reactions to contexts and situations to which they need
to respond. Health beliefs of both the professionals and
the people they serve influence the nature of clinical
reasoning processes and the achievement of optimal
outcomes for clientele.
As a result of the cross-cultural nature of our study, we
were also caused to reflect on the numerous assumptions
made about differences in critical thinking and cognitive
styles between East Asian and Western countries. There
has been some debate about whether Asian students
show lower levels of critical thinking thing than Western
students although it is likely that language plays a large
part in this difference (Lun, Fischer, & Ward, 2010).
Previous work defined East Asians as holistic thinkers
and Westerners as analytic (Jen & Lien, 2010). This has
led to suggestions that pedagogies should be culturally
appropriate to avoid mismatches that are likely to happen
when a Western educational methodology is applied in
another context without thoughtful adaptation including
that of teaching processes and knowledge frameworks
(Nguyen, Terlouw, & Pilot, 2006). Given the global
movement of both students and clinicians within the
health professions the assumptions outlined by Jen &
Lien (2010) should be considered carefully especially
in relation to teaching styles, preferences for choices in
learning events that either enhance or limit self-direction
(autonomy) in learning trajectories and the level of
engagement with contemporary technologies used for
education, work and leisure pursuits.
Nutbeam (2000, pp., p.260) highlighted that the
purpose of knowing about something and learning is
to change behavior. He noted the complex relationships
among knowledge acquisition, beliefs and social norms
and noted that early theorists such as Bandura and Ajzen
and Fishbein “helped in identifying and understanding”
the links among the elements of professional decision-
making. Given recent developments in globalization,
the following discussion elaborates upon health literacy
essential for effective nursing practice and the competing
tensions between being knowledgeable about health and
wellbeing and thinking critically about the mechanisms
for achieving maintenance or restoration of health and
wellbeing, and being immersed in one’s culture and
mores.
Health literacy
Health literacy has received increasing attention over
3. 45
An Exploration of Nurses’ health beliefs:Ways of Knowing and Implications for Learning andTeaching
the past decades (Korsbakke Emtekær Hæsum, Ehlers, &
Hejlesen, 2016) but there has been little research into the
health literacy of clinicians. The concept of health literacy
was used to describe the relationship between patient
adherence to prescribed treatment and their literacy
levels. However, Nutbeam (2000) saw the need to view
health literacy across three levels based on the WHO
definition. The most basic level is “functional health
literacy”whichincludestheminimalliteracyskillsneeded
to function in healthcare systems. Those without basic
literacy skills will find it difficult to access information
about health concerns (Nutbeam, 2008). The second,
is “interactive health literacy” - people are able to access
or retrieve health information and thus meaningfully
engage in discussion about their health needs. The third
and most advanced level is “critical health literacy”. If
people, including professionals, are not able to assume
a critical stance on information to hand, seek out and
evaluate health information and act upon it accordingly
(Nutbeam, 2000), it is unlikely that they will be able to
make informed judgments in situations that lack clarity
around immediate responses. Health professionals who
lack a critical spirit will continue to function with low
levels of insight and we argue that it is critical to patient
care that educational approaches foster critical thinking
in order to minimize this.
Critical thinking
Linked to health literacy is the concept of critical
thinking, seen as an essential ability, particularly in
nursing (Benner, Hughes, & Sutphen, 2008) in order
to make appropriate decisions in clinical practice. The
main critical thinking skills include critical analysis,
distinguishing between facts and opinions, evaluation
of the credibility of information sources (Papathanasiou,
Kleisiaris, Fradelos, Kakou, & Kourkouta, 2014) all
of which are relevant to the examination of health
beliefs and one’s own assumptions. Approaches to the
developmentofcriticalthinking(CT)inhighereducation
can encompass debates about critical pedagogy, political
critiques of the role and function of education in society,
critical feminist approaches to curriculum, development
of critical citizenship, or any other education-related
topic that uses the appellation ‘critical’. Equally, it can
be attributed to recognition of a need for professional
level health service personnel to develop general skills in
reasoning – skills that all graduates must possess.
