Penny Heaslip | Thompson Rivers University (original) (raw)
Papers by Penny Heaslip
Journal of Advanced Nursing, Jul 1, 1995
In this paper, we analyse how critical thinking and intuitive practice are related to expertise i... more In this paper, we analyse how critical thinking and intuitive practice are related to expertise in nursing We examine how intuitive practice, when performed automatically without care, vigilance, and criticism, can result in prejudice and patterns of practice which are misinformed We will show that the student nurse develops intuitive, skilful performance in nursing by reasoning about nursing knowledge and applying reflective, critical thought m practice situations, thereby gaming increasing expertise in reasoning as a reliable professional ensuring quality client care The elements of thought necessary for sound reasoning in clinical practice will be explored Finally, we suggest educational strategies and tactics which promote the development of the intellectual capacities of student nurses as independent critical thinkers
Journal of Advanced Nursing, 1995
In this paper, we analyse how critical thinking and intuitive practice are related to expertise i... more In this paper, we analyse how critical thinking and intuitive practice are related to expertise in nursing We examine how intuitive practice, when performed automatically without care, vigilance, and criticism, can result in prejudice and patterns of practice which are misinformed We will show that the student nurse develops intuitive, skilful performance in nursing by reasoning about nursing knowledge and applying reflective, critical thought m practice situations, thereby gaming increasing expertise in reasoning as a reliable professional ensuring quality client care The elements of thought necessary for sound reasoning in clinical practice will be explored Finally, we suggest educational strategies and tactics which promote the development of the intellectual capacities of student nurses as independent critical thinkers
This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through ... more This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through the use of nurses' narrative notes of patient care. The paper argues that the registered nurse can use the Nursing Process, a nursing problem solving framework that relies on the nurse's ability to think logically, to critically reflect on care provided and to ensure safe practice. The Process is a five-step thinking framework based on a nursing assessment of patient needs in which subjective and objective data are collected. The data are analyzed, the problem is identified, and plans are created for resolution of the problem. The validity of the goals and the outcomes of the interventions are evaluated in the final step of the process. Each phase should be reflected in the patient care record. Teaching strategies that promote critical thinking skills in nursing students can be designed also as a means to promote self-evaluation. Analytic writing exercises based on the narrative nursing notes written by the student are used to facilitate independent learning. Students who are given opportunities to reflect on the nursing notes they have recorded can begin to recognize the imperfections in their thought processes and eventually to become independent critical thinkers capable of assuring the provision of safe, quality patient care. (JB)
This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through ... more This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through the use of nurses' narrative notes of patient care. The paper argues that the registered nurse can use the Nursing Process, a nursing problem solving framework that relies on the nurse's ability to think logically, to critically reflect on care provided and to ensure safe practice. The Process is a five-step thinking framework based on a nursing assessment of patient needs in which subjective and objective data are collected. The data are analyzed, the problem is identified, and plans are created for resolution of the problem. The validity of the goals and the outcomes of the interventions are evaluated in the final step of the process. Each phase should be reflected in the patient care record. Teaching strategies that promote critical thinking skills in nursing students can be designed also as a means to promote self-evaluation. Analytic writing exercises based on the narrativ...
This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through ... more This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through the use of nurses' narrative notes of patient care. The paper argues that the registered nurse can use the Nursing Process, a nursing problem solving framework that relies on the nurse's ability to think logically, to critically reflect on care provided and to ensure safe practice. The Process is a five-step thinking framework based on a nursing assessment of patient needs in which subjective and objective data are collected. The data are analyzed, the problem is identified, and plans are created for resolution of the problem. The validity of the goals and the outcomes of the interventions are evaluated in the final step of the process. Each phase should be reflected in the patient care record. Teaching strategies that promote critical thinking skills in nursing students can be designed also as a means to promote self-evaluation. Analytic writing exercises based on the narrative ...
Abstract What are the purposes and outcomes of campus-based educational development and professi... more Abstract
What are the purposes and outcomes of campus-based educational development and professional learning? Twenty-one British Columbia colleges, institutes and universities contributed to a study of teaching and learning enhancement structures, practices and directions. Beginning with the end in mind, this report summarizes the purposes and outcomes of campus-based educational development and professional learning. Comprehensive conceptual frameworks illuminate dimensions and models for organizing educational development. Consultation, e-learning, scholarship of teaching and learning and leadership for learning chapters project emerging professional learning directions. Study findings document an invigorating range of teaching and learning enhancement mandates and initiatives that may assist strategic planning in post-secondary institutions. When making decisions about educational development initiatives, study authors recommend that the unique context of each institution be taken into account, in concert with sufficient consultation to enable reasoned and credible programming while sustaining a nimble momentum. As an Open Educational Resource, we encourage redistribution of the campus-based educational development and professional learning report.
Key words: educational development, professional development, faculty development, professional learning, campus-based, dimensions, structures, practices, purposes, outcomes.
