Papers in refereed journals

Editorial: What are nursing journals for? Journal of Advanced Nursing, in press 
Big Ideas: New metaphors for nursing (1) The nurse as musician, Nurse Education Today, in press
Big Ideas: New metaphors for nursing (2) The nurse as bricoleur, Nurse Education Today, in press
Big Ideas: New metaphors for nursing (3) The nurse as gardener, Nurse Education Today, in press


Big Ideas: Being reasonable in a rational world, Nurse Education Today, 2017, 55,:142-143

Editorial: I have nothing to say (and I am saying it), Journal of Research in Nursing, 2017, 22, 432-435


Exercising the nursing imagination: Putting values and scholarship back into research, Journal of Research in Nursing, 2016, 21, 7, 517-527    

Editorial: Professional leadership and the h-index: The rights and wrongs of academic nursing, Journal of Clinical Nursing, 2016, 25, 2727-2729

Research challenges 1: Is nursing research relevant to practice? Nursing Times, 2016, 112, 41/42, 13-15

Research challenges 2: Reclaiming nursing as a research-led profession, Nursing Times, 2016, online issue, 13, 1-3.

A sacred command of reason? Deceit, deception and dishonesty in nurse education, Nursing Philosophy, 2016, 17, 173-181

Big Ideas: Did Schon really say that? A response to Comer, Nurse Education Today, 2016, 36, 1-3


Editorial: Wisdom, prudence and academic freedom, Nurse Education Today, 2015, 35, 423-424

Editorial: Is there a bachelor in the house?, Nursing Philosophy, 2015, 16, 4, 175-176

Foundations for a human science of nursing: Gadamer. Laing and the hermeneutics of caring, Nursing Philosophy, 2015, 16, 3, 141-152


Editorial: Wisdom, prudence and academic freedom, Nurse Education Today, 2015, 35, 423-424

The compassion deficit and what to do about it: A response to Paley (with Lyn Gardner), Nursing Philosophy, 2014, 15, 288-297

Editorial: Special Edition, Nurse Education Today, 2014, 34, 8, 1135

Rethinking reflective education: What would Dewey have done? Nurse Education Today, 2014, 34, 8, 1179-1183

Understanding advanced nursing practice, Nursing Times, 2014, 110, 27, 20-23

A new vision for advanced nursing p

ractice, Nursing Times, 2014, 110, 28, 18-21

Big Ideas: Reach, touch and teachNurse Education Today, 2014, 488–489

Making a difference: using action research to explore our educational practice (with 5 others), Educational Action Research, 2014, 22, 3, 380-396

Editorial: Educating the good for nothing studentJournal of Clinical Nursing, 2014, 23, 11-12, 1459-1460

Commentary on Kelly: Learning is still the real business of the University, Journal of Clinical Nursing, 2014, 23, 5-6, 892-893

Invisible gorillas and red herrings: a response to Paley (with Lyn Gardner), Nurse Education Today, 2014, 34, 6, 954-957


The theorist-practitioner gap: bringing the two sides closer together (with Lyn Gardner and Peter Ghroum), Mental Health Practice, 2013, 16, 6, 

Thinking as a subversive activity: doing philosophy in the corporate universityNursing Philosophy, 2013, 14,1, 28-37 

Essaying the essay: Nursing scholarship and the hegemony of the laboratory (with Lyn Gardner), Nurse Education Today, 2013, 33, 31-35 


Fast food for thought: How to survive and thrive in the corporate universityNurse Education Today, 2012,32, 7, 732-736 

Cardinal John Henry Newman and ‘the ideal state and purpose of a university’: nurse education, research and practice development for the twenty-first centuryNursing Inquiry, 2012, 19, 2, 98-106 

Big ideas: The Marriage of Heaven and Hell, Nurse Education Today, 2012, 32, 3, 195-6.


