Reaching agreement: The structure & pragmatics of critical care nurses' informal argument

Contemporary Educational Psychology

Volumn 33, Issue 3, 2008, Pages 403-424

  Hagler, Debra A ^a   Brem, Sarah K ^b  

^a ARIZONA STATE UNIVERSITY   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

Argumentation; Critical care; Discourse; Nursing; Workplace

Indexed keywords

EID: 48349086077     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2008.05.002     Document Type: Article

References (86)

1. Alexander P.A., Fives H., Buehl M.M., and Mulhern J. Teaching as persuasion. Teaching and Teacher Education 18 (2002) 795-813
2. American Association of Colleges of Nursing. (1998). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.
3. Anderson R.C., Chinn C., Chang J., Waggoner M., and Yi H. On the logical integrity of children's arguments. Cognition and Instruction 15 (1997) 135-157
4. Azzerello J., and Wood D. Assessing dynamic mental models: Unfolding case studies. Nurse Educator 31 1 (2006) 10-14
5. Bandman E., and Bandman B. Critical thinking in nursing. 2nd ed. (1995), Appleton & Lange, Norwalk, CN
6. Barchfeld, P. (2008). Scientific thinking in children, adolescents, and adults: The coordination of theory and evidence in informal reasoning. Unpublished doctoral dissertation. Ludwig Maximillian Universität München.
7. Benner P. From novice to expert: Excellence and power in clinical nursing practice (1984), Addison-Wesley, Menlo Park, California
8. Benner P., Hooper-Kyriakidis P., and Stannard D. Clinical wisdom and interventions in critical care: A thinking-in-action approach (1999), W.B. Saunders Company, Philadelphia
9. Bourne C. Intershift report: A standard for handovers. NT-Research 5 (2000) 451-460
10. Brem S.K. Structure and pragmatics in informal argument: Circularity and question-begging. Trends in Cognitive Science 7 (2003) 147-149
11. Brem S.K., and Rips L.J. Explanation and evidence in informal argument. Cognitive Science 24 (2000) 573-604
12. Brem S.K., Russell J., and Weems L. Science on the web: Student evaluations of scientific arguments. Discourse Processes 32 (2001) 191-213
13. Brown S.A., and Jones L.N. Critical thinking: Impact on nursing education. Journal of Advanced Nursing 16 (1991) 529-533
14. Calkins M. The social context of critical care clinical judgment. Wyoming Nurse 13 (2000) 10-14
15. Chase S.K. The social context of critical care clinical judgment. Heart & Lung 24 (1995) 154-162
16. Chinn C.A., and Anderson R.C. The structure of discussions that promote reasoning. Teachers College Record 100 (1998) 315-368
17. Chinn P., and Kramer M. Theory and nursing: Integrated knowledge development. 5th ed. (1999), Mosby, Inc, St. Louis
18. Commission on Collegiate Nursing Education. (2008). Proposed standards for accreditation of baccalaureate and graduate nursing programs. Washington, DC: Author.
19. Creswell J., and Miller D. Determining validity in qualitative inquiry. Theory Into Practice 39 (2000) 124-130
20. Daly W.M. The development of an alternative method in the assessment of critical thinking as an outcome of nursing education. Journal of Advanced Nursing 36 (2001) 120-130
21. del Bueno D. A crisis in critical thinking. Nursing Education Perspectives 26 (2005) 278-282
22. Dewey J. How we think (1910), Heath & Co, Boston, MA
23. Dole, J. A., & Sinatra, G. M. (1999). Persuasion, learning, and conceptual change. Paper presented at the annual meeting of the American Educational Research Association, Montreal.
24. Driver R., Newton P., and Osborne J. Establishing the norms of scientific argumentation in classrooms. Science 84 (2000) 287-312
25. Ekman I., and Segesten K. Deputed power of medical control: The hidden message in the ritual of oral shift reports. Journal of Advanced Nursing 22 (1995) 1006-1011
26. Ennis R.H. Critical thinking (1996), Prentice-Hall, Upper Saddle River, NJ
27. Hammer D., and Elby A. On the form of a personal epistemology. In: Hofer B.K., and Pintrich P.R. (Eds). Personal epistemology: The psychology of beliefs about knowledge and knowing (2002), Lawrence Erlbaum Associates, Publishers, Mahwah, NJ
28. Hicks F.D., Merritt S.L., and Elstein A.S. Critical thinking and clinical decision making in critical care nursing: A pilot study. Heart & Lung: The Journal of Acute and Critical Care 32 (2003) 169-180