Journal of Advanced Nursing, Jul 1, 1995
In this paper, we analyse how critical thinking and intuitive practice are related to expertise i... more In this paper, we analyse how critical thinking and intuitive practice are related to expertise in nursing We examine how intuitive practice, when performed automatically without care, vigilance, and criticism, can result in prejudice and patterns of practice which are misinformed We will show that the student nurse develops intuitive, skilful performance in nursing by reasoning about nursing knowledge and applying reflective, critical thought m practice situations, thereby gaming increasing expertise in reasoning as a reliable professional ensuring quality client care The elements of thought necessary for sound reasoning in clinical practice will be explored Finally, we suggest educational strategies and tactics which promote the development of the intellectual capacities of student nurses as independent critical thinkers
Journal of Advanced Nursing, 1995
In this paper, we analyse how critical thinking and intuitive practice are related to expertise i... more In this paper, we analyse how critical thinking and intuitive practice are related to expertise in nursing We examine how intuitive practice, when performed automatically without care, vigilance, and criticism, can result in prejudice and patterns of practice which are misinformed We will show that the student nurse develops intuitive, skilful performance in nursing by reasoning about nursing knowledge and applying reflective, critical thought m practice situations, thereby gaming increasing expertise in reasoning as a reliable professional ensuring quality client care The elements of thought necessary for sound reasoning in clinical practice will be explored Finally, we suggest educational strategies and tactics which promote the development of the intellectual capacities of student nurses as independent critical thinkers
This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through ... more This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through the use of nurses' narrative notes of patient care. The paper argues that the registered nurse can use the Nursing Process, a nursing problem solving framework that relies on the nurse's ability to think logically, to critically reflect on care provided and to ensure safe practice. The Process is a five-step thinking framework based on a nursing assessment of patient needs in which subjective and objective data are collected. The data are analyzed, the problem is identified, and plans are created for resolution of the problem. The validity of the goals and the outcomes of the interventions are evaluated in the final step of the process. Each phase should be reflected in the patient care record. Teaching strategies that promote critical thinking skills in nursing students can be designed also as a means to promote self-evaluation. Analytic writing exercises based on the narrative nursing notes written by the student are used to facilitate independent learning. Students who are given opportunities to reflect on the nursing notes they have recorded can begin to recognize the imperfections in their thought processes and eventually to become independent critical thinkers capable of assuring the provision of safe, quality patient care. (JB)
This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through ... more This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through the use of nurses' narrative notes of patient care. The paper argues that the registered nurse can use the Nursing Process, a nursing problem solving framework that relies on the nurse's ability to think logically, to critically reflect on care provided and to ensure safe practice. The Process is a five-step thinking framework based on a nursing assessment of patient needs in which subjective and objective data are collected. The data are analyzed, the problem is identified, and plans are created for resolution of the problem. The validity of the goals and the outcomes of the interventions are evaluated in the final step of the process. Each phase should be reflected in the patient care record. Teaching strategies that promote critical thinking skills in nursing students can be designed also as a means to promote self-evaluation. Analytic writing exercises based on the narrativ...
This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through ... more This essay looks at training nurses in British Columbia (Canada) to be critical thinkers through the use of nurses' narrative notes of patient care. The paper argues that the registered nurse can use the Nursing Process, a nursing problem solving framework that relies on the nurse's ability to think logically, to critically reflect on care provided and to ensure safe practice. The Process is a five-step thinking framework based on a nursing assessment of patient needs in which subjective and objective data are collected. The data are analyzed, the problem is identified, and plans are created for resolution of the problem. The validity of the goals and the outcomes of the interventions are evaluated in the final step of the process. Each phase should be reflected in the patient care record. Teaching strategies that promote critical thinking skills in nursing students can be designed also as a means to promote self-evaluation. Analytic writing exercises based on the narrative ...
Abstract What are the purposes and outcomes of campus-based educational development and professi... more Abstract
What are the purposes and outcomes of campus-based educational development and professional learning? Twenty-one British Columbia colleges, institutes and universities contributed to a study of teaching and learning enhancement structures, practices and directions. Beginning with the end in mind, this report summarizes the purposes and outcomes of campus-based educational development and professional learning. Comprehensive conceptual frameworks illuminate dimensions and models for organizing educational development. Consultation, e-learning, scholarship of teaching and learning and leadership for learning chapters project emerging professional learning directions. Study findings document an invigorating range of teaching and learning enhancement mandates and initiatives that may assist strategic planning in post-secondary institutions. When making decisions about educational development initiatives, study authors recommend that the unique context of each institution be taken into account, in concert with sufficient consultation to enable reasoned and credible programming while sustaining a nimble momentum. As an Open Educational Resource, we encourage redistribution of the campus-based educational development and professional learning report.
Key words: educational development, professional development, faculty development, professional learning, campus-based, dimensions, structures, practices, purposes, outcomes.