Big ideas: C. Wright Mills on Intellectual CraftsmanshipNurse Education Today, 2011, 31, 115-6

Commentary on: Christensen, M. (2011) Advancing nursing practice redefining the theoretical and practical integration of knowledgeJournal of Clinical Nursing, 2011, 20, 873-881


That dangerous supplement: a short introduction to reading and writing for nurses. Paper commissioned by the Icelandic Journal of Nursing, 2010, 5, 86, 40-42 

The jargon wheel and the total library: The problem of reliability in qualitative researchJournal of Psychiatric and Mental Health Nursing, 2010, 17, 10, 931-934 

Face-to-Face: An interview with Gary RolfeMental Health Practice, 2010, 14, 4, 35 

Pause for thought: Big ideas for nurse education. Review of The Two CulturesNurse Education Today, 2010, 30, 8, 705-706

Editorial: Only connect… an invitation to scholarshipNurse Education Today, 2010, 30, 8, 703-4

A reply to 'Why nursing has not embraced the clinician-scientist role' by Martha MacKay: Nursing Science and the postmodern menaceNursing Philosophy, 2010, 11, 2, 136-140

Conversations with ourselves: A rejoinder to Topping and ReedNurse Education Today, 2010, 30, 101-2


PhD by publication: A prospective as well as retrospective award? Some subversive thoughts (with Ruth Davies), Nurse Education Today, 2009, 29, 6, 590-594 

Second generation professional doctorates in nursing(with Ruth Davies),International Journal of Nursing Studies, 2009, 46, 9, 1265-1273 

The convenient myth of 'good scholarship'Journal of Psychiatric and Mental Health Nursing, 2009, 16, 4, 390-394 

Writing-up and writing-as: Rediscovering nursing scholarship, Nurse Education Today, 2009, 29, 8, 816-820 

Some further questions on the nature of caringInternational Journal of Nursing Studies, 2009, 46, 143-6 

Professing nursing as an emancipatory practice: A response to Betts, C.E., The critical practice of professing nursing: A contribution to the professors of nursing debate, Nurse Education in Practice, 2009, 9, 5, 294-296

Complexity and uniqueness in nursing practice: Commentary on Richards and HamersInternational Journal of Nursing Studies, 2009, 46, 8, 1156-1158


Tensions and contradictions in nurses’ perspectives of evidence-based practice(with Jeremy Segrott and Sue Jordan), Journal of Nursing Management, 2008, 16, 440-451 

Evidence-based practice: a debate (with Roger Watson) Journal of Nursing Management, 2008, 16, 486-493 

Nursing and the art of radical critiqueNurse Education Today 2008, 28, 1, 1-7

Evidence for and evidence against: a response to Paley et al Journal of Advanced Nursing, 2008, 62, 2, 268-269


A collaborative inquiry between a person-centred therapist and a client: Working with an emerging dissociated‘self’ (with Mary Morris & Rob Turner) Person-Centred and Experiential Psychotherapy, 2007, 6, 2, 78-111

Nursing scholarship and the asymmetrical professorNurse Education in Practice,2007, 7, 123-7

Validity and the fabrication of truths: a response to PorterJournal of Advanced Nursing, 2007, 60, 1, 108-9 

Editorial: Managing complexityJournal of Nursing Management, 2007, 15, 675-6 

Editorial: Management, leadership and patient outcomesJournal of Nursing Management, 2007, 15, 470-1

Feedback: Nursing management and the management of nursingJournal of Nursing Management, 2007, 15, 559-60 

Review: Moving from collision to integration: Reflecting on the experience of mixed methodsJournal of Research in Nursing, 2007, 12, 1, 85-86


Papers in refereed journals


Education, philosophy and academic practice: Nursing Studies in the Posthistorical University (with Lyn Gardner) Nurse Education Today, 2006, 26, 8, 634-9

‘Intimate sociological strangers’: The practice of ethnography in healthcare Journal of Research in Nursing, 2006, 11, 5, 379-382

‘Do not ask who I am…’: confession, emancipation and (self) management through reflection (with Lyn Gardner) Journal of Nursing Management, 2006, 14, 593-600

Towards a geology of evidence-based practice (with Lyn Gardner)  International Journal of Nursing Studies, 2006, 43, 7, 903-913

After critiqueJournal of Psychiatric and Mental Health Nursing, 2006, 13, 373-377

Nursing knowledge and nurses’ knowledge: a reply to Mitchell and Bournes (with Pamela G. Reed) Nursing Science Quarterly, 2006, 19, 2, 120-2

