Well, that's similar to what a few people are trying to tell me, but I guess it just isn't sinking in. A lot of what most of these theorists say, and the people who critique their work, is so abstract and full of "good sounding words" and elaborate jabber-jaw stuff that I miss the basic idea of what they are trying to communicate. I can study the theories of theology, psychology, philosophy, physical sciences, and a whole lot of other subjects, and they all make a lot more sense, (in fact, I discovered that I quite enjoy studying philosophy) but these nurse theorists are just way out there in la-la land somewhere. I'm not trying to be overly sarcastic here, but I must be honest, I really don't get the point most of the time. I think if I were to develop nursing theories, I could do it in a lot simpler language and get to the point already in far fewer words.
llg: I do appreciate your perspective from a teaching position, so maybe you could help me understand this all a little better. I've had others try to tell me that nursing is more than "just" a "technical" position, just as you are saying. I understand that, and I know we are supposed to be professsionals, but that is no cause to be condescending, superscilious, or down-right snooty to those who are technicians in their respective fields. I hold a great appreciation for those various technicians as valuable colleagues and try to recognize their individual expertise. I do not look down on them and do not consider them unprofessional. While we are being taught as nursing students to be professionals, I'm afraid that ingranes into some students' minds that they are "above" their technical partners, but I am seeing first-hand that there are plenty of technicians out there who could run circles around certain nurses in select areas, even professional areas. We are being taught about how nurses are professionals, but I am convinced that professionals are only professionals after they have mastered all the technical skills necessary for their profession, plus have also learned how to apply research to our practice, and all that other stuff that makes us autonomous. I'm not sure what it's like in other schools of nursing across the country, but I get the impression that we are spending too much time in the abstract, theoretical, and hypothetical, and not enough time in the concrete, realistic, and hands on. In EMT class our curriculum was designed by the American Academy of Orthopedic Surgeons, and all of the domains of Bloom's Taxonomy were used extensively as a teaching style. I have to say that even though the teaching was at a technical level, it was the best and most well rounded training I ever got, and the class was taught mostly by a female Pre-Hospital Registered Nurse (PHRN here in PA) and a male Paramedic. We were taught to use the cognitive and affective domains as critical thinking while in the process of performing and perfecting psychomoter functions, and I walked away from that training with a better understanding of what I wanted and needed to know more than any other fire training, high school education, or otherwise since or before.
So, I'm a junior right now. Does some of this stuff fall into place a little better during senior year for your students? Right now I feel like I'm missing out several of those aspects or domains of learning in a college education that I am paying dearly for.