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Curiosity, Knowledge and Liberty. Exploring the Lived Reality of Curiosity in Nursing Practice

Smith , Helen Elizabeth (2015) Curiosity, Knowledge and Liberty. Exploring the Lived Reality of Curiosity in Nursing Practice. PhD thesis, University of Leeds.

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Abstract

This study set out to explore the lived reality of epistemic curiosity in nursing practice in the NHS. It adopted a narrative, post-structuralist approach to inquiry, which included researcher ethnography as integral to the method. In depth, un-structured interviews were conducted with six currently registered and practising NHS nurses, across two U.K. NHS Trusts. Purposive sampling was adopted. Data was collected utilising an innovative rhizomatic approach over a six month period May – October 2013. Interviews were audio-recorded and transcribed verbatim. Twenty hours of un-interrupted, depth data was obtained and inductively,thematically analysed. The thesis suggests a nursing narrative on curiosity which is socially constructed, with curiosity acting as a liberator and antecedent to reflexive knowledge correspondence and construction. Nurses viewed their engagement in curiosity as a key asset for melding the various sources of knowledge required for the provision of person-centered care. However, curiosity is also lived within the tension afforded by organisational compliance discourse, which demands engagement with prescriptive, formulaic forms of knowledge and a felt dismissal of the need for professional nursing knowledge and curiously crafted practice. Acts of resistance to dominant organisational compliance discourse are evident, as nurses engage in curiosity on a moral but covert basis, in an attempt to preserve epistemic truths, subvert and circumvent compliance and prescription and thus exercise professional freedom. Concerns are raised as to ‘knowledge lost’, which may be generated from covert curiosity practices. Nurses lament a lack of discourse on curiously led practice, resulting in perceptions that curiosity is significantly compromised as a critical motive to engage with professional knowledge correspondence, practice improvement or innovation initiatives.

Item Type: Thesis (PhD)
Keywords: Curiosity, curiosity in nursing practice, curiosity and nursing knowledge, nursing knowledge, knowledge correspondence in nursing, practice improvement, practice innovation, curiosity and lived reality of nursing practice, nursing epistemology, rhizomatic research methods, professional nursing freedom, nurses' curiosity narratives, narratives of nursing practice, auto-ethnography and narrative in nursing, epistemic curiosity, epistemic curiosity in nursing practice, practice development, social constructions in nursing practice, nursing knowledge as socially constructed, curiosity in nursing as socially constructed, curiosity and reflective practice in nursing, curiosity and reflexivity in nursing, curiosity discourse in nursing, curiosity and compliance in nursing, curiosity and subversion in nursing practice, covert nursing practice, curiosity and leadership, 6C's in nursing practice, curiosity and knowledge construction in nursing, advancing nursing practice,NHS innovation and improvement discourse, nursing discourse.
Academic Units: The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Healthcare (Leeds) > Nursing (Leeds)
Identification Number/EthosID: uk.bl.ethos.658742
Depositing User: Dr Helen Smith
Date Deposited: 05 Aug 2015 12:12
Last Modified: 18 Feb 2020 12:30
URI: http://etheses.whiterose.ac.uk/id/eprint/9144

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