Clarifying the confusion surrounding advanced nursing practice and gaining an in-depth understanding of its' generic features would facilitate practitioners, practice educators and clinical managers to develop those skills that would allow them or their staff or students to practise at an advanced level.

Provides an elaborated analysis for clinical nurses on the definition and implementation of evidence in practice.

The realization of this covert power game by individual clinical nurses can become the incipient point for formally using reflective methods in the practice setting.

No abstract

Although qualitative inquiry has developed into a popularized and very useful way of conducting research within the health sciences, there has been a relatively disproportionate amount of literature devoted to "who" is represented in such inquiries. It is most often assumed that the end text should present an objective, value-free, and accurate representation of the participants and therefore exclude by all means the researcher's presence from the study. Although this might hold grounds for some inquiries, it is not necessarily the norm of a qualitative research. In this article, the author argues that the representation of the researcher in qualitative inquiries is inevitable, and the exclusion, or not, of the researcher from the text is a mere conventional agreement founded on a paradigmatic consensus. He concludes with the notion that there is a correlation between issues of representation and the researcher's stated epistemological and ontological assumptions.