Judgements without rules: towards a postmodern concept of research validityNursing Inquiry, 2006, 13, 7-15

Validity, trustworthiness and rigour: quality and the idea of qualitative researchJournal of Advanced Nursing, 2006, 53, 3, 304-310

Nursing praxis and the science of the unique, Nursing Science Quarterly, 2006, 19, 1,39-43

Review: Using grounded theory to research parent participationJournal of Research in Nursing, 2006, 11, 6, 517-8 

Review: Exploring the influences and use of the literature during a grounded theory study, Journal of Research in Nursing, 2006, 11, 6, 529-30 

Review: Ethnographic evidence: The value of applied ethnography in healthcare,Journal of Research in Nursing, 2006, 11, 5, 395-6 

Book review: The essential concepts of nursingJournal of Research in Nursing, 2006, 11, 4, 373-4 

Research, practice and praxis, in Theory and Practice in Nurse Education:Proceedings of the 4th International Research and Development Conference, Aarhus, Denmark, 24-26 August 2005, Centre for Innovation in Nurse Education.

Commentary: Encouraging the use of reflexivity in the writing up of qualitative researchInternational Journal of Therapy and Rehabilitation, 2006, 13, 5, 215 

Review: In command of care: clinical leadership – towards the theory of congruent leadershipJournal of Research in Nursing, 2006, 11, 2, 145-6 

Review: In command of care: clinical leadership exploredJournal of Research in Nursing, 2006, 11, 1, 40-1 

Review: A critical realist rationale for using a combination of quantitative and qualitative methodsJournal of Research in Nursing, 2006, 11, 1, 79-80


Core elements of programmatic research in nursing: a case study (with  Tina Koch & Debbie Kralik), Collegian, 2005, 12, 1, 7-12 

To save the honour of thinkingInternational Journal of Nursing Studies, 2005, 42, 363-9 

Where is John Paley when you need him?Nursing Philosophy, 2005, 6, 153-5 

Towards a nursing science of the unique: evidence, reflexivity and the study of persons (with Lyn Gardner),Journal of Research in Nursing, 2005, 10, 3, 297-310 

The deconstructing angel: nursing, reflection and evidence-based practiceNursing Inquiry, 2005, 12, 78-86 

The research assessment exercise and its effects on practice development (with Lyn Gardner), Practice Development in Health Care, 2005, 4, 3, 160-1  

Research, practice and praxis, Proceedings of the 4th International research and Development Conference, Aarhus, Denmark, 41-65

Editorial: Evidence-Based-Practice and the need for conceptual clarityPractice Development in Health Care, 2005, 4, 1, 1-2 
Review: Colliding discourses: deconstructing the process of seeking ethical approval for a participatory evaluation projectJournal of Research in Nursing, 2005, 10, 2, 231-3 

Do we really want a modern and dependable health service?Journal of Nursing Management, 2004, 12, 79-84 

Review: Expanding the case study: The narrative threadJournal of Research in Nursing, 2004, 9, 1, 37 

Review: Challenges of collecting data in the clinical settingJournal of Research in Nursing, 2004, 9, 2, 142 

What did the professors say... (with others) Professorial panel report from the 2004 NPNR Conference, eNetLink, 2004, 1, 3-10  

Deconstruction in a nutshellNursing Philosophy, 2004, 5, 274-6


Reply to NewellClinical Effectiveness in Nursing, 2003, 7, 61 

Editorial: Against ExcellenceNurse Education in Practice, 2003, 3, 1-3 

Commentary: Practitioner Researcher EditionJournal of Research in Nursing, 2003, 8, 2, 132-3  


Faking a difference: evidence-based nursing and the illusion of diversityNurse Education Today, 2002, 22, 3-12 

Book review: The Uncollected BaudrillardNursing Philosophy, 3, 185-6 

A lie that helps us to see the truth: research, truth and fiction in the helping professionsReflective Practice, 2002, 3, 1, 89-102 

Reflective practice: where now? Nurse Education in Practice, 2002, 2, 21-9 

Faking a difference: a reply to Thompson and WatsonNurse Education Today, 2002, 22, 275-7 

Editorial: Towards a science of the singular, Nursing in Critical Care, 2002, 7, 5, 213-4 

Editorial: Don’t follow leaders… Journal of Nursing Management, 2002 10, 311-3 


Postmodernism for healthcare workers in thirteen easy stepsNurse Education Today, 2001, 21, 38-47 

Critical reflexivity: a politically and ethically engaged research method for nursing (with Dawn Freshwater),Journal of Research in Nursing, 2001, 6, 1, 526-537. 


