Thinking creatively: from nursing education to practice.
Creative thinking is a critical link in the teaching-learning process, one that enhances problem solving in nursing practice. This article describes a conceptualization of creativity based on focus groups with 12 post-RN students and two nurse educators. Inherent within the major theme, striving for...
| Publicado en: | Journal of Continuing Education in Nursing Vol. 33; no. 4; pp. 155 - 164 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
SLACK Incorporated
2002 Jul-Aug
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106964200&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106964200 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00220124 1FC jtl: Journal of Continuing Education in Nursing issn: 00220124 maglogo: N pubinfo: dt: 2002 Jul-Aug vid: 33 iid: 4 pid: 1693 pub: SLACK Incorporated place: Thorofare, New Jersey artinfo: ui: 106964200 106964200 2002130485 10.3928/0022-0124-20020701-06 NLM12180769 106964200 ppf: 155 ppct: 9 formats: tig: atl: Thinking creatively: from nursing education to practice. aug: au: Kalischuk RG Thorpe K affil: Assistant Professor, School of Health Sciences, University of Lethbridge, 4401 University Drive Lethbridge, Alberta Canada T1K 3M4 sug: subj: Life Style Creativeness Students, Post-RN Education, Nursing Education, Post-RN Self Care Nursing Practice Qualitative Studies Focus Groups Confidence Self Concept Reflection Adult Middle Age Funding Source Human Adult: 19-44 years Middle Aged: 45-64 years ab: Creative thinking is a critical link in the teaching-learning process, one that enhances problem solving in nursing practice. This article describes a conceptualization of creativity based on focus groups with 12 post-RN students and two nurse educators. Inherent within the major theme, striving for balance, were three subthemes--enhancing selfesteem, working within structure, and making time for reflection (i.e., process). When participants achieved balance, both personally and professionally, they experienced increased creative energy that resulted in creative expression, subsequently displayed in educational endeavors and clinical practice (i.e., product). Strategies for fostering creativity and criteria for evaluating creativity are offered, and implications for nurse educators, managers, and practitioners are examined. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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