PLENARY SESSION
|
| Saturday, July 16, 2005: 3:30 PM-4:30 PM |
| Plenary II: The Knowledge-ABLE Health Professional - Providing Evidence of Competence to Maintain a Culture of Inquiry in Nursing. |
| Learning Objective #1: Explore attributes consistent with knowledge-ABILITY in nursing practice. |
| Learning Objective #2: Consider learning opportunities which maximize exploration of the elements of evidence-based practice (EBP) in nursing. |
| The overarching structure of all nursing courses is the nursing curriculum, which determines both the outcomes which should be achieved and the processes by which these will be achieved. Contemporary nursing curricula include discipline specific knowledge, and integrate knowledge from other sources (e.g. EBP) to inform the practice of nursing
Continual process of conceptualisation and reconceptualisation of nursing needs to occur through situation deconstruction, analysis and reconstruction. Inquiry and process skills are essential to sound professional practice and the development of nursing knowledge. Conceptualising or thinking about nursing needs to both directed towards and emerge from practice. It is a process of inquiry in which students work with concepts and form networks of concepts that frame and impact on their practice.
Contemporary nursing practice demands that nurses question and justify decisions in context, and emphasises the ability to think about nursing as well as the ability to perform nursing actions to best manage nursing situations. The challenge for students is to develop an integrated approach to practice which values thoughtful, highly skilled and efficient action, and to continue with lifelong learning and professional development – that is to be knowledge-ABLE rather than simply knowledgable.
|
| Presenter: | Margaret McMillan |
16th International Nursing Research Congress
Renew Nursing Through Scholarship
14-16 July 2005
Hawaii’s Big Island