Fit for practice: Project 2000 student nurses’ views on how well the curriculum prepares them for clinical practice (with Fullbrook, Boxall & Albarran), Nurse Education Today, 2000, 20, 350-357. 

One law for the lion and the ox... A reply to Burnard & HanniganJournal of Psychiatric and Mental Health Nursing, 2000, 7, 363-366. 

Editorial: Write! Now! Journal of Psychiatric and Mental Health Nursing, 2000, 7, 468-70 

On not being clear: a response to BurnardNurse Education Today, 2000, 20, 449-52 


Developing the role of the generic healthcare support worker: Phase 1 of an action research study (with four others), International Journal of Nursing Studies, 1999, 36, 323-334. 

Rewriting myselfNurse Education Today, 1999, 19, 295-298. 

A fuzzy week for nurse Der: a response to CaveJournal of Advanced Nursing, 1999, 29, 1, 269-271. 

To fill the gap between theory and practice: a model of clinical nursing (in Italian), Professioni Infermieristiche, 1999, 52 (2) 80-3 

Insufficient evidence: the problems of evidence-based nursingNurse Education Today, 1999, 19, 433-442. 

The pleasure of the bottomless: postmodernism, chaos and paradigm shiftsNurse Education Today, 1999, 19, 668-672. 


The marriage of heaven and hell: further remarks on the future for mental health researchJournal of Psychiatric and Mental Health Nursing, 1998, 5, 230-233. 

The theory-practice gap in nursing: from research-based practice to practitioner-based researchJournal of Advanced Nursing, 1998, 28, 3, 672-679. 


Nursing praxis: a zealot respondsJournal of Advanced Nursing, 1997, 25, 426-427. 

Beyond expertise: theory, practice and the reflexive practitionerJournal of Clinical Nursing, 1997, 6, 93-97 

The development and evaluation of the role of an Advanced Nurse Practitioner in dementia: an action research project (with Lisa-Marie Phillips), International Journal of Nursing Studies, 1997, 34, 2, 119-127. 

Science, abduction and the fuzzy nurse: an exploration of expertiseJournal of Advanced Nursing, 1997, 25, 1070-1075. 

Knowledge, power and authority: a response to Gournay & RitterJournal of Psychiatric and Mental Health Nursing, 1997, 4, 444-446. 

Writing ourselves: creating knowledge in a postmodern worldNurse Education Today, 1997, 17, 442-448. 

An action research project to develop and evaluate the introduction of a new model of multidisciplinary working, Proceedings of the 3rd International EuroQuan Conference on Quality and Nursing Practice, Oslo, 209-215.


Going to extremes: action research, grounded practice and the theory-practice gapJournal of Advanced Nursing, 1996, 24, 1315-1320. 

What to do with psychiatric nursingJournal of Psychiatric and Mental Health Nursing, 1996, 3, 5, 331-333. 


An action research project to develop and evaluate the role of an Advanced Nurse Practitioner in dementia, (with Lisa-Marie Phillips), Journal of Clinical Nursing, 1995, 4, 289-293. 

Playing at research: methodological pluralism and the creative researcherJournal of Psychiatric and Mental Health Nursing, 1995, 2, 2, 105-109. 

Methodological rigour: further issuesJournal of Psychiatric and Mental Health Nursing, 1995, 2, 325-327. 

Linking care to excellence (with Peter Ardern), Elderly Care, 1995, 7, 1, 16-17.


Towards a new model of nursing researchJournal of Advanced Nursing, 1994, 19, 969-975. 

Listening to students: course evaluation as action researchNurse Education Today, 1994, 14, 223-227. 

Some factors associated with changes in patient-centredness of student nurses during the Common Foundation Programme in NursingInternational Journal of Nursing Studies, 1994, 31, 5, 421-436. 


