Collaborative Inquiry: A Key to the Development of Nursing Knowledge in the Clinical Area

2.50
Hdl Handle:
http://hdl.handle.net/10755/148079
Type:
Presentation
Title:
Collaborative Inquiry: A Key to the Development of Nursing Knowledge in the Clinical Area
Abstract:
Collaborative Inquiry: A Key to the Development of Nursing Knowledge in the Clinical Area
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Author:Strijbol, Nancy C.M., MSS, BSN
P.I. Institution Name:Onze Lieve Vrouwe Gasthuis/ Teaching Hospital
The concept of nursing praxis was introduced into clinical practice in a teaching hospital in the Netherlands. The ideas underlying the term nursing praxis offer a new way for nurse to break free from a practice overshadowed by routines and rituals. In the application of this concept nurses had a method to explore and understand their practice based on reflection on their experiences. This reflective atmosphere provided an opportunity to introduce reflexivity in clinical decision making. Nurses were invited to tell the stories about their patient encounters, the care they provided, the care they wanted to give and why they made the choices they made. The stories helped nurses explore their feelings and choices during patient encounters and to engage in critical reflection-in-action. During encounters with colleagues and clinical educators ideas were expressed, heard, challenged and agreed upon, generating new knowledge and meaning. Knowledge was built on the understanding of experiences and recognizing the tacit knowledge they created over time. Knowledge deficits were explored and new inquiry questions were formulated. Reflection-in-action helped nurses to look critically at their practice and to evaluate the effectiveness of their interventions. The experience taught us how collaborative inquiry can transform nurses into researcher-practitioners and open the door to a constant growth and strengtening of nursing knowledge in practice.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCollaborative Inquiry: A Key to the Development of Nursing Knowledge in the Clinical Areaen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148079-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Collaborative Inquiry: A Key to the Development of Nursing Knowledge in the Clinical Area</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Strijbol, Nancy C.M., MSS, BSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Onze Lieve Vrouwe Gasthuis/ Teaching Hospital</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">nursdent@planet.nl</td></tr><tr><td colspan="2" class="item-abstract">The concept of nursing praxis was introduced into clinical practice in a teaching hospital in the Netherlands. The ideas underlying the term nursing praxis offer a new way for nurse to break free from a practice overshadowed by routines and rituals. In the application of this concept nurses had a method to explore and understand their practice based on reflection on their experiences. This reflective atmosphere provided an opportunity to introduce reflexivity in clinical decision making. Nurses were invited to tell the stories about their patient encounters, the care they provided, the care they wanted to give and why they made the choices they made. The stories helped nurses explore their feelings and choices during patient encounters and to engage in critical reflection-in-action. During encounters with colleagues and clinical educators ideas were expressed, heard, challenged and agreed upon, generating new knowledge and meaning. Knowledge was built on the understanding of experiences and recognizing the tacit knowledge they created over time. Knowledge deficits were explored and new inquiry questions were formulated. Reflection-in-action helped nurses to look critically at their practice and to evaluate the effectiveness of their interventions. The experience taught us how collaborative inquiry can transform nurses into researcher-practitioners and open the door to a constant growth and strengtening of nursing knowledge in practice.</td></tr></table>en_GB
dc.date.available2011-10-26T09:40:07Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:40:07Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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