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Contributors | p. vii |
Acknowledgements | p. ix |
Introduction | p. xiii |
The Relationship of Theory and Practice in the Acquisition of Skill | p. 1 |
Entering the Field: Advanced Beginner Practice | p. 25 |
The Competent Stage: A Time of Analysis, Planning, and Confrontation | p. 61 |
Proficiency: A Transition to Expertise | p. 103 |
Expert Practice | p. 137 |
Impediments to the Development of Clinical Knowledge and Ethical Judgment in Critical Care Nursing | p. 171 |
Clinical Judgment | p. 199 |
The Social Embeddedness of Knowledge | p. 233 |
The Primacy of Caring and the Role of Experience, Narrative, and Community in Clinical and Ethical Expertise | p. 279 |
Implications of the Phenomenology of Expertise for Teaching and Learning Everyday Skillful Ethical Comportment | p. 309 |
The Nurse-Physician Relationship: Negotiating Clinical Knowledge | p. 335 |
Implications for Basic Nursing Education | p. 369 |
Implications for Nursing Administration and Practice | p. 405 |
Background and Method | p. 435 |
Description of Nurse Informants | p. 463 |
Background Questions for Interviews and Observations | p. 465 |
References | p. 471 |
Index | p. 491 |
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