Using<i>phronesis</i>instead of ‘research‐based practice’ as the guiding light for nursing practice

Flaming, Don

doi:10.1046/j.1466-769x.2000.00066.x

Cited by 58 publications

(54 citation statements)

References 37 publications

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“…Through the 'virtuous' oversight of REBs, students participating in education research may come to learn about the principles of ethical research conduct differently than if they were either passive observers or part of the investigation team; they may become more acutely aware of the rights of study participants and the risks participants face after having been study participants themselves; they may gain an understanding of research ethics in a manner different from instruction they would receive in the classroom setting. This development of practical wisdom, phronesis, by students within education contexts would support and parallel discussions in the current literature highlighting the need for phronesis in clinical practice (Dekkers and Gordijn 2007;Flaming 2001;Svenaeus 2003).…”

Section: Aristotle's Doctrine Of the Mean In Hpersupporting

confidence: 63%

Student participation in health professions education research: in pursuit of the Aristotelian mean

Chen

2009

Adv in Health Sci Educ

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In research ethics reviews, traditional approaches of research ethics boards (REBs) balance the risks with the potential for benefit of proposed studies, and this review process has been similar for health professions education research (HPER) as it has been for clinically based studies. Health professions students are the primary population from which most education researchers draw their participants although relatively little discussion has taken place in the literature regarding student participation in HPER. The majority of HPER studies could be considered minimal risk and therefore many have suggested that such studies be exempted from REB review. However, there are not only risks to student participants which require consideration, but I argue that when this issue is viewed through the lens of Aristotle's virtue ethics, there are also potential benefits to the student, for which REB oversight can be helpful, that have not factored strongly into discussions. This paper seeks to highlight the key factors involved in student participation in HPER; to explore Aristotle's doctrine of the mean and to evaluate how this ethical framework can add value to the discussion; and to propose possible applications of the Aristotelian mean to this issue and address some of the challenges that would arise with its application.

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Section: Aristotle's Doctrine Of the Mean In Hpersupporting

confidence: 63%

Student participation in health professions education research: in pursuit of the Aristotelian mean

Chen

2009

Adv in Health Sci Educ

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“…Thus phronesis is not in opposition to techne but is something that complements and enhances techne. Flaming (2001) suggests that techne, as laid out in clinical guidelines and the techniques of practice, provides answers to the technical questions of the situation but it does not answer the practical questions. In Fiona's story it was the techne of the CT scan which provided the basis for diagnosis and treatment, but it was in the phronesis, the act of situating these results for the family, that lead to understanding.…”

Section: Embracing the Phronesis Of Praxismentioning

confidence: 99%

Within the web: the family–practitioner relationship in the context of chronic childhood illness

Dickinson¹,

Smythe²,

Spence

2006

J Child Health Care

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This hermeneutic phenomenological study explores the relationship between health professionals and families who have a child with a chronic illness. Study participants included 10 family groups who had a child with a chronic illness and 12 practitioners from the disciplines of nursing, medicine, dietetics, physiotherapy and speech therapy. Data were collected by narrative audiotaped interviewing. The results of this study revealed that chronic childhood illness ‘throws' families and practitioners together into a web of relationships, which must work for the sake of the child. However, children are usually excluded from the relationship. To understand and manage the child's illness, practitioners and families ‘go around’ and act ‘in-between’ relationships. While the quality of the relationship from the family perspective is not essential, relationships are more successful when practitioners recognize the uniqueness of each family web. The nature of the relationship is often simple, yet it coexists with complexity.

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“…Thus, episteme can be used to refer to basic academic knowledge and research, whereas techne can be used to refer to applied, industrial research and development. These two forms of knowledge dominate the scientific, political, professional and even educational discourse of today (Flaming, 2001;Gustavsson, 2004).…”

Section: Phronesismentioning

confidence: 99%

“…According to Saugstad (2002, p. 381, quoting Aristotle), "The phronetic person reaches the right conclusion at the right time and on the basis of right arguments". Flaming (2001) emphasizes the difference Aristotle makes between 'making' and 'doing'. 'Making' has to do with techne; it is an accomplishment of a certain desired manipulation of the physical world.…”

Section: Phronesismentioning

confidence: 99%

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The interaction of academic and industrial supervisors in graduate education

Salminen‐Karlsson

Wallgren

2007

High Educ

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In this study we explore the work and the cooperation of academic and industrial supervisors concerning single graduate students in so called industrial research schools, which are financially supported by a national research foundation and involve universities and industrial enterprises. Academic and industrial supervisors of totally eleven graduate students have been interviewed with focus on their cooperation. This cooperation entails negotiating the contract and monitoring the progress of the research project and the student. When students have problems this cooperation is particularly important. The places new demands on both the academic and industrial supervisors. In our study these demands were dealt with differently by different academic supervisors, depending whether their main orientation was towards industrial projects or traditional academic research. The way the industrial supervisors dealt with the new demands depended on their previous acquaintance with academic research, basically whether they had a doctoral degree or not. Another important finding was that academic knowledge had a strong position while the supervisors from the industry accepted a minor role. The main findings of the study are that industrial graduate students often require joint engagement in a way that differs from other forms of knowledge transfer between the academy and the industry. To explain the features of this type of knowledge transfer, we use the analytical concepts boundary subject and phronesis.

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Usingphronesisinstead of ‘research‐based practice’ as the guiding light for nursing practice

Cited by 58 publications

References 37 publications

Student participation in health professions education research: in pursuit of the Aristotelian mean

Student participation in health professions education research: in pursuit of the Aristotelian mean

Within the web: the family–practitioner relationship in the context of chronic childhood illness

The interaction of academic and industrial supervisors in graduate education

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