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Nursing Theory, Research, and Evidence-Based Practice - Essay Example

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When nursing education and research reflect the hegemonic empiricism of the medical model, the options and potential for developing a unique worldview of the nursing profession are thwarted. Historically, nursing has embraced a positivistic approach to the development of nursing…
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Nursing Theory, Research, and Evidence-Based Practice
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Nursing Theory, Research, and Evidence-Based Practice When nursing education and research reflect the hegemonic empiricism of the medical model, the options and potential for developing a unique worldview of the nursing profession are thwarted. Historically, nursing has embraced a positivistic approach to the development of nursing science and research. Currently, nurse scholars are attempting to move beyond the safe confines of the randomized control trial as the gold standard of science. Unfortunately, the teaching and research of these forerunners are often discounted by their peers who feel compelled to continue maintaining the status quo of nursing as being predicated on medicine and its paternalistic medical model, derived from the Hippocratic Oath. This paper studies the key aspect of evidence based nursing and identifies that it is the relationship of nursing with temperamental nursing which is highly related to dealing with children and parents of ill youngsters. From the students point of view, the discrepancy between nursing as a practical profession and nursing as an academic discipline may enhance the theory-practice gap and aggravate tensions.
Keywords: Nursing Theory, Research, Evidence-Based Practice
Nursing Theory, Research, and Evidence-Based Practice
A Change in Practice Based on Theory Based Research and Evidence
Traditionally, evidence of fall related patients has been checkup by nurses using the Tinetti Assessment Tool which is considered to be a simple, easily administered test that measures a patient’s walk and equilibrium. The test is scored on the patient’s capability to perform specific tasks. The discipline of nursing and the subjects in nursing programs have been categorized in terms of a science-based model, e.g. biological and physical sciences, behavioral and social sciences, humanities, medical science and, finally, nursing science (Beattie, 2003). As long as nursing was based on a medical model and medical staff was involved in teaching the students, the subjects of the curriculum were congruent with the medical model (Wynne et al, 2004).
Research Supporting Evidence-Based Practice
The key aspect of evidence based nursing is the relationship of nursing with fall management nursing. This aspect of nursing is highly related to dealing with pain related issues for fall patients consisting of children and parents of ill youngsters. While evidence based intervention is intended to relay acceptance to the patient, the strategies that patients and other caregivers use often encourage the fall patient to accept a challenge that can foster their recovery. In order to have medical knowledge, e.g. an understanding of pathos-physiological implications, one needs to be familiar with the biosciences. Akinsanya (Akinsanya, 2005, Akinsanya, 2003) suggests that one problem in integrating medical knowledge and biosciences with nursing is that medical interventions take place predominantly at the micro-level, whereas nursing operates largely at the macro-level. Consequently, students may have difficulty applying their knowledge to fall management related clinical practice (Wynne et al, 2004).
Nursing Theory Used to Guide Research
Discrepancies may emerge between nursing theories as taught in colleges of nursing and the pragmatic approach to clinical nursing (Wynne et al, 2004, Jordan, 2003). Specialized knowledge concerning each clinical setting is needed in practice (Grossman, 2003). Such knowledge constitutes the basis of advanced technical nursing skills, which employers value highly (Caldwell, 2004).
Outcomes of the Practice Change
The outcomes of the practice change and the educational background of nursing theorists has been documented well by researchers and the paradigms of other disciplines and contemporary philosophical theory have influenced nursing and nursing science (Meleis, 2004). Behavioral science has served as a foundation of development and research in nursing science, because nurses who have graduated in behavioral science have developed substantive theories of nursing. A psychological perspective has dominated the studies and theories concerning the nurse-fall-patient relationship, which has been emphasized in nursing theories.
Adequacy of Evidence
Now that nursing has begun to develop a scientific basis of its own, new views challenge the traditional aspects and methods of natural science and biomedical nursing (Kenney, 2001). Nursing science is defined as the body of scientific knowledge that guides nursing practice and defines the professional foundations of nursing (Saad, 2000). According to Schlotfeldt (Schlotfeldt, 2003), the largest area of professional knowledge is scientific knowledge of nursing care, including concepts, principles and theories that have been discovered through scientific inquiry.
Akinsanya JA. (2003). the life sciences in nursing: development of a theoretical model. Journal of Advanced Nursing; 12: 267-74.
Akinsanya JA. (2005). Development of a nursing knowledge base in the life sciences: problems and prospects. International Journal of Nursing Studies; 21: 221-7.
Beattie A. (2003). Making a curriculum work. In: Allan P, Jolley M, Eds. The curriculum in nursing education. New York: Chapman & Hall.
Caldwell K. (2004). Ideological influences on curriculum development in nurse education. Nursing Education Today 17: 140-4.
Grossman M, Hooton M. (2003). The significance of the relationship between a discipline and its practice. Journal of Advanced Nursing; 18: 866-72.
Jordan S. (2003). Should nurses are studying bioscience. A discussion paper. Nursing Education Today; 14: 417-26.
Meleis AI. (2004). Theoretical nursing. Development and progress. Philadelphia: JB Lippincott.
Saad, Abu, HH. (2000). Nursing: the science and the practice. International Journal of Nursing Studies; 30: 287-94.
Schlotfeldt RM. (2003). Structuring nursing knowledge: a priority for creating nursings future. Nursing Science Q; 1: 35-8.
Wynne N., Brand S. & Smith R. (2004). Incomplete holism in preregistration nurse education: the position of the biological sciences. Journal of Advanced Nursing 26, 470–474. Read More
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