Nursing scripts and the organizational influences on critical thinking: report of a study of neonatal nurses' clinical reasoning.
During 1995-1997 a study was undertaken to explore the extent to which theoretical knowledge acquired through a distance education programme in neonatal nursing was brought to bear in the real-world clinical reasoning of course participants. The study utilized a think aloud technique and included both concurrent (on-the-job) and retrospective verbal reports at 0, 6 and 12 months into the programme. Participants (n=4) were also interviewed individually on completion of the study. Results indicated that important inconsistencies existed between participants' theoretical knowledge and their practice; they also pointed to some organizational influences on these theory-practice inconsistencies. Script (or schema) theory provided a useful explanatory framework for these results. The paper includes a brief description of data collection and analysis techniques; its main emphasis, however, is on these theory-practice inconsistencies and their explanation in terms of the nature and acquisition of nursing practice scripts. The implications of nursing scripts for the promotion of critical thinking and evidence-based practice are discussed.
Greenwood
J
J
Western Sydney Area Health Service/University of Western Sydney, Nepean Professorial Nursing Unit, Westmead Hospital, Westmead, Australia. jennieg@admin.wsahs.nsw.gov.au
Sullivan
J
J
Spence
K
K
McDonald
M
M
D000328:Adult; D019336:Cognitive Science; D003657:Decision Making; D020375:Education, Distance; D004511:Education, Nursing, Graduate; D005260:Female; D006801:Humans; D007231:Infant, Newborn; D017283:Neonatal Nursing / Q000193:education* / Q000379:methods; D009517:New South Wales; D009736:Nursing Process; D011582:Psychological Theory; D013850:Thinking