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Biomedical subjects

W Lauder

Publications and source records attributed to W Lauder.

26 records · Page 2Linked to original sources

Beyond reflection: practical wisdom and the practical syllogism.

The relationship between the way nurses think and the actions they perform is one of the key debates within the nursing profession. It has been assumed that the thinking that precedes and follows nursing actions has been described within the reflective practitioner doctrine. It is suggested that this is not so, as the reflective doctrine has not only failed to explicate the link between theory and practice but some reflective theorists have perpetuated the theory-practice gap by separating thought and action. Instead it is argued that Aristotle's conceptions of Practical Wisdom and the Practical Syllogism provide a framework in which the link between thinking and doing are described. Practical wisdom is a form of knowledge that can be claimed by those who purport to deal with human good. Unlike theoretical knowledge, practical wisdom ends not in an intellectual conclusion but in the actual performing of some action designed to produce good for fellow humans. These actions are taken only after the practically wise person decides, consciously or unconsciously, the most effective and morally right option. The practical syllogism is that particular feature of critical thinking that links theory and practice in practice professions. The practical syllogism describes the means-end considerations that underpin all actions undertaken by nurses. It is not suggested that all the deliberations of those with practical wisdom is syllogistic in nature but that this is a central feature of the way in which nurses approach the care they deliver.

Humans↗

An exploratory study of the alternative theoretical frameworks of student nurses.

Alternative theoretical frameworks are the tacit assumptions and logical structures of practical action. Student nurses have alternative theories in which ethical and technical knowledge are combined to form high-level heuristics which assist with understanding and responding to client problems. The alternative theories of student nurses can be observed to guide care giving and therefore the theory-practice gap may not be as wide as is often assumed. The values and beliefs about nursing held by student nurses are broadly similar to those advocated for the profession as a whole.

Health Knowledge, Attitudes, Practice↗

Teaching theoretical nursing.

Nursing science has been described as being either alive or inert. Acceptance of one or the other paradigm has important implications for the way in which theories of nursing are taught in the curriculum. In this paper these conflicting paradigms are discussed and the implications for nurse teachers are outlined. It is suggested that this may involve a reconceptualisation of where nursing theories are derived and a consequent shift of power from nurse teachers to the practising nurse.

Curriculum↗

Health promotion in the elderly.

Too often age is equated with pathology. Health promotion strategies need to be modified for the elderly. They must include social and political action as well as life-style changes.

Aged↗

Auditing clinical placements.

The auditing of clinical areas is an important aspect of evaluating and maintaining standards in the Project 2000 scheme of nurse education. The auditing process brings many unexpected additional benefits, including increased ownership of the course and a developing sense of partnership between clinicians and educators. It is not an endeavour that should be undertaken lightly, and many problems can be prevented by good planning, which may include extensive piloting of the audit tool and process.

Clinical Competence↗