There are many definitions of critical thinking, but
the one adopted in this paper from the National Council
for Excellence in Critical Thinking reflects its process-
orientation and the role it plays in relation to choice of
actions derived from personal beliefs and assumptions:
Critical thinking is the intellectually disciplined
process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by,
observation, experience, reflection, reasoning, or
communication, as a guide to belief and action. In its
exemplary form, it is based on universal intellectual
values that transcend subject matter divisions:
clarity, accuracy, precision, consistency, relevance,
sound evidence, good reasons, depth, breadth, and
fairness. It entails the examination of those structures
or elements of thought implicit in all reasoning:
purpose, problem, or question-at-issue; assumptions;
concepts; empirical grounding; reasoning leading
to conclusions; implications and consequences;
objections from alternative viewpoints; and frame of
reference” (Scriven & Paul, 2013).
The concept of critical health literacy is seen as central
to safe high-quality clinical nursing practice which is
4. 46
Journal of Problem-Based Learning
dependent upon clinicians’ ability to reason, think, and
judge (Benner et al., 2008). It is seen as as an end in itself
perhapswiththeunderlyingassumptionthatifnursesare
taughtCTthatitwillalwaysbeused.However,Scrivenand
Paul (2013) note that CT can be envisaged as comprising
two components, the first a skillset of “information and
belief generating and processing skills” and the second
“the habit, based on intellectual commitment, of using
those skills to guide behavior”.
Critical thinking and evidence based practice are based
onapositivistviewthatthereisanobjectiveanduniversal
truth, knowledge or reality (Shuman, 1993) whereas a
cultural relativist approach may deny the existence of
universal truths - "Judgments are based on experience,
and experience is interpreted by each individual in terms
of his or her own enculturation" (Herskovits, 1973 p.
15) but we would argue that in its exemplary form, CT
is based on universal intellectual values that transcend
cultural differences.
Knowing from experience
There is much research to suggest that we rely on
subjective experience to make various kinds of cognitive
and metacognitive judgments (Nussinson & Koriat,
2008). Experience has been viewed as evidence in
nursing research and there are many papers on the “lived
experience” of different groups (Allen & Cloyes, 2005).
Similarly “humanist discourses position an intentional
individual who is the agent of her/his experiences as
central to ways of knowing and understanding” (Crowe,
1998, pp., p.340) thus assuming that knowledge comes
fromexperience.Theauthorgoesontowarnthat isnaïve
to view a person’s construction of their experience as an
accurate representation of reality and that “more critical
approaches to ways of knowing and understanding in
relation to clinical practice” are required (Crowe, 1998,
pp., p.343).
In terms of educating health professionals to effective
care for their clients it is evident that evidence-based
practice medicine is usually more effective in eradicating
disease than interventions based on superstition
(Rosado, 1994). Rosado goes on to say that this is not
just an ethnocentric perspective on our part, but a
pragmatic principle that "that which works is 'better'
than that which doesn't work" (Bagish 1990, p. 34).
While nurses from different cultures may have different
cultural beliefs and interpret experiences differently it
is not culturally imperialistic to ask them to critically
examine their practise in line with current evidence.
In all health professional undergraduate education,
there is a need to develop a beginning level clinician
who thinks open mindedly within alternative systems
of thought, recognizing and assessing, as need be, their
assumptions, implications, and practical consequences;
and communicates effectively with others in figuring out
solutions to complex problems (Paul & Elder, 2005, p. 5)
Knowledge, comprising knowledge consists of truth,
belief, and justification (Buehl & Alexander, 2001) is a
specific form of belief but not all forms of belief are based
on knowledge. Everyone in society has a set of beliefs
that are either rational or irrational but there are greater
implications for health professional behaviors emerging
from judgment-making about patients' care trajectory.
This paper explores the findings from a study on
health beliefs of clinical and academic nurses within
and across Japan, Australia, China, South Korea, and
Thailand (Stone, Maguire, Kang, & Cha 2017) in order to
explicate how these may influence their ways of knowing
in nursing and identify implications for the design and
delivery of nurse education. In particular, the study
caused us to consider
5. 47
An Exploration of Nurses’ health beliefs:Ways of Knowing and Implications for Learning andTeaching
1. The health beliefs of clinical and academic nurses
2. What are the similarities and differences in their
health beliefs?
3. What are the sources of their health beliefs? and
4. How do these beliefs influence their clinical or
teaching practices?
METHOD
A Q-methodological design (a combination of
qualitative and quantitative methods) together with a
structured interview process was used to investigate the
health beliefs of clinical nurses and nurse academics
from Thailand, South Korea, Australia, China and Japan.
Following ethics approval in all five countries nurse
academics and clinical nurses participated. The first of
five stages of the study included a literature review to
construct a concourse of common health beliefs from
which, following expert review, a Q sample was derived,
followed by a process of Q sorting and finally analysis.
