Thursday, July 12, 2007
This presentation is part of : Thinking Nursing: Connecting Student Learning for Evidence-Based Practice
Thinking Nursing Across Experience and Expertise
Joan Brandt, PhD, RN, MPH1, Roberta Hunt, PhD, MSPH, RN2, and Kathleen Kalb, PhD, RN2. (1) Nursing, The College of St. Catherine, St. Paul, MN, USA, (2) Department of Nursing, College of St. Catherine, St. Paul, MN, USA

This paper presents the findings of a reflective analysis of the use of the educational model with Registered Nurses enrolled in a BSN completion program. The reflective analysis explores the thinking connections experienced nurses make between their practice, the use of research, the use of knowledge, and the provision of care while guided by the education model.  Using descriptive phenomenology, these nurses were asked to describe the experience of using the patterns of knowing in their everyday practice.  In-depth interviews were used to capture their experiences.  Preliminary findings describe how the education model promotes intentional reflection about clinical practice and facilitates the exchange of ideas among interdisciplinary teams.  The reflective analysis also suggests that using the patterns of knowing facilitates the connection between the nurses’ process of discovery and the use of evidence in their day-to-day practice.  The thinking involved with the realities of daily care-giving becomes a more intentional process of thinking to embrace mindful practice. The experiences of these nurses illustrates how the patterns of knowing provide a bridge between the abstract ideas of theory and the unique context of practice.  The educational model holds promise for nurse educators involved in the teaching and learning of new nursing content to improve the quality of nursing practice.