A discourse and Foucauldian analysis of nurses health beliefs: Implications for nurse education

Chambers, Derek; Narayanasamy, Aru

doi:10.1016/j.nedt.2007.03.009

Cited by 14 publications

(11 citation statements)

References 15 publications

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“…It is through the process of socialisation that we learn the norms and values of a given society [18] . One concept that is useful in understanding this process is Bourdieu's concept of 'habitus' [19] .…”

Section: Formation Of Health Valuesmentioning

confidence: 99%

“…These traditions of care will strongly impact on members' perceptions of what constitutes 'good care' [24] , which, in turn, influence expectations and perceptions of health care services [25] . This point is particularly important when we consider that health professionals may project their own culturally based values and expectations [18] which in the UK are likely to be imbued with Anglo-Centric values [26] , onto patients from backgrounds different from their own with the unintended consequence being a perpetuation of ethnocentrism [27] .…”

Section: Formation Of Health Valuesmentioning

confidence: 99%

“…Otherwise educators will again be overlaying professional doctrine onto staunchly held and persistent values and opinions which having not been dealt with, are bound to surface when caring for this client group [18] . In the case of refugees and asylum seekers, some degree of understanding of the trauma undergone in their home country by asylum seekers may be useful, both to counter misconceptions, and also to gain an understanding of the possible psychological needs of this client group.…”

Section: The Need To Dispel Cultural Misconceptionsmentioning

confidence: 99%

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Engendering cultural responsive care: a reflective model for nurse education

Chambers

Thompson²,

Narayanasamy³

2013

JNEP

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A significant outcome of globalization has been a greater movement of peoples. As a consequence societies around the world are increasingly becoming multicultural. Multiculturalism, therefore, is a major characteristic of modern societies and one which has significant implications for health care delivery and health care systems. Many of these implications arise from differing health beliefs and values. Different cultural groups will, therefore, have values and attitudes consistent with that culture. Within health care the norms of the host culture tend to dominate resulting in ethnocentrism. This ethnocentric approach to delivery of health care has led to inequities, with immigrant groups reporting dissatisfaction with health care provision. This paper explores the ways in which health belief systems and values are constructed. It then goes on to consider how differing health beliefs have led to health disparities, amongst differing cultural groups, within the United Kingdom. A model of reflection specifically designed to facilitate the exploration of health care values within a pre-registration nursing curriculum is proposed as one way of promoting culturally sensitive care within nursing students.

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Section: Formation Of Health Valuesmentioning

confidence: 99%

Section: Formation Of Health Valuesmentioning

confidence: 99%

Section: The Need To Dispel Cultural Misconceptionsmentioning

confidence: 99%

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Engendering cultural responsive care: a reflective model for nurse education

Chambers

Thompson²,

Narayanasamy³

2013

JNEP

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“…The implications of nurse education failing to address the potential incongruence between holistic nursing values and conflicting personal values systems has been highlighted by studies that have investigated the adverse impact that personal values can have on perceptions of holistic care. Chambers & Narayanasamy (2007) found that newly qualified staff nurses were capable of simultaneously holding two opposing value positions without any feeling of contradiction: a holistic view – the role based or public account, and a victim blaming view – personal agency or private account. In another study Chambers & Thompson (2009) found that despite the concept of patient empowerment being central to nursing theory, nurses continued to utilize a controlling power‐over approach to their health promotion practices.…”

Section: Defining Valuesmentioning

confidence: 99%

Reflexivity and habitus: opportunities and constraints on transformative learning

Chambers

Thompson²,

McGarry

et al. 2012

Nursing Philosophy

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This paper will explore the relationship between Mezirow's concept of reflexivity and Bourdieu's theory of habitus in order to develop a more robust framework within which critical reflection can take place. Nurse educators have sought to close the theory practice gap through the use of critical reflection. However, we are not convinced that this has produced the depth and quality of reflection required. Furthermore, the contexts in which critical reflection takes place is often sidelined or erased so that the whole impetus in the literature is to educate nurses in reflection rather than empower nurses to understand the complex circumstances and barriers that obstruct critical reflection. This paper argues that the reason for this position is that nurse education does not always acknowledge the role that personal and cultural values systems have on reflective practices. The literature search was undertaken using CINHAL and MEDLINE. Keywords included: values systems, habitus, and critical reflection. Inclusion criteria were determined by the theoretical approach and included seminal texts, from as far back as 1956, to identify key themes. Although critical reflection is a potentially powerful way of enhancing care it has often failed to do so. It is suggested that this is because nurse educators have frequently used models of reflection without considering the impact that student's personal values systems has on their perceptions of care and subsequently care delivery. The purpose of this paper is to promote deeper levels of reflection and is part of a programme of research aimed at developing a more robust approach to reflection in educational practice.

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“…Examples include dementia care (Adams, 1998); nursing diagnosis (Powers, 2002); community mental health (Cowan, 2003); prison healthcare (Cloyes, 2007;Walsh, 2009b) and nurse education (Chambers and Narayanasamy, 2008;Kotecha, 2002;McKenna and Wellard, 2005) and appears to be gaining in popularity; however, the extent to which the evidence it produces is afforded importance within the research community is questionable. Discourse analysis is a unique approach to qualitative analysis as it provides evidence from a particular area of study, whilst contributing to the discourse of qualitative research.…”

Section: Discourse As Evidencementioning

confidence: 99%

Qualitative research as evidence: criteria for rigour and relevance

Freshwater

Cahill

Walsh

et al. 2010

Journal of Research in Nursing

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This paper is about the nature and construct of evidence and its relation to qualitative research. Using a post-modern lens, we begin by defining evidence, signifying the importance of context, and use discourse as a vehicle for looking at the ways in which qualitative research evidence struggles to achieve the equivalent standing of its quantitative counterpart. In outlining the role of discourse in the creation of research paradigms, we offer a conceptual map that enables a repositioning of qualitative research in the evidence-based genre. In order to best illustrate our standpoint, we then provide two examples of qualitative, transformational research approaches and relate these to the criteria of rigour and relevance, criteria which we would argue when met are examples of high-quality evidence. Having used the examples of discourse analysis and auto-ethnography, we then conclude by exposing and decentralising the myth that surrounds the discourse of evidencebased practice, which continues, albeit unintentionally, to discredit any evidence that falls outside of its parameters.

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A discourse and Foucauldian analysis of nurses health beliefs: Implications for nurse education

Cited by 14 publications

References 15 publications

Engendering cultural responsive care: a reflective model for nurse education

Engendering cultural responsive care: a reflective model for nurse education

Reflexivity and habitus: opportunities and constraints on transformative learning

Qualitative research as evidence: criteria for rigour and relevance

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