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Biomedical subjects

C A Tanner

Publications and source records attributed to C A Tanner.

At least 55 records · Page 3Linked to original sources
PubMed1993

Rethinking clinical judgment.

In this paper, I've attempted to explicate ways in which the cognitive models rooted in the rational tradition have dominated our thinking about clinical judgment in nursing--both in framing research into so-called "cognitive processes" and in shaping our educational practices. Using exemplars from a study of clinical expertise in nursing, I have described several aspects of clinical judgment which cannot be accounted for by the cognitive models. I've highlighted assumptions underlying our educational practices which are challenged by our new understanding of clinical judgment and offered one illustration of an alternative approach to teaching which may be relevant for RN education.

Clinical Competence↗
PubMed1990

Reflections on the curriculum revolution.

For me, the curriculum revolution means opening up new possibilities for the ways in which we educate our students. It means a new consciousness about the place of nursing in responding to the health-care needs of our nation. It means coming to terms with the conflicts and contradictions that we as educators have felt for at least the last decade; these conflicts lie in our understanding of the crisis in health care and the demands on us to educate caring, critically thinking nurses who can safely practice in both today's world of high-tech disease care and tomorrow's world of true health care. The curriculum revolution means healing our wounds from the divisive issues of the past, and joining together in charting our future.

Curriculum↗
PubMed1989

Critical care nursing in baccalaureate programs.

There is a need to resolve several issues related to inclusion of CCN in the baccalaureate curriculum. These include: (1) the nature of specialist versus generalist preparation; (2) the goals for inclusion of CCN, (as well as content related to any other area of practice which may be considered specialized); (3) the relationship between education and practice, and the responsibilities of each in educating competent practitioners to provide safe care to critically ill patients.

Critical Care↗
PubMed1989

Teaching research in undergraduate nursing education.

This textbook provides alternative ways of thinking about research and the use of research in nursing practice. New textbooks on nursing research may be written, curricula reorganized to provide a different emphasis on research, new teaching strategies applied, and new learning experiences offered; but, in the final analysis, the key to inculcating in students an excitement about inquiry in nursing rests with the faculty. Faculty clearly convey their own beliefs about research and its relevance for practice; they can encourage or dampen a student's interest and inquisitiveness about nursing phenomena, in part, by their own beliefs about inquiry and, in part, by their approach to students.

Attitude↗
PubMed1987

Research in nursing education: assumptions and priorities.

The purposes of this study were: to identify assumptions about the nature of research in nursing education, and to identify and rank order critical research questions regarding nursing education. The Delphi survey technique was used with 121 nurse educators responding to three survey rounds. The panel concurred with the assumptions that research in nursing education can and should meet criteria for scientific merit, should not be viewed as secondary in importance to nursing practice research, should emphasize the clinical nature of nursing, and needs to be less fragmented. Priorities for research included the following topics: integration of research findings into nursing curricula, development of problem solving skills, approaches to clinical teaching, and level of practice of graduates of different basic preparations.

Clinical Competence↗