Different views – one vision

How do nurse education providers nurture novice critical thinkers to provide individualised patient care which can be adapted to suit a range of health service organisations? Furthermore, how is this accomplished without compromising the integrity of course structure and course content, or without significant rewriting of the accredited program? Translating knowledge from theory to practice is one of the most complex requirements of nursing students and new graduates. Similarly, demonstration and role modelling are two of the simplest, commonly underrated strategies contributing to this transition. Nurse educators do more than teach the theoretical knowledge required by the course. Often subconsciously, students adopt views and behaviours demonstrated by their teacher role models. The current literature contains limited reference to the impact of role modelling in relation to learning and very limited reference to role modelling in relation to ways of viewing the clinical situation. Contemporary nursing is strongly linked to evidence-based practice sometimes to the detriment of the holistic patient approach. Thus, nurse educators demonstrate alternate perspectives by role modelling, teaching content integrating all types of knowledge and working together to nurture the professional confidence of the student as well as the development of essential professional competence. This paper will discuss how, just like the holistic patient care they espouse, nurses themselves must appreciate the value of each piece of the jigsaw fitting snugly together to form their professional practice. Critical analysis of a clinical situation requires the nurse to have a working understanding of the physiology, pathophysiology and disease process; to acknowledge the other factors making up the individual; and relate back to learning experiences within the simulated setting. There may also be the potential for clinicians within rigid organisational frameworks to apply their holistic view to advance their professional practice