Moving upstream: Becoming a public health nurse, part 2.
This article extends the argument in Part 1 that stand- ards, protocols, textbook knowledge, and other external guidelines, while important for beginners, must yield to the "real world" of practice. Additional narratives document how the development of practical reasoning, perceptual skills, and responsiveness to clients supplants the beginner's reliance on external guidelines and promotes a situated understanding of practice. This growth in understanding and clinical know-how, cultivated by frontline experience with individuals and families, fosters a perceptual grasp of the "big picture" and makes it possible for the nurse to learn the community through the eyes of clients. Experiences from home visiting and community-based activities provide critical lessons that inform and inspire nurses to act and think upstream. This interpretation provides additional evidence for legitimizing clinical practice as a rich source of situated knowledge and clinical reasoning.
Saint Louis University, Missouri 63104, USA. smithli@slu.edu
Lee
L
SmithBattle
Margaret
M
Diekemper
Sheila
S
Leander
D002983:Clinical Competence; D004506:Education, Nursing; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D009723:Nurse-Patient Relations; D015402:Nursing Education Research; D011637:Public Health Nursing / Q000193:education*; D012938:Social Perception