Kalischuk Ruth Grant, Thorpe Karran
School of Health Sciences, University of Lethbridge, Alberta, Canada.
J Contin Educ Nurs. 2002 Jul-Aug;33(4):155-63. doi: 10.3928/0022-0124-20020701-06.
Creative thinking is a critical link in the teaching-learning process, one that enhances problem solving in nursing practice. This article describes a conceptualization of creativity based on focus groups with 12 post-RN students and two nurse educators. Inherent within the major theme, striving for balance, were three subthemes-enhancing self-esteem, working within structure, and making time for reflection (i.e., process). When participants achieved balance, both personally and professionally, they experienced increased creative energy that resulted in creative expression, subsequently displayed in educational endeavors and clinical practice (i.e., product). Strategies for fostering creativity and criteria for evaluating creativity are offered, and implications for nurse educators, managers, and practitioners are examined.
创造性思维是教学过程中的关键环节，它能增强护理实践中的问题解决能力。本文描述了基于对12名注册护士后学生和两名护士教育工作者的焦点小组讨论得出的创造力概念。在“追求平衡”这一主题中，包含三个子主题——增强自尊、在框架内工作以及留出反思时间（即过程）。当参与者在个人和职业方面都实现平衡时，他们会体验到创造力的提升，进而产生创造性表达，并随后体现在教育活动和临床实践中（即成果）。文中提供了培养创造力的策略和评估创造力的标准，并探讨了对护士教育工作者、管理人员和从业者的启示。
