The Role of Different Types of Knowledge in Nursing - Essay Example

? The role of different types of knowledge in nursing al affiliation The role of different types of knowledge in nursing As a profession, nursing requires the application of a considerable amount of knowledge to ensure proper care to patients. A nurse has to be knowledgeable and competent in the way they handle a patient, as such knowledge could determine whether the patient lives or dies. Generally nursing knowledge is classified into either theoretical knowledge or practical knowledge. A practicing nurse needs to have both forms of knowledge in order to guarantee proper patient care. Nonetheless, there are some characterizing differences between theoretical and practical knowledge in nursing. Differences between theoretical and practical knowledge in nursing Theoretical knowledge Practical knowledge Also referred to as “know-that” knowledge, theoretical knowledge is gained from conducting various types of research. Also referred to as “know-how” knowledge, practical knowledge is acquired through individual experience. Involves trying to identify the necessary conditions for the occurrence of a real-life situation. Involves what happens during real-life situations. Involves what nurses read or are told concerning patient care. Involves what nurses observe during patient care. It is rational, in that it is easily communicated through description. It is tactical, in that it is hard to communicate this knowledge by word of mouth; observing someone doing it is more helpful. It is used to predict future occurrences, using cause-and-effect correlations. It is used to attend to immediate situations, while relying on psychomotor skills. It is conditional and subject to inaccuracy and future challenges. Time, skill, and competence lead to more refined practical knowledge. In the end, although there are glaring differences between theoretical and practical knowledge in nursing, none can exist without the other. The two types of knowledge complement each other, thus making nursing practice possible. As McKenna & Slevin (2008) put it, a nurse needs to know what to do in order to know how to do it. Accordingly, there are a number of issues that currently affect the nursing profession, particularly nursing education, which could be solved using the two types of nursing knowledge. The most pertinent issue concerns the incongruity between what is taught in nursing courses and what actual practice demands. Aligning nursing education with actual practice All through the history of nursing, emergent healthcare issues have led to the adoption of new and different designs of the nursing curriculum. In the modern world, the healthcare industry is undergoing a lot of changes occasioned by new lifestyles, new technologies, and demographic changes. As a result, there have been concerns over whether the nursing education provided in nursing schools is still relevant in the healthcare industry. According to McKenna & Slevin (2008) one of the issues that have caused the public to lack confidence in the nursing curriculum is the increased number of medical errors. Fundamentally, medical errors mean patient safety is at risk, leading to an increased number of people dying from medical errors. It has been argued that there exists a large discrepancy between theory and practice in nursing education. Today, this concern is gaining more global attention, as research shows that graduate nurses are unable to apply their theoretical knowledge to nursing practice. NACNEP (2010) states that a study conducted in 2008 showed that graduate nurses felt confident that the knowledge they had acquired in while studying was sufficient to enable them practice efficiently. However, according to the research, these graduates were lacking in certain skills, such as charting patient information and the use of information technology in healthcare. As a result, it the assumption is that the current nursing curriculum emphasizes more on theory than on practice. According to McKenna & Slevin (2008) nurses spend more time doing research and learning theory, than they do practicing what they learn in theory. Consequently, modern-day graduate nurses know more on what patient care entails, yet they do not know how to deliver that care. Most institutions offering degrees in nursing prefer that their students go through classroom instruction first, then later go on to clinical work. On the contrary, those taking diploma courses tend to do so in hospital settings, which allow them to engage in classroom work and clinical practice concurrently. As a result, Cody (2006) states that diploma holders are seen as more practical nurses, while degree holders have more theoretical knowledge. That is why it is often said that diploma holders are trained nurses, while degree holders are educated nurses. Nonetheless, some factions within the nursing profession have held that degree holders are more competent (ibid). This viewpoint has been fuelled by increasing evidence to show that nurses with higher education report less cases of patient mortality, as compared to their less educated counterparts. The debate on which group, between degree holders and diploma holders form better qualified nurses is not about to end soon. In general, the one thing that influences the relationship between nursing education and nursing practice is the mode of instruction. The competence of future nurses is determined by the way they were taught. Lecture-based methods of teaching are discouraged