INTUITION IN NURSING PRACTICE - SHARING GRADUATE-STUDENTS EXEMPLARS WITH UNDERGRADUATE STUDENTS

Failure to acknowledge ways of knowing in nursing education curricula other than linear reasoning hinders the development of the full extent of mental abilities brought to learning situations by nursing student s. Nurse educators are challenged to develop creative methods to facil itate nursing students' intuitive thinking. In this article, a teachin g strategy is described in which graduate students' exemplars of intui tion in clinical practice are shared with undergraduate nursing studen ts. Implications of using this teaching approach to demystify the intu itive process and address its legitimacy are discussed.