Thinking.
This paper argues that thinking is assumed within nursing education. There are strategies to promote thinking: reflective practice, critical analysis and problem solving. I suggest that by categorising thinking into such boxes there may be a danger of limiting the rich possibilities of simply 'thinking'. The writings of Heidegger (1889-1976) are cited, highlighting the need to 'call' thinking, and to meditate or ponder on the things that matter. The paper comes from research that asked the question 'What calls for thinking in postgraduate education?' Findings reveal examples of teachers and students recalling 'thinking experiences' but also suggest there is a danger that students do not have time to think in a busy classroom situation. It appears that thinking is more likely to happen outside of the classroom, with peers, in assignment writing, or when thoughts simply come. The challenge to nursing education is that not only may teachers be limiting students thinking opportunities, but they may be directing thinking in a way that maintains the status quo. If nursing is to equip itself as a dynamic profession and take initiative for shaping its own future, then close attention must be paid to enabling thinking.
Smythe
Elizabeth A
EA
Division of Health Care Practice, Auckland University of Technology, P.O. Box 92 006, Auckland 1020, New Zealand. liz.smythe@aut.ac.nz
D001291:Attitude of Health Personnel; D004506:Education, Nursing / Q000458:organization & administration*; D005086:Existentialism; D005181:Faculty, Nursing; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D017145:Models, Educational; D016294:Models, Nursing; D009520:New Zealand; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D009736:Nursing Process / Q000458:organization & administration*; D010687:Philosophy, Nursing; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching; D013850:Thinking