The Q-sample was drawn from a convenience and
purposive sampling of potential participants. Participants
sorted the statements according to pre-designed normal
distribution grid. This methodology has been fully
reported previously (Stone, Maguire, Kang, & Cha 2017).
Q-methodology uses correlation and factor-analysis
techniques to explore human behavior and subjective
beliefs (Barker, 2008). The methodology, with its
emphasis on the individual’s feeling and thinking, has
been applied to many substantive fields of scientific
research including nursing (Akhtar-Danesh, Baumann,
& Cordingley, 2008). In this study, researchers asked
participating nurses to look at some key questions and
think about their responses with three simple questions
in mind - sources of their health belief, strength of their
beliefs,andwhetherevidencetothecontrarywouldmake
them change their mind. When Q statements could be
interpreted in multiple ways we asked participants to
talk more about them. Comments from the interviews
provided important contextual information for
understanding the results of the study and these were
recorded for analysis and interpretation as we were
interested in why the participants held these beliefs so we
better appreciated , the impact on their ways of knowing
and approaches to sense-making on their preparation for
practice. .
Examples of questions asked of participants as a basis
for extracting data relevant to health beliefs: What health
beliefs do you hold in areas such as health prevention,
childcare, healthy living, diet etc? Do you pass on this
information to patients and students?
Analysis
Local researchers at each site analyzed data in their
local language to identify trends specific to the site, while
the Principal Investigator and central qualitative analysis
team reviewed the English transcripts to conduct a
comparative analysis between study sites.
Data from the semi-structured group or individual
interviews applicable, were collated, coded and
analysed for re-occurring themes. Two different coders
entered all data to allow for differences in coding, then
team consultation with staff at the study site ensured
clarification of interpretation and reliability in content
analysis and agreement on the final overarching themes.
Data were reexamined and ongoing discussion between
coders and study investigators allowed generation of
descriptions of participants’ health beliefs and offered
insight into their ways of “knowing” or judgment on
6. 48
Journal of Problem-Based Learning
statements about health beliefs. The researchers were
then able to draw some conclusions about how health
beliefs may impact on nursing practice and education.
Findings
Given that the study focussed on the sources,
influences, similarities and differences in health beliefs
among clinical and academic nurses, the primary themes
related to with the most salience to our focus on the
relationships among health beliefs, critical health literacy
were sources of belief, unexamined beliefs, and knowing
from experience. Participants also reflected on how
participating in the Q method experience resulted in the
creation of dissonance.
Sources of belief: The researchers assumed that if
views were entrenched then nurses will potentially
unconsciously impose them on another person and
that in turn could influence plans for optimal care or
learning outcomes. Holding beliefs without question
is problematic, especially if nurses are unable to reflect
upon their own ways of thinking and knowing.
Aiko,afemaleJapaneseacademic,airedheruncertainty
about the source of her belief:
It was not certain whether I know them from what I
learned from professional education or information
from TV and the like. It was difficult.
On reflection a Thai nurse recognized that her own
previously unexamined beliefs may not be testable
against evidence:
I believe in spiritual beings and Buddhism. I always
practice dharma and teach others about it. Dharma
is practical in working in end-of-life care unit and
palliative care units. I can bring the patients to peace
before they die. Even though there are no supporting
research studies, I believe in it because I think it is a
good harmless practice.
Cultural and social influences impacted a Thai
clinician said that he got his information from Family
members such as my mother and my children and my
friends showing how beliefs persist without interrogation.
Other Thai nurses spoke about a lack of willingness to
question or reflect on long-held beliefs:
There are many with which I agreed. I was given these
beliefs by my parents since my childhood. It might be
wrong.
Unexamined beliefs
Other nurses spoke about a lack of willingness to
question or reflect on long-held beliefs:
There are many with which I agreed. I was given these
beliefs by my parents since my childhood. It might be
wrong.
IrealizedthatIeasilybelievewhathasnoevidence,and
I think I should not be that way.
A Japanese clinician, Momo, was asked explicitly
whether she noted any contradictions between her
personal and professional beliefs: Do you think you would
place [the q sort cards] differently if you think as yourself or
as a nurse? She answered, No I don’t.
Unexamined beliefs are of concern if they are contrary
to the principles of sound educative processes and good
nursing care.For example, in the process of thinking
through a health belief a senior Australian academic
thought aloud about her beliefs related to her area of
expertise but then remarked that she had an enhanced
susceptibility to the influence of the moon because of her
astrological star sign.
