Advancing practice in critical care: a model of knowledge integration.
OBJECTIVE
The aim of this paper was to discuss the potential development of a conceptual model of knowledge integration pertinent to critical care nursing practice. A review of the literature identified that reflective practice appeared to be at the forefront of professional development.


BACKGROUND
It could be argued that advancing practice in critical care has been superseded by the advanced practice agenda. Some would suggest that advancing practice is focused on the core attributes of an individual's practice, which then leads onto advanced practice status. However, advancing practice is more of a process than identifiable skills and as such is often negated when viewing the development of practitioners to the advanced practice level. For example, practice development initiatives can be seen as advancing practice for the masses, which ensures that practitioners are following the same level and practice of care. The question here is, are they developing individually?


CONCLUSIONS
What this paper presents is that reflection may not be best suited to advancing practice if the individual practitioner does not have a sound knowledge base both theoretically and experientially. The knowledge integration model presented in this study uses multiple learning strategies that are focused in practice to develop practice, e.g. the use of work-based learning and clinical supervision. To demonstrate the models application, an exemplar of an issue from practice shows its relevance from a practical perspective.


CONCLUSIONS
In conclusion, further knowledge acquisition and its relationship with previously held theory and experience will enable individual practitioners to advance their own practice as well as being a resource for others.
Christensen
Martin
M
School of Health & Social Care, Bournemouth University, Bournemouth, UK. mchristensen@bournemouth.ac.uk
D002983:Clinical Competence; D003422:Critical Care; D004509:Education, Nursing, Continuing; D006801:Humans; D019359:Knowledge; D008962:Models, Theoretical; D018794:Problem-Based Learning; D013192:Staff Development; D006113:United Kingdom