Clinical Teaching and Professional Development
Added on 2023-06-09
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Running Head: CLINICAL TEACHING AND PROFESSIONAL DEVELOPMENT
Clinical Teaching and Professional Development
Student’s Name
Institution
Date
Clinical Teaching and Professional Development
Student’s Name
Institution
Date
CLINICAL TEACHING AND PROFESSIONAL DEVELOPMENT 2
Introduction
Although nursing practice offers the best method of learning, different other factors plays
a decisive role in determining the overall competency level in nursing. By applying different
nursing learning theories, the paper intends to critically analyze and discuss the factors that
enable nurses to learn in the practice setting. Specifically, the paper will focus on individual
factors such as curiosity, motivation and job satisfaction. It will also focus on contextual factors
such as learning setting and time, and organizational factors.
Critical analysis
Before focusing on the factors identified above, it is important to give a conceptual frame
of nursing knowledge. Carper's article (1978) entitled "Fundamental Patterns of Knowing in
Nursing" Is an American classic that, even today, is abundantly cited in the nursing literature.
This article proposes four sources of nursing knowledge: empirical knowledge, ethical
knowledge, personal knowledge and aesthetic knowledge. According to Dey, Kumar & Kumar
(2014), nurses are expected not only to have basic technical nursing skills but also moral and
ethical knowledge. Moral and ethical knowledge starts from personal morality, duty and
professional obligations. In addition, ethics should not guide behavior, but rather should be
complementary to reasoning in order to make just and responsible choices. While intrapersonal
knowledge refers to self-knowledge, interpersonal knowledge refers to the ability of the nurse to
relate to others. From there, it is of paramount importance in the nurse's relationship with others
both from a multidisciplinary point of view and with the patient. However, the context in which
knowledge is inscribed becomes crucial. Thus, given the importance given to the particular
context found in critical care, Contextual knowledge is an important anchor by its very nature.
This form of knowledge it consists of procedural, material, organizational and social dimensions
Introduction
Although nursing practice offers the best method of learning, different other factors plays
a decisive role in determining the overall competency level in nursing. By applying different
nursing learning theories, the paper intends to critically analyze and discuss the factors that
enable nurses to learn in the practice setting. Specifically, the paper will focus on individual
factors such as curiosity, motivation and job satisfaction. It will also focus on contextual factors
such as learning setting and time, and organizational factors.
Critical analysis
Before focusing on the factors identified above, it is important to give a conceptual frame
of nursing knowledge. Carper's article (1978) entitled "Fundamental Patterns of Knowing in
Nursing" Is an American classic that, even today, is abundantly cited in the nursing literature.
This article proposes four sources of nursing knowledge: empirical knowledge, ethical
knowledge, personal knowledge and aesthetic knowledge. According to Dey, Kumar & Kumar
(2014), nurses are expected not only to have basic technical nursing skills but also moral and
ethical knowledge. Moral and ethical knowledge starts from personal morality, duty and
professional obligations. In addition, ethics should not guide behavior, but rather should be
complementary to reasoning in order to make just and responsible choices. While intrapersonal
knowledge refers to self-knowledge, interpersonal knowledge refers to the ability of the nurse to
relate to others. From there, it is of paramount importance in the nurse's relationship with others
both from a multidisciplinary point of view and with the patient. However, the context in which
knowledge is inscribed becomes crucial. Thus, given the importance given to the particular
context found in critical care, Contextual knowledge is an important anchor by its very nature.
This form of knowledge it consists of procedural, material, organizational and social dimensions
CLINICAL TEACHING AND PROFESSIONAL DEVELOPMENT 3
(Sadatsafavi, Walewski & Shepley 2015). As far as procedural dimension is concerned, nurses
are expected to understand the procedures and the specific protocols, omnipresent things in the
development of critical care expertise. On the other hand, the material point of view focuses on
the knowledge of equipment and technology, ubiquitous tools in critical care. The organizational
dimension mainly includes the organization of work and the recognition of the functions of the
staff members who are part of the organization chart. Thus, the nurse who works in critical care
can develop practical knowledge. Nei, Snyder & Litwiller (2015) revealed that practical
knowledge is highly specialized and prescriptive. It consists of indices and standard behaviors
that integrate similar and specific situations which are frequently found in critical care (Nei,
Snyder & Litwiller 2015).
A study by Horwitz & Horwitz (2017) to determine physicians’ perspective on
organizational commitment revealed that most nurses and physicians acquire knowledge through
academic training, past life experiences, and personal beliefs. Appointed to know a priori, this
last one joins in a way the perceptual knowledge and the practical knowledge because of its
development which also takes form by the experience, the perceptions and the personal meanings
while being anchored in a context. As for perceptual knowledge, it is characterized by the
immediate knowledge of the care situation experienced by the patient. Perceptual knowledge
differs from intuition, which is of the conscious order, whereas perceptual knowledge is
preconscious (Sadatsafavi, Walewski & Shepley 2015). In fact, it develops from the experience
of the nurse and the events in which the professionals are confronted. Finally, there is knowledge
emancipatory. This is the kind of knowledge that corresponds to the critical examination of a
situation of care or work. It is shaped by the beliefs and values of individuals (Sadatsafavi,
Walewski & Shepley 2015). Socio-political criticism and the issues arising from it are important.
(Sadatsafavi, Walewski & Shepley 2015). As far as procedural dimension is concerned, nurses
are expected to understand the procedures and the specific protocols, omnipresent things in the
development of critical care expertise. On the other hand, the material point of view focuses on
the knowledge of equipment and technology, ubiquitous tools in critical care. The organizational
dimension mainly includes the organization of work and the recognition of the functions of the
staff members who are part of the organization chart. Thus, the nurse who works in critical care
can develop practical knowledge. Nei, Snyder & Litwiller (2015) revealed that practical
knowledge is highly specialized and prescriptive. It consists of indices and standard behaviors
that integrate similar and specific situations which are frequently found in critical care (Nei,
Snyder & Litwiller 2015).
A study by Horwitz & Horwitz (2017) to determine physicians’ perspective on
organizational commitment revealed that most nurses and physicians acquire knowledge through
academic training, past life experiences, and personal beliefs. Appointed to know a priori, this
last one joins in a way the perceptual knowledge and the practical knowledge because of its
development which also takes form by the experience, the perceptions and the personal meanings
while being anchored in a context. As for perceptual knowledge, it is characterized by the
immediate knowledge of the care situation experienced by the patient. Perceptual knowledge
differs from intuition, which is of the conscious order, whereas perceptual knowledge is
preconscious (Sadatsafavi, Walewski & Shepley 2015). In fact, it develops from the experience
of the nurse and the events in which the professionals are confronted. Finally, there is knowledge
emancipatory. This is the kind of knowledge that corresponds to the critical examination of a
situation of care or work. It is shaped by the beliefs and values of individuals (Sadatsafavi,
Walewski & Shepley 2015). Socio-political criticism and the issues arising from it are important.
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