7. 49
An Exploration of Nurses’ health beliefs:Ways of Knowing and Implications for Learning andTeaching
Knowing from experience
Many nurses both academic and clinical based their
beliefs on their own experiences and those of others and
many noted that the strength of their belief was because it
was based on personal experience.
A female Thai clinician said:
Istronglybelieveinthisbecause,accordingtomynursing
training and my experience of having two children, I
have found that my first child becomes a stressed person
because I was very stressed when I was pregnant. My
second child, on the other hand, is a relaxed person
because I was relaxed when I was expecting him/her. It
happened to me so I strongly believe in it.
In relation to the belief in Thailand that making
preparations for a baby during pregnancy can cause
miscarriage two Thai academics argued against the belief
from their own experience:
I made these preparations and I was fine. No
miscarriage happened.
Discussions with older relatives about the belief that
making these preparations could cause miscarriage but
I don’t believe it. Also, from my own experience, I made
these preparations while I was pregnant but I never had
miscarriage.
In contrast another Thai nurse noted
I do not think that making preparations for the baby
during pregnancy is related to miscarriage. Miscarriage
is concerned more with the health fitness of a mother.
Similarly, ignoring the fact that she was basing her
reasoning only on personal experience and that
alternative inferences were possible, an Australian
academic said Sugar creates hyperactivity in children.
Yes. well, I've seen it happen before my very own eyes
and another
Australian academic was even more adamant that
shaving causes hair to grow back it grow back faster,
darker, or coarser
I have to agree with that. That is my experience because
I have a lot of hair. I do not know the evidence. You
could not change my mind about that because that is
my experience (laughs). I have my legs to show you. I
cannot change. I have seen it with my own eyes… that
is the best evidence isn't it?
Others in many countries noted that their beliefs
were just “personal opinion” and one Thai academic
commentedonthedangersofgeneralisingfromanecdotal
experience: these incidents [making preparations for a
babybeforeitisborn]canbejustcoincidences.Ifsomething
happens, it tends to be embedded in people’s minds as a
belief. I personally do not believe in this.
The interviews with nurses in this study showed how
powerful learning from personal experience, vicarious
observationandclinicalpractiseisandthishasanequally
powerful message for the educator in terms of designing
learning experiences that will have a lasting impact.
The process as an educational intervention
Q sorting in itself prompted participants to think
about their beliefs, the evolution of their beliefs and
ways of knowing and recognized a level of dissonance
caused by unquestioning adherence to their beliefs and
a need for a rational approach to their work roles. Their
involvement in the research as a respondent also enabled
them to reflect on their exposure to the Q-sort method.
Aya (a female Japanese academic) said
By doing this [Q sort] I understand my own thinking
8. 50
Journal of Problem-Based Learning
more and another female Japanese academic said: By
doing this [Q sort] I understand my own thinking more
and another there were items that I believed at first
but started to think it is not true. When you asked me
“What is the evidence?” I only can say “I am not sure.”
And yet another, Yuko:
Now I review my card distribution I am not sure if I
am correct. I think … that a new care has been created
in me from that awareness, I think the basic stance of
‘thinking about if it is really true or not’ is important.
Female Japanese clinicians said …everything seems
unsure now and one noted that feeling of dissonance I felt
that I do believe old saying. It is a discovery.
Similarly a Thai clinician noted I realized that I easily
believe what has no evidence, and I think I should not be
that way and a Chinese female clinician remarked This
made me think deeply, at first I thought it was easy until
I really thought. Another Australian male academic
acknowledged that he really struggled to think of evidence
to support his beliefs.
Yashiro from Japan concluded that the experience had
illuminatedtherelationshipbetweentheresearchandher
own experience:
I felt that the results reflect my experience a lot. Actually
patients ask me about these beliefs and I am in the position
to provide guidance to them. I realized that my subjective
views influence me a lot.
DISCUSSION AND IMPLICATIONS FOR
EDUCATION AND PRACTICE
The results suggest powerful influence that personal
experiences, vicarious observation and clinical
practice establishinghas on health beliefs. None of us
think critically all the time and we are all capable of
“undisciplined or irrational thought” (Scriven & Paul,
2013). As Scriven and Paul (2013) state, we have blind
spots, and “much of our thinking, left to itself, is biased,
distorted, partial, uninformed or downright prejudiced”
and cognitive errors can lead to clinical errors (Graber
et al., 2012). It was clear from the nurses’ responses
that their own experiences led to confirmation bias and
they tended to interpret their experiences in a way that
confirmed their preconceptions and did not always
examine their beliefs in a self-reflective or critical way.