29. Hofer B. Personal epistemology as a psychological and educational construct: An introduction. In: Hofer B.K., and Pintrich P.R. (Eds). Personal epistemology: The psychology of beliefs about knowledge and knowing (2002), Lawrence Erlbaum Associates, Publishers, Mahwah, NJ
30. Hofer B.K., and Pintrich P.R. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research 67 (1997) 88-140
31. Jones S.A., and Brown L.N. Critical thinking: Impact on nursing education. Journal of Advanced Nursing 16 (1991) 529-533
32. Kerr M.P. A qualitative study of shift handover practice and function from a socio-technical perspective. Journal of Advanced Nursing 37 2 (2002) 125-134
33. King P., and Kitchener K.S. The reflective judgment model: Twenty years of research on epistemic cognition. In: Hofer B.K., and Pintrich P.R. (Eds). Personal epistemology: The psychology of beliefs about knowledge and knowing (2002), Lawrence Erlbaum Associates, Publishers, Mahwah, NJ
34. King P.M., and Kitchener K.S. Developing reflective judgment (1994), Jossey-Bass Publishers, San Francisco
35. Klein G.A. Sources of power: How people make decisions (1998), MIT Press, Boston
36. Klein G.A. The power of intuition (2004), Random House, New York
37. Knuth L.A., Anderson C.W., and Palincsar A.M. The case of Carla: Dilemmas of helping all students to understand science. Science Education 86 (2003) 287-313
38. Koschmann T., and LeBaron C. Learner articulation as interactional achievement: Studying the conversation of gesture. Cognition and Instruction 20 (2002) 249-282
39. Kuhn D. The skills of argument (1991), Cambridge University Press, Cambridge, MA
40. Kuhn D. Education for thinking (2005), Harvard University Press, Cambridge, MA
41. Kuhn D., Cheney R., and Weinstock M. The development of epistemological understanding. Cognitive Development 15 3 (2000) 309-328
42. Lajoie S.P., Azevedo R., and Fleiszer D.M. Cognitive tools for assessment and learning in a high information flow environment. Journal of Educational Computing Research 18 3 (1998) 205-235
43. Lally S. An investigation into the functions of nurses' communication at the inter-shift handover. Journal of Nursing Management 7 (1999) 29-36
44. Lamond D. The information content of the nurse change of shift report: A comparative study. Journal of Advanced Nursing 31 (2000) 794-804
45. Latour B. Science in action: How to follow engineers and scientists through society (1987), Harvard University Press, Cambridge, MA
46. Latour B., and Woolgar S. Laboratory life: The social construction of scientific facts (1986), Princeton University Press, Princeton, NJ
47. Leach J., Millar R., Ryder J., and Sere M.G. Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction 34 (2000) 497-527
48. Lemke J. Talking science: Language, learning, and values (1990), Ablex Publishing Corporation, Norwood, NJ
49. Linn M., Clark D.B., and Slotta J. WISE design for science education. Science Education 87 (2003) 517-538
50. Makau J.M., and Marty D.L. Cooperative argumentation: A model for deliberative community (2001), Waveland Press, Inc, Prospect Heights, Illinois
51. McPeck J.E. (1981), St. Martin's Press, New York
52. Melnyk B.M., and Fineout-Overholt E. Evidence-based practice in nursing and health care: A guide to best practice (2005), Lippincott Williams & Wilkins, Philadelphia
53. Manias E., and Street A. The handover: Uncovering the hidden practices of nurses. Intensive and Critical Care Nursing 16 (2000) 373-383
54. National League for Nursing Accrediting Commission (NLNAC). (2008). NLNAC Standards and criteria: Baccalaureate. New York: Author.
55. Nussbaum E.M. Scaffolding argumentation in the social studies classroom. Social Studies 93 (2002) 279-283
56. Nussbaum E.M., and Bendixen L. Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology 28 (2003) 573-595
57. Nussbaum E.M., and Sinatra G.M. Argument and conceptual engagement. Contemporary Educational Psychology 28 (2003) 384-395
58. Nussbaum E.M. The effect of goal instructions and need for cognition on interactive argumentation. Contemporary Educational Psychology 30 (2005) 286-313
