Processes of Inquiry:
Making Meaning of Inquiry
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Overview
As human beings, we are all natural inquirers. Inquiry is at the heart of all learning and assessment. The process begins when the learner notices something that intrigues, surprises or stimulates a question - something that is new, or something that does not make sense in relationship to the person’s previous experience or current understanding. They then take action, through continued observation, raising questions, making predictions, testing hypotheses and creating theories and conceptual models. If they go further, a deeper interaction and relationship with the phenomena in question is possible with potential for further development of understanding. Making meaning of the experience requires reflection, conversations and comparison of findings with others, interpretation of data and observations, and the application of new conceptions to other contexts. All of this helps the person construct new mental frameworks of the world. Making meaning in nursing also relates to the conceptual evolution of frameworks into theory and eventually, evidenced-based practice.
Ends In View
This learning activity is intended to provide learners with the opportunity to:
1. Recognize the link between inquiry and meaning.
2. Understand the process of creating personal meaning through inquiry.
3. Analyze the process of theory development through making meaning of integrated concepts.
In Preparation
1. READ: Carlson, E., Engebretson, J., & Chamberlain, R. (2005). The evolution of theory: A case study. International Journal of Qualitative Methods, 4(3), September.
2. READ: Ugarriza, N. (2002). Intentionality: Applications within selected theories of nursing. Holistic Nursing Practice, 16(4), 41-50.
3. READ: Kaminski, J. (2006). Nursing through the Lens of Culture: A Multiple Gaze.
In Practice
1.With a partner, consider the following statement. Write down five examples of the described behavior, in the context of education and/or nursing. As well, identify one question that YOU would be curious enough to investigate in depth, on your own.
“Using inquiry, students or nurses do not merely memorize facts from books - they go out into the real world to find answers to open-ended questions, ideally questions they have come up with themselves because they are genuinely curious. They create knowledge, they do not merely receive it. What they find gradually reshapes their understanding of the world.”
2.In small groups, discuss how Lewis' five-level model of Intentionality can be applied to nursing education. Give examples such as the ones that Ugarriza gives, but draw yours from an educational context rather than a strict practice area.
3.How does Carlson et al's work (2005) provide guidance for Canadian nurses inquiring into the best way to address the social determinants of health? Address all three levels of the hybrid model as you consider answers to this question.
4. How is the concept of nursing culture shaped when viewed from a variety of theories and lens in the Kaminski article?
In Reflection
1. How can you conduct nursing inquiry in order to cultivate meaning for your clients?
For Nursing as a profession?
2. As you go about your daily activities, take note of how you use the process of inquiry to
make personal meaning of your world. Do you use different approaches in different settings
or contexts?
References
Carlson, E., Engebretson, J., & Chamberlain, R. (2005). The evolution of theory: A case study. International Journal of Qualitative Methods, 4(3), September.
Ugarriza, N. (2002). Intentionality: Applications within selected theories of nursing. Holistic Nursing Practice, 16(4), 41-50.
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Welcome to NRSG 3225!
STUDENT PROJECTS
A presentation of the Nursing Inquiry web-site projects done by students in this course. View....
ARCHIVE
WEB MANUAL
The course Web design manual can be accessed from this page.
ASSIGNMENTS
You are encouraged to begin to think about the type of Nursing Inquiry focus you wish to address as the context for your major assignments in this course. We will build up to this practical application of the content early in the course. Try to make it a meaningful focus that you can actually use in your current or future practice.
SYLLABUS
PDF version of the Spring 2006 Course Materials.
Downloading Files
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