Medication errors are abounding and the complexity of medication administration creates an environment where health care providers are at risk for making errors. This environment includes nursing ...students learning medication administration. Coupled with a rigid, protocol-driven pedagogy, nursing students may be placed in a learning experience counterproductive to accuracy. Previous studies have focused on causes and perceptions of medication errors looking for the delineation between safe and unsafe practice. In doing so, past research may have narrowed the path of discovery needed to diminish medication errors. In addition, research regarding the lived experience of nursing students while they are learning medication administration is limited. Two designs were used for this study. First, using a critical feminist perspective, a mid-range theory of nursing lens distortion is proposed regarding the oppression caused by the socially-constructed phenomenon of perfectibility and its distorting influence on the development of a nursing lens. Subsequently, an interpretive phenomenological study was conducted to approach the reality of how nursing practice and practice wisdom is learned during medication administration. A purposive sample of 13 students attending an entry-level masters nursing program was analyzed using the interpretive phenomenological method by Benner. Paradigm cases, thematic analysis, and exemplars were identified from the narrative accounts. Four paradigm cases emerged revealing a student-clinical instructor-staff nurse triad where power relations themes either promoted or inhibited learning medication administration. Exemplars of student feelings, meaning of medication administration, and solutions for improvement further revealed the students' experiences. A portion of the thematic analysis examined a student medication error revealing a destructive learning aftermath. Themes describing the sociopolitical context, including the rights of medication administration, are also examined. Discussion using the mid-range theory of nursing lens distortion and the Perfectibility Model further illustrated the experiences. Exploring such experiences offered insight into educational pedagogies that inhibited and promoted accuracy. The phenomenon of medication errors was exposed in a contemporary context revealing a complexity that requires more than a list of rights, or ineffective preparatory actions when learning medication administration. Opportunities for academia and practice are further explored.
When watching the film The Blair Witch Project we seem to be witnessing through its clumsy, apparently uncrafted footage the unmediated documentation of 'reality' as it occurs. This article argues ...that the carefully crafted deceit of The Blair Witch Project may be understood as part of a subversive 'public history' project that uses modern history's own scientific motifs and methodologies against itself and challenges its basic tenets. If positive myths of the past are structured into what we tend to call heritage, i.e. shared narratives affirming a positive sense of self and region or nation, then this paper argues that The Blair Witch Project takes the same notion and subverts it, giving its chosen audience a dark and unsettling sense of its own history.
Beautiful impurity Morgan, Sally J
Journal of visual art practice,
03/2003, Letnik:
2, Številka:
3
Journal Article
Recenzirano
The term ‘contextual art practice’ has been used in recent years as an overarching term
to cover categories such as ‘public art’, ‘environmental art’ and ‘community art’. This
article contends that ...such categorizations may obscure rather than illuminate our
understanding of these practices. It draws on historical narratives of British contextual
art, particularly community and performance art, to illustrate that the inability of British
art professionals, such as critics, funders and administrators, to comprehend the
processual nature of what became known as postmodernism meant that they imposed
an essentially modernist, discipline-based value system on its manifestations. The
resultant search for modernist sets of reference, and the resistance this provoked in
practitioners, resulted in fragmentation, as illusory specialisms were constantly defined
only to be endlessly subverted by disgruntled artists. This confusion arose from a profound
paradigm shift where high-modernism, wedded to the art-object as a manifestation of
specialist discourse, was confronted by postmodernism, working with the concept of the
art-object dematerialized into art-process.
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