The Patient-centredness Multi-choice Questionnaire: developing an instrument for the measurement of patient-centredness in student nursesJournal of Advanced Nursing, 1993, 18, 120-126. 

Closing the theory-practice gap: a model of nursing praxisJournal of Clinical Nursing, 1993, 2, 173-177. 

Towards a theory of student-centred nurse education: overcoming the constraints of a professional curriculumNurse Education Today, 1993, 13, 149-154. 

A framework for a process-driven Common Foundation Programme for graduates, (with Melanie Jasper) International Journal of Nursing Studies, 1993, 30, 5, 377-385. 

Some strategies for curriculum development in nurse education, (with Melanie Jasper) Journal of Further and Higher Education, 1993, 17, 3, 105-111. 


The role of clinical supervision in the education of student psychiatric nursesNurse Education Today, 1990, 10, 193-197. 

The assessment of therapeutic attitudes in the psychiatric settingJournal of Advanced Nursing, 1990, 15, 564-570.



New Ways of Thinking about Nursing: Collected Conference Papers 2010-2019, 2019, Newcastle-upon-Tyne: Cambridge Scholars

Aporia in Nursing Practice: The Challenge of Reflective Practice (in Japanese), 2017, Yumiru Publishing  

The  University in Dissent: Scholarship in the corporate university, 2013, Routledge/SRHE,

Critical Reflection in Practice (2nd edition) (with Melanie Jasper & Dawn Freshwater), 2011, Basingstoke: Palgrave 

Reflection, Research and the Postmodern Turn: Collected Papers 2000-2006, 2006, London: NPI 

Deconstructing Evidence-Based Practice (with Dawn Freshwater), 2004, London: Routledge 

Critical Reflection for Nursing and the Helping Professions: a User’s Guide (with Melanie Jasper & Dawn Freshwater), 2001, Basingstoke: Palgrave 

Nursing Praxis and the Reflexive Practitioner: Collected Papers 1993-9, 2000, London: NPI 

Research, Truth and Authority: Postmodern Perspectives on Nursing, 2000, Basingstoke: Macmillan 

Advanced Nursing Practice (edited text with Paul Fulbrook), 1998, Oxford: Butterworth Heinemann. 

Expanding Nursing Knowledge: Understanding and Researching your own Practice, 1998, Oxford: Butterworth Heinemann. 

Closing the Theory-Practice Gap: A New Paradigm for Nursing, 1996, Oxford: Butterworth-Heinemann.


Book Chapters

The Idea(l) of a paraversity, in R. Barnett and M. Peters (eds) The Idea of the University: Contemporary Perspectives, Peter Lang Publishing, 2018

The reflective practitioner as critical theorist, in T. Foth et al (eds) Critical Approaches in Nursing Theory and Nursing Research: Implications for Nursing Practice, V&R Academic, 2017

C. Wright Mills and the sociological imagination, in M. Lipscomb (ed) Social Theory and Nursing, Routledge, 2017

Reflective leadership: A new paradigm? in E.A, Curtis and J. Cullen (eds) Leadership and Change for the Health Professional, Open University Press, 2017

Issues in developing an educational and professional portfolio (with Alyson Davies), in A.M. Davies and R.E. Davies (eds) Children and Young People's Nursing: Principles for Practice (2nd Edn), Taylor and Francis, 2016

Learning to think in the corporate university: Developing a doctorate for practice (with Liz Smythe and Peter Larmer), in V.A. Storey (ed) International Perspectives on Designing Professional Practice Doctorates, Palgrave Macmillan, 2016

Evidence-based practice and practice-based evidence, in M. Lipscomb (ed) Exploring Evidence-Based Practice: Debates and Challenges in Nursing, Routledge, 2015

We are all para-academics now, in A. Wardrop and D. Withers (eds)The Para-Academic Handbook, HammerOn Press, 2014

The philosophical basis for research, in E.A. Curtis and J. Drennan (eds) Issues and Methods for Quantitative Health Research: Issues and Methods, McGraw Hill, 2013

Five answers, in A. Forss, C. Ceci and J.S. Drummond (eds) Philosophy of Nursing: Five Questions, Automatic Press, 2013