in nursing education; as such methods encourage passive learning. It has been argued that student nurses need to actively participate in learning, in order to acquire skills needed for the profession. Nursing education requires learners to be taught evidence-based practice, in an active manner (Roux & Halstead, 2009). It has often been argued that the discrepancy between theory and practice has been brought about by the increased methods of studying nursing. The one mode of learning that has affected nursing education and practice the most is distance (online) learning. Since distance learners do not learn in classrooms, this kind of learning leads to a lot of concern on whether student nurses get enough skills to practice. The fusing and balancing of knowledge in nursing, both “know-that” and “know-how” is the surest way of ensuring that nursing education and professional nursing are in-sync. In order to ensure that student nurses become competent professionals with less medical errors, the time spent in the classroom should be proportional to that spent in clinical practice. McKenna & Slevin (2008) state that the only way to address the inconsistency between “know-how” and “know-that” in nursing education is by ensuring collaboration between nursing education and nursing practice. Classroom instruction, which is normally theoretical, should run concurrently with clinical practice. The current practice of learning theory then practicing later, as done by many institutions is not the best method In the process, the curriculum should be updated to cover areas that are relevant to today’s changing health sector. The most important of the changes in healthcare and which needs to be incorporated in nursing education is new technologies. According to Roux & Halstead (2009) emergent technologies in healthcare include in areas such as documentation and information management and retrieval. The use of new devices becomes a challenge for nurses, especially if they did not come across such devices while in school. Student nurses should be taught how to handle high-tech devices that continue to emerge in the industry. The most advocated for method of ensuring that learners are up-to-date with medical terminologies, is the use of personal digital assistants (PDAs). There are other ways of maximizing technology as well. For example, NACNEP (2010) is of the opinion that the use of preceptors is the ultimate solution that will help students become professional nurses. However, just like any other device, preceptors can lead to negative outcomes; for example, the nurse may become more reliant on the devices, thus undermining personal skills. There is also the use of stimulators, which are gadgets that have the capability to take a student through a complex medical situation, without the need for an instructor. It also needs to be understood that education for nurses continues even after they are through with schooling. Since healthcare is always changing, nurses need to diversify their knowledge even more. This translates to continuous training for nurses even after they have left school. Nurses need to take the initiative to always do research on emergent issues, while health organizations need to always conduct seminars to train their nurses. Education for nurses continues in as long as the healthcare sector continues to experience changes. What this means for the nursing profession is that nurses have to stay abreast with these changes. It, therefore, becomes critical to impact nurses with the proper knowledge on how to ensure the delivery of patient-based, quality, and safe healthcare (Roux & Halstead, 2009). Essentially, the gap between nursing education and the practice environment needs to be narrowed, if nurses are to meet the demands of the healthcare system. Nursing education, therefore, needs to embrace the changes in healthcare and incorporate them in the nursing curriculum. The bottom line is that as the health sector becomes more complex, so does knowledge in nursing. As long as factors such as demography, lifestyles, and technology continue to change, then the same should be expected of nursing education and profession. This change will be driven by both theoretical and practical knowledge. In accordance, the curriculum for nursing education will continue to change, in order to cater for the demands of the profession and the population. As Cody (2006) puts it, new types of knowledge will come up and replace old ones. A good nurse is one who embraces knowledge, while still questioning its origins and practicability. If a nurse can be able to convert theoretical knowledge into practical knowledge and explain their actions to their patients, then that is professional nurse. “Knowing-that” is the basis for problem analysis, which then leads to “knowing-how”, which is contributes to advancement in nursing practice. References Cody, W. (2006). Philosophical and Theoretical Perspectives for Advanced Nursing Practice. London: Jones and Bartlett Publishers, Inc. McKenna, H., & Slevin, O. (2008). Vital Notes for Nurses: Nursing Models, Theories and Practice. Oxford: John Wiley &Sons. National Advisory Council on Nurse Education and Practice (NACNEP). (2010). Addressing New Challenges Facing Nursing Education: Solutions for a Transforming Healthcare Environment, Retrieved 30th October 2012 from http://www.hrsa.gov. Roux, G., & Halstead, J. (2009). Issues and Trends in Nursing: Essential Knowledge for Today and Tomorrow. London: Jones and Bartlett Publishers, Inc. Read More