Papers in refereed journals
2018
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
2017
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
2016 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
2015
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
2014
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 teach, Nurse 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 student, Journal 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
2013
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 university, Nursing 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
2012
Fast food for thought: How to survive and thrive in the corporate university, Nurse 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 century, Nursing Inquiry, 2012, 19, 2, 98-106
Big ideas: The Marriage of Heaven and Hell, Nurse Education Today, 2012, 32, 3, 195-6.
2011
Big ideas: C. Wright Mills on Intellectual Craftsmanship, Nurse Education Today, 2011, 31, 115-6
Commentary on: Christensen, M. (2011) Advancing nursing practice redefining the theoretical and practical integration of knowledge, Journal of Clinical Nursing, 2011, 20, 873-881
2010
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 research, Journal of Psychiatric and Mental Health Nursing, 2010, 17, 10, 931-934
Face-to-Face: An interview with Gary Rolfe, Mental Health Practice, 2010, 14, 4, 35
Pause for thought: Big ideas for nurse education. Review of The Two Cultures, Nurse Education Today, 2010, 30, 8, 705-706
Editorial: Only connect… an invitation to scholarship, Nurse 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 menace, Nursing Philosophy, 2010, 11, 2, 136-140
Conversations with ourselves: A rejoinder to Topping and Reed, Nurse Education Today, 2010, 30, 101-2
2009
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 caring, International 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 Hamers, International Journal of Nursing Studies, 2009, 46, 8, 1156-1158
2008
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 critique, Nurse 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
2007
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 professor, Nurse Education in Practice,2007, 7, 123-7
Validity and the fabrication of truths: a response to Porter, Journal of Advanced Nursing, 2007, 60, 1, 108-9
Editorial: Managing complexity, Journal of Nursing Management, 2007, 15, 675-6
Editorial: Management, leadership and patient outcomes, Journal of Nursing Management, 2007, 15, 470-1
Feedback: Nursing management and the management of nursing, Journal of Nursing Management, 2007, 15, 559-60
Review: Moving from collision to integration: Reflecting on the experience of mixed methods, Journal of Research in Nursing, 2007, 12, 1, 85-86
| Papers in refereed journals
2006
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 critique, Journal 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 validity, Nursing Inquiry, 2006, 13, 7-15
Validity, trustworthiness and rigour: quality and the idea of qualitative research, Journal 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 participation, Journal 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 nursing, Journal 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 research, International Journal of Therapy and Rehabilitation, 2006, 13, 5, 215
Review: In command of care: clinical leadership – towards the theory of congruent leadership, Journal of Research in Nursing, 2006, 11, 2, 145-6
Review: In command of care: clinical leadership explored, Journal of Research in Nursing, 2006, 11, 1, 40-1
Review: A critical realist rationale for using a combination of quantitative and qualitative methods, Journal of Research in Nursing, 2006, 11, 1, 79-80
2005
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 thinking, International 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 practice, Nursing 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 clarity, Practice Development in Health Care, 2005, 4, 1, 1-2
Review: Colliding discourses: deconstructing the process of seeking ethical approval for a participatory evaluation project, Journal of Research in Nursing, 2005, 10, 2, 231-3
2004
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 thread, Journal of Research in Nursing, 2004, 9, 1, 37
Review: Challenges of collecting data in the clinical setting, Journal 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 nutshell, Nursing Philosophy, 2004, 5, 274-6
2003
Reply to Newell, Clinical Effectiveness in Nursing, 2003, 7, 61
Editorial: Against Excellence, Nurse Education in Practice, 2003, 3, 1-3
Commentary: Practitioner Researcher Edition, Journal of Research in Nursing, 2003, 8, 2, 132-3
2002
Faking a difference: evidence-based nursing and the illusion of diversity, Nurse Education Today, 2002, 22, 3-12
Book review: The Uncollected Baudrillard, Nursing Philosophy, 3, 185-6
A lie that helps us to see the truth: research, truth and fiction in the helping professions, Reflective 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 Watson, Nurse 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
2001
Postmodernism for healthcare workers in thirteen easy steps, Nurse 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.
2000
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 & Hannigan, Journal 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 Burnard, Nurse Education Today, 2000, 20, 449-52
1999
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 myself, Nurse Education Today, 1999, 19, 295-298.
A fuzzy week for nurse Der: a response to Cave, Journal 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 nursing, Nurse Education Today, 1999, 19, 433-442.
The pleasure of the bottomless: postmodernism, chaos and paradigm shifts, Nurse Education Today, 1999, 19, 668-672.
1998
The marriage of heaven and hell: further remarks on the future for mental health research, Journal of Psychiatric and Mental Health Nursing, 1998, 5, 230-233.
The theory-practice gap in nursing: from research-based practice to practitioner-based research, Journal of Advanced Nursing, 1998, 28, 3, 672-679.
1997
Nursing praxis: a zealot responds, Journal of Advanced Nursing, 1997, 25, 426-427.
Beyond expertise: theory, practice and the reflexive practitioner, Journal 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 expertise, Journal of Advanced Nursing, 1997, 25, 1070-1075.
Knowledge, power and authority: a response to Gournay & Ritter, Journal of Psychiatric and Mental Health Nursing, 1997, 4, 444-446.
Writing ourselves: creating knowledge in a postmodern world, Nurse 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.
1996
Going to extremes: action research, grounded practice and the theory-practice gap, Journal of Advanced Nursing, 1996, 24, 1315-1320.
What to do with psychiatric nursing, Journal of Psychiatric and Mental Health Nursing, 1996, 3, 5, 331-333.
1995
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 researcher, Journal of Psychiatric and Mental Health Nursing, 1995, 2, 2, 105-109.
Methodological rigour: further issues, Journal of Psychiatric and Mental Health Nursing, 1995, 2, 325-327.
Linking care to excellence (with Peter Ardern), Elderly Care, 1995, 7, 1, 16-17.
1994
Towards a new model of nursing research, Journal of Advanced Nursing, 1994, 19, 969-975.
Listening to students: course evaluation as action research, Nurse Education Today, 1994, 14, 223-227.
Some factors associated with changes in patient-centredness of student nurses during the Common Foundation Programme in Nursing, International Journal of Nursing Studies, 1994, 31, 5, 421-436.
1993
The Patient-centredness Multi-choice Questionnaire: developing an instrument for the measurement of patient-centredness in student nurses, Journal of Advanced Nursing, 1993, 18, 120-126.
Closing the theory-practice gap: a model of nursing praxis, Journal of Clinical Nursing, 1993, 2, 173-177.
Towards a theory of student-centred nurse education: overcoming the constraints of a professional curriculum, Nurse 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.
1990
The role of clinical supervision in the education of student psychiatric nurses, Nurse Education Today, 1990, 10, 193-197.
The assessment of therapeutic attitudes in the psychiatric setting, Journal of Advanced Nursing, 1990, 15, 564-570. | Books
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
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 (eds) Creative 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
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. |