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Biomedical subjects

K T Heinrich

Publications and source records attributed to K T Heinrich.

At least 19 recordsLinked to original sources
PubMed2001

Doctoral women as passionate scholars: an exploratory inquiry of passionate dissertation scholarship.

Advancement in knowledge development comes from novel perspectives and new visions, not from maintaining the status quo. Doctoral programs are mandated to develop nurse scholar-researchers who contribute to the discipline's body of knowledge. Although it stands to reason that doctoral students who are passionate about their dissertation research are more likely to make innovative contributions, there is little written about passionate scholarship in the nursing literature. This article describes an exploratory inquiry involving two focus groups of self-described passionate dissertation scholars. Underlining the passion, participants called passionate scholarship exciting and risky, personally meaningful and socially relevant life's work.

Education, Nursing, Graduate↗
PubMed1997

Is your co-author relationship on the rocks? How to know and what to do.

Co-authorship can be successful, but there are pitfalls to avoid so that a positive relationship does not become a disastrous one. Even experienced co-authors have to review and work on their relationship to make sure they complete the project and retain a collegial relationship. In a past article this author described how to develop the co-authorship relationship (Heinrich). In this article she describes how to identify and deal with co-authorship problems when they occur.

Authorship↗
PubMed1995

Co-authorship: turning pitfalls into pleasures.

Co-authorship has hidden challenges from getting the work done to deciding whose name comes first. This author, an experienced author and co-author, gives you tips on getting the most out of the relationship.

Authorship↗
PubMedDate not supplied

Mid-life women doctoral students rediscover "voice" in a community of scholarly caring.

Recent research indicates that doctoral study is for many "an excessively painful rite of passage" for which an "indefensible human price is exacted." For mid-life women doctoral students in nursing and education doctoral programs, this human price is sometimes paid in the currency of loss of personal voice. Because they often assume leadership positions after graduation, it is a significant loss to the professions when these women's mature voices are lost or even temporarily silenced. This article describes the design, findings, evaluation, and implications of an emancipatory inquiry entitled "Gifted Women: Doctoral Study As Heroic Journey." Simultaneously a participatory research project and curricular innovation, this unique 18-month project joined facilitators and participants as coresearchers in a workshop and four reunions that integrated feminist process with expressive, esthetic approaches. The results of this emancipatory inquiry showed that viewing doctoral study as a heroic journey enlightened these mid-life women participants to reclaim their personal voices, empowered them with the support of a community of scholarly caring, and emancipated them to undertake personally meaningful and scholarly dissertation research.

Adult↗
PubMedDate not supplied

Orientation programs for nurse-adult learners: fostering a sense of community.

Are you searching for ways to create a sense of community among the students and faculty in your program? The authors find that an orientation that combines humor, warmth, empathy, and introduces the concept that students and faculty share the identity of "adult learner" is key to developing a community of scholars. Based on their experience, the authors describe three principles for developing an orientation program for nurse-adult learners that can be adapted to other educational settings.

Education, Nursing↗
PubMedDate not supplied

The intimate dialogue: journal writing by students.

Nurse educators have long used logs and diaries with students in clinical settings. However, the literature is not specific about the development or implementation of journal writing in nursing classrooms. To guide nurse educators interested in integrating journal writing into their repertoire of teaching strategies, the author reviews relevant literature and describes a triangulation model for journal writing assignments tailored for nursing classrooms.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Peer mentoring for reflective teaching: a model for nurses who teach.

Given the variety of forums and audiences that post-baccalaureate and masters-prepared nurses address, nurse educators need to introduce students to models for developing teaching expertise over the course of their professional lives. The authors introduce such a framework, called Peer Mentoring for Reflective Teaching. The framework enhances teaching skills through consultation with peer mentors to help nurses design relevant learning experiences and reflect on the planning and presentation of teaching episodes.

Cognition↗
PubMedDate not supplied

Transforming impostors into heroes. Metaphors for innovative nursing education.

Nurses negotiating professional transitions, whether they are entering an academic program or assuming a new role in the workplace, often feel like impostors. The metaphor of the hero can serve as an "antidote" to the impostor syndrome. The author describes an educational experience shaped around the impostor and hero metaphors that integrates feminist process with expressive methods to transform nurses' perceptions of themselves from impostors into heroes.

Education, Nursing↗
PubMedDate not supplied

Support groups: an empowering, experiential strategy.

The authors describe a student-facilitated support group experience initiated at student request and designed for RN-BSN students. Students report they emerged enlightened about group theory, empowered to share their knowledge of groups, and energized to initiate groups in their work settings. If educators make the learning experience safe, practice letting go and being vigilant, and celebrate group successes, students learn how to initiate, facilitate, and terminate small groups.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Serendipity. A focus group turned hermeneutic evaluation.

When a focus group exploring the influence of feminism on students' lives became a hermeneutic evaluation, we understood students' lived experience, gained a retrospective view of students' developing feminist voice, and learned how feminist education influenced students' personal and professional lives. Nurse educators in programs espousing phenomenological, practice-driven, dialogic education are encouraged to integrate hermeneutic evaluation strategies so faculty-student groups can make courses and curricula relevant and meaningful.

Attitude of Health Personnel↗