Chinese education has been criticized for stifling critical
thinking but a failure to think critically may be a result of
educational approaches that stifle critical thinking while
purporting to teach it and this is not an issue confined
to Chinese educational approaches (Tiwari, Avery, & Lai,
2003).
In the context of our research we saw the influence of
health beliefs across a range of cultural groups and were
caused to think about the extent to which an ability to
think critically can be learned and how best might this be
achievedwithalevelofcertaintyaboutlearningoutcomes
arising from appropriate assessment strategies. Nurses’
health beliefs are integral to testing the appropriateness of
any nursing intervention, measured against agreed goals.
At the core of an appropriate nursing intervention is a
rationalproblem-solvingprocess. Toanswerthequestion
‘Sowhat?’onthecompletionofthestudy,wenotedthatis
isnotjustaboutdeterminingwhatthenurses’beliefswere
but ascertaining how they have arrived at those beliefs
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An Exploration of Nurses’ health beliefs:Ways of Knowing and Implications for Learning andTeaching
and causing them to test the logic of their arguments
for continuing to hold onto them. To unquestioningly
adhere to a set of beliefs demonstrates a lack of potential
for CT, and is indicative of a lack of awareness both of
current evidence-based practise and the strength of their
own cultural and societal influences. Study findings
indicated that some nurses may not test the validity
of their beliefs or even consider that there might be
counter arguments that better informs their professional
judgments. Despite the increasing availability of on-line
resources, that qualified clinicians across specialities are
not accessing evidence-based resources to inform their
practice, for example (Cai, Stone, Petrini, & McMillan,
2015; Dodgson, Bloomfield, & Choi, 2014; Hamaideh,
2016). Professionals in the workplace continue their
unquestioning reliance on experiential knowledge.
The study showed that given the rapidly changing
global environment, professional responses based
on assumptions that have not been tested against
contemporary knowledge are not adequate. Professionals
need to demonstrate that they have the capacity for
developing self-direction in learning and practice and
problem-framing and solving/ analytical and critical
thinking skills.
Similarly the findings suggest that some ‘ways of
knowing’ have more merit than personal beliefs about
health practices with respect to the establishment of
behaviour consistent with optimal patient outcomes.
It is likely that more process-oriented and reflective
approaches to teaching would lead to exploration of
ways of knowing and deeper levels of learning. These
processes would aim to bring to light unexamined beliefs
and create the cognitive dissonance in the learners that
the participants experienced in the study process. This
dissonance created in participants the impetus to learn
more about the subject and to question more deeply their
own unconscious assumptions. The process of exploring
how they learnt would lead nurses to being able to
incorporate the approach they use to other situations. A
framework of questions developed by Little and Conway
(2010) would assist with the process.
CONCLUSIONS
Enquiry or Problem Based Learning (PBL) can
encourage critical thinking by providing a context for
students to interpret problems systematically, develop
hypotheses, seek required knowledge (Tiwari et al.,
2003) and relies on learning through examining real life
problems. Our research centered on health beliefs. The
examples of beliefs used in this research were chosen
because of the prevalence of the beliefs in everyday life
and these make them an ideal stimuli for critique. Our
findings suggest that nurses, although they may have the
capacity to think critically may not consider the impact
of their own beliefs especially if reasoning about areas
outside their particular specialty or when they have
a personal experience underpinned by health beliefs.
The use of an enquiry-based framework such as that
provided through PBL allows interrogation of sources of
information.
Educational strategies that embrace the full suite of
contemporary nursing abilities that are inclusive of
information literacy or fluency that facilitates cross
checking the value of the best available evidence to
support a particular clinical judgment. Findings from
this study suggest participants, in order to make a sound
clinical judgement need to test the difference between
facts based on evidence and inferences made from as
a result of firmly held, but unsubstantiated, personal
10. 52
Journal of Problem-Based Learning
beliefs. We acknowledge that health beliefs have meaning
for nurses and for the people for whom they provide care.
However professional nursing activities are underpinned
by a rational problem-solving process dependent upon
effective critical health literacy and some beliefs cannot
be upheld when careful scrutiny is applied.
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