I would ask the students questions to promote critical thinking, broadening their understanding of the care of patients. The multidisciplinary approach to obesity would promote collaboration, and develop an intervention to alter behavior and lifestyle factors that promote obesity (Lesovic, 2012)
Scholarship is continually important for the nursing model, particularly so nurses may keep current in new methods, practice and techniques. At the locus of this model, though, is the extrapolation of technique -- the blend of art and science, and how the nurses of future generations will benefit from the experience of the current generation (Alligood, 2002)
Nurses must be communicators -- but advocates as well; and in this they must balance the carative notion of patients with the pragmatic needs of the institution. In nursing, particular, the conception of knowing then reflects the balance and combination between intuition, past-knowledge (clinical and other), experience and empathy (Bonis, 2009)
Therein lies the overall new paradigm -- a modern nurse leader cannot be just one thing. We have moved from the bottom of a learning period in which facts were king, and realized that to be an effective nurse, we must combine a series of ways of knowing into a more holistic model of the patient and universe (Boyer, 1992)
It is also important to combine a moral and ethical perspective of this knowledge so that nursing can effectively combine cultural and social values with the responsibility of patient care and advocacy. This is done through a variety of combinations -- theoretical in some ways, tactical in others (Chin & Kramer, 2013)
EBP has a direct relationship to the quality of the learning organization for most nurses. However, recent research shows that there is not enough EBP used in most clinical organizations, and that nurses would relish improving the quality and quantity of knowledge through EBP in their daily duties (Estrada, 2009)
. Within the subject of nursing, there are often times in which different aspects of the practice must be analyzed by using primary research from other scholars (Thoun, 2009)
To do this, however, requires a new approach to the paradigm of nursing leadership -- strategic thinking, planning and action and above all -- appropriate integration of a more holistic and multidisciplinary approach to professional nursing and use of scholarship and academic information. If we do not disseminate the knowledge we glean through experience, research or scholarship, then we are wasting precious time while others re-do and rethink problems that may already have a solution (White, 2012)
Furthermore, the Owusu-Ansah (in Zabel, 2004) approach to improving informational literacy through mandatory library science courses at the undergraduate level completely neglects the fact that research skills cannot be taught effectively in a manner that produces lasting benefits or long-term changes in research practices (Zabel, 2004). More generally, that is a principle of educational effectiveness that mirrors a large body of empirical research documenting the advantages of active learning methodologies instead of the traditional passive lecture and textbook-based approach (Adams & Hamm, 1994) that has characterized American education since its inception two centuries ago in the proverbial one-room schoolhouse
Specifically, college students are products of their cultures of origin. In the United States, sufficient documentation exists to illustrate the degree to which American college students are generally less globally aware and simply less oriented toward information even outside of the academic environment formal (Lauer & Yodanis, 2004)
Scholarship, Practice, And Leadership in Nursing Education A volume of empirical research and anecdotal evidence from various perspectives documents the need to improve informational literacy throughout the American educational system (Schutt & Hightower, 2009; Zabel, 2004)
It is therefore difficult to justify the addition of mandatory library science and research courses purely from the perspective of financial concerns. Furthermore, the Owusu-Ansah (in Zabel, 2004) approach to improving informational literacy through mandatory library science courses at the undergraduate level completely neglects the fact that research skills cannot be taught effectively in a manner that produces lasting benefits or long-term changes in research practices (Zabel, 2004)
38). He could even be considered an anthropologist in his own right, as well as a historian and sociologist, since he placed great value on intelligence and asserted that "it is as important to know yourself -- and by extension your allies -- as to know your enemies" (Banton 2004)
Later, in the Warring States era, the use of conscripts and mercenaries became more common, as did the use of professional military strategists like Sun Tzu, who offered their services to the various kingdoms. New archeological evidence in 1972, uncovered five lost chapters from his book The Art of War in addition to the thirteen familiar ones, dating from the 2nd Century BC (Carr, 2000, p
He was also a disciple of Sun Tzu and followed the principles of The Art of War, which enabled him to defeat much larger enemy forces, using decisive and innovative tactics including the invention of ironclad 'turtle ships' -- a first in the history of naval warfare. At the national historic shrine in South Korea, built near the site where he died in battle in 1598, he has been posthumously honored as a 'man of loyal valor' (Ebrey et al
Chinese philosophy took a highly pragmatic and materialistic view toward warfare, as indeed it did to other aspects of politics, government and society. War is a "cultural performance" in the anthropological sense that is "routinely accompanies by equally unique forms of cultural discourse" concerning why societies wage wars, what means they use and what their goals are, and Sun Tzu always had "delicately nuanced and understated views on precisely these questions in The Art of War" (Lucas, 2009, p
IL, as part of a process, has not been given sufficient attention. University librarian William Badke says that for today's student, gathering information is "as simple as picking low-hanging apples off a tree in an orchard without guard dogs" (Badke, 2009, p
If schools are not always doing a good job teaching these new skills, it may be due to the fact that educators are not comfortable with them. "Students are currently operating in a radically different information universe from the one in which their faculty learned and practiced" (Grafstein, 2002, p
According to university librarian Pia Russell, the problem extends beyond students' inabilities to conduct quality research and separate credible information from that which is not. Citing research by Maryann Wolf, Director of the Centre for Reading and Language Research at Tufts University, "screen-based information is coming to dominate the reading process" (Russell, 2009, p
93). Even twenty years ago, half of what students learned at university was considered outdated five years after graduated (Turusheva, 2009, p