Validity and reliability are key aspects of all research. Meticulous attention to these two aspects can make the difference between good research and poor research and can help to assure that fellow scientists accept findings as credible and trustworthy. This is particularly vital in qualitative work, where the researcher’s subjectivity can so readily cloud the interpretation of the data, and where research findings are often questioned or viewed with scepticism by the scientific community.

This article has its genesis in the inquirer’s interest in the need for internalizing critical thinking, creative thinking and reflective skills in adult learners. As part of a broader study the inquirer used a combination of two techniques over a period of nine months, namely: Socratic discussion/questioning and Learning Through Discussion Technique. The inquirer within this inquiry elected mainly qualitative methods, because they were seen as more adaptable to dealing with multiple realities and more sensitive and adaptable to the many shaping influences and value patterns that may be encountered (Lincoln & Guba, 1989). Purposive sampling was used and sample size (n =10) was determined by the willingness of potential participants to enlist in the chosen techniques. Feedback from participants was obtained: (1) verbally after each discussion session, and (2) in written format after completion of the course content. The final/ summative evaluation was obtained through a semi-structured questionnaire. This was deemed necessary, in that the participants were already studying for the end of the year examination. For the purpose of this condensed report the inquirer reflected only on the feedback obtained with the help of the questionnaire. The empirical study showed that in spite of various adaptation problems experienced, eight (8) of the ten (10) participants felt positive toward the applied techniques

The question regarding the nature and direction of nursing science, how it is derived or why and whether nursing is a science is a much debated one. This article focuses on an examination of the literature with regard to conceptualisations of science in general and nursing in particular with special emphasis on the nature, purpose, methods and domain of science and nursing science. It looks at the various positions taken, examines the consequences of holding any special position and makes suggestions for achieving excellence in Nursing Science

In nursing empathy is generally regarded as an essential component of nurse-patient interaction, but there appears to be a lack of clarity among nurse educators and professional nurses regarding its nature and how it may be taught and measured. This paper focuses on an analysis of selected theoretical works related to the nature and teaching of empathy, and an attempt is made to identify fundamental issues regarding the phenomenon "empathy" and its place in clinical nursing practice.

Paper delivered at the 10th Anniversary Conference on Research In Nursing Education at the Hyatt Regency, Embarcadero Centre, San Francisco, California, 12-14 February 1992.