59. O'Neill E.S., and Dluhy N.M. A longitudinal framework for fostering critical thinking and diagnostic reasoning. Journal of Advanced Nursing 26 (1997) 825-832
60. Perry W. Cognitive and ethical growth: The making of meaning. In: Chickering A. (Ed). The modern American college (1970), Jossey-Bass, San Francisco, CA 76-116
61. Pollock J. Self-defeating arguments. Minds and Machines 1 (1991) 367-392
62. Popper K. The logic of scientific discovery (1959), Routledge, NY
63. Ranney M., and Schank P. Protocol modeling, bifurcation/bootstrapping, and Convince Me: Computer-based methods for studying beliefs and their revision. Behavior Research Methods, Instruments and Computers 27 (1995) 239-243
64. Ranney, M., Schank, P., Hoadley, C., & Neff, J. (1994). "I know one when I see one": How (much) do hypotheses differ from evidence? In Proceedings of the fifth annual American society for information science workshop on classification research (pp. 139-156).
65. Reznitskaya A., Anderson R.C., McNurlen B., Nguyen-Jahiel K., Archodidou A., and Kim S. Influence of oral discussion on written argument. Discourse Processes 32 (2001) 155-175
66. Rips L. Reasoning and conversation. Psychological-Review 105 (1998) 411-441
67. Sá W., Kelley C., Ho C., and Stanovich K.E. Thinking about personal theories: Individual differences in the coordination of theory and evidence. Personality and Individual Differences 38 (2005) 1149-1161
68. Sandoval W.A. Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences 12 (2003) 5-51
69. Stein N.L., and Albro E.R. The origins and nature of arguments: Studies in conflict understanding, emotion, and negotiation. Discourse Processes 32 (2001) 113-133
70. Star S.L. Scientific work and uncertainty. Social Studies of Science 15 (1985) 391-427
71. Strauss A., and Corbin J. Basics of qualitative research: Techniques and procedures for developing grounded theory. 2nd ed. (1998), SAGE Publications, Thousand Oaks
72. Smith-Blair N., and Neighbors M. Use of the Critical Thinking Disposition Inventory in critical care orientation. The Journal of Continuing Education in Nursing 31 (2000) 251-256
73. Sober E. The principle of parsimony. British Journal for the Philosophy of Science 32 (1981) 145-156
74. Tanner C.A. What have we learned about critical thinking in nursing?. Journal of Nursing Education 44 (2005) 47-48
75. Thagard P. Explanatory coherence. Behavioral and Brain Sciences 12 (1989) 435-467
76. Toth E., Suthers D., and Lesgold A. Mapping to know: The effects of representational guidance and reflective assessment on scientific inquiry. Science Education 86 (2002) 264-286
77. Toulmin S.E. The uses of argument (1958), Cambridge University Press, Cambridge
78. Voss J., Greene T., Post T., and Penner B. Problem solving skill in the social sciences. In: Bower G. (Ed). The psychology of learning and motivation: Advances in research and theory (1983), Academic Press, New York
79. Voss J., Tyler S., and Yengo L. Individual differences in the solving of social science problems. In: Dillon R.F., and Schmeck R.R. (Eds). Individual differences in cognition (1983), Academic Press, New York
80. Watson G., and Glaser E.M. Watson-Glaser critical thinking appraisal (1980), Psychological Corp, San Antonio, TX
81. Wiley J., and Voss J.F. Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology 91 (1999) 301-311
82. Wilson S., Aleman C., and Leatham G. Identity implications of influence goals: A revised analysis of face-threatening acts and application to seeking compliance with same-sex friends. Human Communication Research 25 1 (1998) 64-96
83. World Health Organization Collaborating Centre for Patient Safety Solutions (2007). Communication during patient handovers. Patient Safety Solutions, 1, 1-4.
84. Wolf Z.R. Learning the professional jargon of nursing during change of shift report. Holistic Nursing Practice 4 (1989) 78-83
85. Zarefsky, D. A. (1995). Argumentation in the tradition of speech communication studies. In F. H. van Eemeren, R. Grootendorst, J. A. Blair, C. A. Willard (Eds.), Perspectives and approaches: Proceedings of the third international conference on argumentation (Vol. 1, pp. 32-52). Amsterdam.
86. Zsambok C.E., and Klein G. Naturalistic decision making (1997), Lawrence Erlbaum, Mahwah