Is there a place for reflective practice in the nursing curriculum?

Within this paper a review of the literature on the area of reflection and reflective practice is presented. Lecturers at Trinity College Dublin currently face a dilemma with regard to including these concepts in the nursing curricula. They are faced on the one hand with national recommendations for the use of reflection and reflective practice, and on the other with personal and professional concerns about the practical, legal, ethical and moral implications raised in teaching and assessing this subject. The literature reveals that there is little consensus of opinion regarding the exact nature of reflection. There is also little empirical evidence to support the benefits of teaching and assessing of reflection or reflective practice from either an educational or clinical perspective. This, together with the practical difficulties of teaching and assessing reflection, may negate against the incorporation of reflection and reflective practice into the nursing curriculum. It is suggested that, rather than isolate reflection as a distinct topic, that the skills of critical thinking, problem-solving, self-awareness and analysis be developed within the curriculum.     

Is a nursing shortage on the way?

Managed care, new technology, and treating more patients outside the hospital are among the factors that can induce a future nursing shortage.     

Is compassion essential to nursing practice?

The Norwegian Nurses' Association recently (2001) approved a new code of ethics that included compassion as one of the basic values in nursing care. This paper examines the idea of compassion in the context of the Bible story of the Good Samaritan using an analysis of qualitative data from nurses' clinical work with psychiatric patients. The aim is to show how the idea of compassion challenges nursing practice. Thereafter, the paper discusses the benefits of and premises for compassion in care work. The results show that nurses tend not to be guided by compassion in their work with patients. The organisation of the day-to-day work in the hospital ward, the division of labour between nurses and doctors, and the nurses' approach to nursing were identified as influencing this tendency. The study shows that compassion is a radical concept with a potential to promote greater respect for patients' dignity.     

Are evidenced-based practice and best practice the same?

In summarizing this discussion of the meaning of EvBP and best practice and their relationship to each other, there is merit in beginning with a delineation of six characteristics of quality care. These six characteristics synthesized by Brown (2001, p. 1) consist of care that is (a) patient centered, (b) scientifically based, (c) population outcomes based, (d) refined through quality improvement and benchmarking, (e) individualized to each patient, and (f) compatible with system policies and resources. These characteristics set the stage and reinforce critical aspects of the definition of both concepts: EvBP and best practice. For evidence to be meaningfully and successfully translated into practice by individuals, and groups of practitioners, the concept of best practice adds an organizational and ongoing quality monitoring to promote continual improvement. Best practice is not a specific practice per se but rather a level of agreement about research-based knowledge and an integrative process of embedding this knowledge into the organization and delivery of health care. The question "Are EvBP and best practice the same?" has guided this discussion, which has focused on how these concepts are related to each other but not the same. Best practice requires a level of agreement about evidence to be integrated into practice. The challenge now is to answer this question: "How can practice be built based on evidence and an environment supportive of this kind of practice?" The struggle needing to be faced is how to devise strategies to operationalize best practice. A beginning identification of the multiple questions and issues in doing so are outlined by Harrison, Logan, Lynn, and Graham (1998), and Newman and Papadopoulos (2000). Plus, Mulhall (1998) poses the challenging question of how is nursing best placed to maximize the benefits that some kind of evidenced-based care can bring? Research is needed into the situations under which evidence can be adopted into practice--and into the consequences of doing so. Best practice, built on a foundation of EvBP, can bridge the practice-research gap and provide a basis for researchers and clinicians to work together to translate research into meaningful practice. Understanding the concept of EvBP and joining together to devise best practice for health care organizations can promote achieving the goal of desired patient outcomes.     

Is practical nursing experience necessary in administration, education, and research?

Because nursing is a practice discipline involving a relationship between nurse and client based on moral commitments of nurse to client, it is critically important that nurse administrators, educators, and researchers have experienced that relationship in practice. Nurse administrators need that basis to found a vision of nursing required to lead and guide. Nurse educators need to have experienced nursing practice to engage nursing students in praxis, that act of reflection and action. Nurse researchers need to have practiced nursing to identify critical areas of focus in nursing practice and to give meaning to the interpretation of findings. The author urges greater convergence and clarity in identifying the nonnegotiables of nursing's art and science, including the importance of nursing practice as foundational to nursing work.     

Is integrative science necessary to improve nursing practice?

This article explores integrative science as a perspective for overcoming intellectual barriers between nurses' valuing of the holistic person and the science and technology that drives advances in health care. Several meanings of integrative science are reflected in health science literature. One use of integrative science refers to comprehensive and unifying theories (or viewpoints) that draw together interrelated aspects of a field. Another use of integrative science pertains to efforts to formulate models that accommodate the special dualities that exist in studying humans. Integrative science as a perspective addresses overcoming intellectual separation of knowledge relevant to understanding of persons or populations by an open-ended sharing and juxtaposing of knowledge relevant to solving that problem. For nursing, integrative science may pose a threat to nursing knowledge. Failure to thrive, a nutritional and psychosocial phenomenon, is presented as an example of a topic manifesting the need for an integrative science perspective.     

Hiring the very best deans: a new "best practice" in the making?

Many new nursing leaders assuming deanships or assistant or interim deanships have limited education, experience, or background to prepare them for the job. To assist new deans and those aspiring to be deans, the authors of this department, 2 deans, offer survival tips based on their personal experiences and insights. They address common issues, challenges, and opportunities that academic executive teams face, such as negotiating an executive contract, obtaining faculty lines, building effective work teams, managing difficult employees, and creating nimble organizational structure to respond to changing consumer, healthcare delivery, and community needs. The authors welcome counterpoint discussions with readers.     

Named nursing: in whose best interest?

This paper explores certain influences and issues surrounding the implementation and application of the named nurse concept. The author critically examines the proposals that primary nursing increases job satisfaction, cost effectiveness and quality of care, and suggests that as primary nursing appears to be the template for named nursing, these are factors which may have influenced the former British government's decision to implement the concept of named nursing. Owing to problems regarding the reliability and validity of much of the research, the author draws the conclusion that the direct extrapolation from one concept (such as primary nursing) to another (such as named nursing) is perhaps open to question. The author also analyses other issues related to the implementation and use of the named nurse concept including advocacy and accountability, and proposes that the introduction of individualized care, and in particular named nursing, perhaps serves the drive towards the professionalization of nursing first, and the patient second, and if so questions whether there is a need to reconsider the aim of nursing.     

Reflections on technology: increasing the science but diminishing the art of nursing?

Technology has had a huge impact on the delivery of health care over the last 10-20 years and although this has been, in general, in the Intensive Care (ICU) environment, the Accident and Emergency (A & E) department has not been immune from technical developments and innovations, a trend that looks destined to continue. The impact of technological developments has given rise to much nursing literature relating to the effects technology has had in 'dehumanizing' the patients in their care, as critical care nurses in all fields endeavour to balance the need for technical competence with the traditional and still important traditional arts of nursing. This paper explores some of the definitions and terminology surrounding technology, nursing, art and science in an attempt to illustrate that technical proficiency, scientific knowledge and nursing artistry can be combined by skilled nurses to achieve a balance of care which preserves the humanity and dignity of patients and their relatives in a critical care environment.