Reflective practice and daily ward reality: a covert power game

Mantzoukas, Stefanos; Jasper, Melanie

doi:10.1111/j.1365-2702.2004.01008.x

Cited by 88 publications

(83 citation statements)

References 42 publications

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“…The items reported as more satisfied were their feeling of well preparation for the required The study' results are supported with [37] and [38] who reported students satisfaction with placement mainly because they met their placement objectives, enjoyed their time and worked as a team who are willing and available staff that assisted them in learning. Studies conducted by [39] and [17] indicated that all students, regardless of location, rated higher satisfaction with their clinical experiences.…”

Section: Discussionsupporting

confidence: 70%

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Sebaee¹,

Aziz²,

Mohamed³

2017

IOSR JNHS

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Section: Discussionsupporting

confidence: 70%

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Sebaee¹,

Aziz²,

Mohamed³

2017

IOSR JNHS

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“…Dilworth et al, 2013, Mantzoukas, 2004, which, based on our interpretation, suggests that similar differences might exist there between the nursing and clinical supervision cultures. In short, some important aspects of the nursing environment culture, which contrast with the culture of supervision identified in the Czech context, have also been found by researchers in other countries.…”

Section: Discussionmentioning

confidence: 99%

“…Given the research evidence regarding the similarities between some aspects of nursing culture in various countries (e.g. Dilworth et al, 2013, Mantzoukas, 2004), the paradigm model titled "Clinical Supervision: Challenging the Nursing Environment?" might be a source of inspiration beyond the Czech context from within which it arose.…”

Section: Review Of European Studiesmentioning

confidence: 99%

Clinical Supervision: Challenging the Nursing Environment?

Vanclova¹,

Havrdová²

2015

RES

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Models of clinical supervision implementation generally focus on the importance of organisational culture. Questions remain regarding the detailed nature of such a culture. There is a scarcity of information related to the culture of the nursing environment in the Czech Republic; however, it is upon this culture that any future strategy must be based. The goal of this paper is to grasp the ways in which nurses in Czech hospitals perceive the culture of the nursing environment with regard to the implementation of clinical supervision. An explorative research design was used based on qualitative approach. Fourteen in-depth interviews were conducted face to face. The interviews were recorded, transcribed in full, and then coded. Thematic analysis and axial coding led to the paradigm model reversed face of the nursing environment which makes visible the contrasts between cultural features of the Czech nursing environment and the culture of supervision as perceived by informants. Given the research evidence regarding the similarities between nursing culture in various countries, the paradigm model might be a source of inspiration beyond the Czech context.

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“…A dysfunctional environment can lead to an arena for a covert power game [42] where nurses can become powerful gatekeepers to the community of practice by jointly deciding if they aim to support each other by sharing knowledge or not. This is a subtle selection, shown in the workplace culture, of who is allowed to influence the meaning and learning in the community of practice.…”

Section: "If I Would Like To Have Something Else Then I Do Not Get Amentioning

confidence: 99%

A qualitative national study of nurses’ clinical knowledge development of pain in pediatric intensive care

Mattsson

2012

JNEP

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Background: Vulnerable children undergoing intensive care might still experience pain when they should not, due to nurses and pediatricians insufficient knowledge about how critical illness affects childrens' signs of pain. How signs of pain are learned in clinical practice might be one of the remaining aspects in nurses insufficient pain alleviation. In the workplace learning is directed by what the units shared meaning finds as significant and meaningful to learn. However, what it is viewed as meaningful to learn about pain from the nurses' perspective might not be meaningful from the child's perspective. When working together in the PICU, nurses rely on each other and interact in many ways, and their understanding is related to situated knowledge and facilitated by a personal reference group of colleagues. Professional concern, depending on culture, traditions, habits, and workplace structures forms the clinical learning patterns in the PICU. However little is known about nurses' clinical learning patterns or collegial facilitation within the PICU. These assumptions lead to the aim of the study: to elucidate patterns in clinical knowledge development and unfold the role of facilitator nurses in relation to pain management in the PICU. Method:The study had a qualitative interpretive design approach using semi-structured interviews, analyzed with qualitative content analysis to elucidate both manifest and latent content. Results:The findings elucidates that the workplace culture supports or hinders learning and collaboration. Knowledge development within practice is closely connected to the workplace culture and to nurses' significant networks. The findings also clarify that nurses needs to feel safe in the workplace and on an individual level to build and rely on significant networks that facilitates their own personal knowledge development. There is an ongoing interaction between the learning patterns and the facilitation the significant networks offer. Conclusions:Nurses need to embrace effective learning about children's pain from day one. Lack of a facilitating structure for learning, lack of assessment within clinical practice, and the focus on the individual nurses' learning are remaining considerable problems when it comes to alleviating the vulnerable child's pain. To increase the possibility of pain alleviation in the clinical setting, it is of importance to attend to the caring culture and build a safe collaborative www.sciedu.ca/jnep Journal of Nursing Education and Practice, May 2012, Vol. 2, No. 2 ISSN 1925-4040 E-ISSN 1925 108 culture that is patient centered. This requires an environment that allows for open discussion, where questioning and reflecting is a natural part of the culture within the group. These factors need highlighting and thorough examination from the organization. Nurses focus on learning, and interact in a learning community of practice that is furthered when they experience a safe environment and find that their questions are taken seriously. Approaches to promote a ...

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Reflective practice and daily ward reality: a covert power game

Abstract: The realization of this covert power game by individual clinical nurses can become the incipient point for formally using reflective methods in the practice setting.

Cited by 88 publications

References 42 publications

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Clinical Supervision: Challenging the Nursing Environment?

A qualitative national study of nurses’ clinical knowledge development of pain in pediatric intensive care

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