Knowledge to underpin Practice, in P. Griffiths and G. Mooney (eds) The Paramedic's Guide to Research: An Introduction, Open University Press, 2011 

Practitioner-centered research: Nursing praxis and the science of the unique, in P. Reed and N. Crawford Shearer (eds) Nursing Knowledge and Theory Innovation: Advancing the Science of Practice, Springer, 2011 

Developing a professional portfolio for practice, education and research (with Alyson Davies) in A. Davies & R. Davies (eds) Children’s Nursing Practice and Child Health, Hodder Arnold, 2011 

Back to the future: challenging hard science approaches to care, in T. Warne & S. McAndrew (edsCreative Approaches to Nurse Education Palgrave Macmillan, 2010 

The possibility of a genuine mental health nursing (with Lyn Gardner), in P. Barker & P. Buchanan Barker (eds) Psychiatric and Mental Health Nursing: The craft of caring, Hodder Arnold, 2009 

Essentialism, in Sage Encyclopedia of Qualitative Research, Sage Publications, 2008 

Non-Essentialism, in Sage Encyclopedia of Qualitative Research, Sage Publications, 2008 

Judgements without rules: towards a postmodern ironist concept of research validity, in P. Reed & N. Crawford Shearer (eds) Perspectives on Nursing Theory (5th Ed), 2008, Lippincott Williams & Wilkins 

Nursing praxis and the science of the unique, in P. Reed & N. Crawford Shearer (eds) Perspectives on Nursing Theory (5th Ed), 2008, Lippincott Williams & Wilkins 

Little narratives of nursing: education in the postmodern university, in J. Drummond & P. Standish (eds) The Philosophy of Nurse Education, Basingstoke: Palgrave Macmillan, 2007 

Evidence-Based Practice, in M. Jasper (ed) Professional Development, Reflection and Decision-Making, 2006, Oxford: Blackwell 

Against Standardization, in J. Cutcliffe & M. Ward (eds) Key Debates in Mental Health Care, 2006, Edinburgh: Churchill Livingstone 

Evidence, memory and truth: towards a deconstructive validation of reflective practice, in C. John & D. Freshwater (eds) Transforming Nursing through Reflective Practice (2nd ed), 2005, Oxford: Blackwell

Foreword in T. Warne & S. McAndrew (eds) Using Patient Experience in Nurse Education, 2005, Basingstoke: Palgrave 

The possibility of genuine mental health nursing (with Lyn Gardner), in P. Barker (ed) The Textbook of Psychiatric and Mental Health Nursing, 2003, London: Edward Arnold 

Reflective practice, in O. Slevin & L. Basford (eds) Theory and Practice of Nursing: An Integrated Approach to Patient Care, 2003, Nelson Thornes 

Reflexive research and the use of self, in D. Freshwater (ed) Therapeutic Nursing, 2002, London: Sage 

Beyond Expertise: Reflective and reflexive nursing practice, in C. Johns & D. Freshwater (eds) Transforming Nursing through Reflective Practice. Oxford: Blackwell Science, 1998. 

Advanced practice and the reflective nurse: developing knowledge out of practice, in G. Rolfe & P Fulbrook Advanced Nursing Practice, Oxford: Butterworth Heinemann 1998. 

Education for the advanced practitioner, in G. Rolfe & P Fulbrook Advanced Nursing Practice, Oxford: Butterworth Heinemann, 1998 

Theory, practice and the reflective practitioner, in J. Osterbrink (ed) Erster Internationaler Pflegetheorienkongress Nurnberg, Bern: Verlag Hans Huber, 1998. 

Ein Pflegepraxismodell zur uberbruckung der Theorie-Praxis-Diskrepanz, in R. Schröck & G. Lesser (eds) Pflegetheorien in Praxis, Forschung und Lehre, Lambertus, 1997. 

Evaluating a student-centred course through participative action research (with Melanie Jasper), in G. Gibbs (ed), Improving Student Learning: Using Research to Improve Student Learning, Oxford: The Oxford Centre for Staff Development, 1996. 

Individualised Approaches, in H. Wright & M. Giddey (eds), Mental Health Nursing: From First Principles to Professional Practice, London: Chapman & Hall, 1993.


    contact: praxis@garyrolfe.net