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Walthew, P. (2004). Conceptions of critical thinking held by nurse educators. Journal of Nursing Education, 43(9), 408–411.
Abstract: This study investigated nurse educators' conceptions of critical thinking used in making judgment related to nursing. Twelve nurse educators from a large nursing school in an urban environment in New Zealand participated in this qualitative study. A semistructured questionnaire was used to explore the nurse educators' conceptions of critical thinking. The study found that the participants viewed rational, logical thinking as a central focus of critical thinking. However, in addition to these traditional perspectives, the nurse educators also included in their conceptions views more commonly held by feminist writers. These aspects focused on attention to intuition, subjective knowing, attention to context, emotions, and caring.
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Carryer, J. B. (2001). Embodied largeness: A significant women's health issue. Nursing Inquiry, 8(2), 90–97.
Abstract: This paper describes a three-year long research project in which nine large-bodied women have engaged in a prolonged dialogue with the researcher about the experience of being 'obese'. The study involved an extensive review of the multidisciplinary literature that informs our understandings of body size. The literature review was shared with participants in order to support their critical understanding of their experience. The experience of participants raised questions as to how nursing could best provide health-care for large women. An examination of a wide range of literature pertinent to the area of study reveals widespread acceptance of the notion that to be thin is to be healthy and virtuous, and to be fat is to be unhealthy and morally deficient. According to the literature review, nurses have perpetuated an unhelpful and reductionist approach to their care of large women, in direct contradiction to nursing's supposed allegiance to a holistic approach to health-care. This paper suggests strategies for an improved response to women who are concerned about their large body size.
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Neehoff, S. M. (1999). Pedagogical possibilities for nursing. Ph.D. thesis, , .
Abstract: This thesis is about what the author terms the 'invisible bodies of nursing'. The physical body of the nurse, the body of practice, and the body of knowledge. The physical body of the nurse is absent in most nursing literature, it is sometimes inferred but seldom discussed. The contention is that the physical body of the nurse is invisible because it is tacit. Much nursing practice is invisible because it is perceived by many nurses to be inarticulable and is carried out within a private discourse of nursing, silently and secretly. Nursing knowledge is invisible because it is not seen as being valid or authoritative or sanctioned as a legitimate discourse by the dominant discourse. These issues are approach through an evolving 'specular' lens. Luce Irigaray's philosophy of the feminine and her deconstructing and reconstructing of psychoanalytic structures for women inform this work. Michel Foucault's genealogical approach to analysing discourses is utilized, along with Maurice Merleau-Ponty's phenomenology. Nursing's struggle for recognition is ongoing. The author discusses strategies that nurses could use to make themselves more 'visible' in healthcare structures. The exploration of the embodied self of the nurse and through this the embodied knowledge of nursing is nascent.
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