Nursing Epistemology: Traditions, Insights, Questions

Schultz, Phyllis R.; Meleis, Afaf Ibrahim

doi:10.1111/j.1547-5069.1988.tb00080.x

Cited by 97 publications

(70 citation statements)

References 11 publications

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“…While formal research into a phenomenon might not have been published, such claims typically ignore a body of clinical knowledge that may have equal value. Therefore, for the purposes of an interpretive description, we suggest that what is known, whether by virtue of formal research or of clinical interpretation, should be considered foundational forestructure to a new inquiry (Schultz & Meleis, 1988). Like Morse (1994a), we argue that "going in blind" can be counterproductive to nursing's scientific knowledge development.…”

Section: Analytic Frameworkmentioning

confidence: 88%

Interpretive description: A noncategorical qualitative alternative for developing nursing knowledge

1997

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Despite nursing's enthusiastic endorsement of the applicability of qualitative research approaches to answering relevant clinical questions, many nurse researchers have been hesitant to depart from traditional qualitative research methods. While various derivations of phenomenology, grounded theory, and ethnography have been popularized within qualitative nursing research, the methodological principles upon which these approaches are based reflect the foundations and objectives of disciplines whose aims are sometimes quite distinct from nursing's domain of inquiry. Thus, as many nurse researchers have discovered, nursing's unique knowledge mandate may not always be well served by strict adherence to traditional methods as the "gold standard" for qualitative nursing research. The authors present the point of view that a noncategorical description, drawing on principles grounded in nursing's epistemological mandate, may be an appropriate methodological alternative for credible research toward the development of nursing science. They propose a coherent set of strategies for conceptual orientation, sampling, data construction, analysis, and reporting by which nurses can use an interpretive descriptive approach to develop knowledge about human health and illness experience phenomena without sacrificing the theoretical or methodological integrity that the traditional qualitative approaches provide. The history and tradition within qualitative nursing research originates in the methodologies of several different disciplinary traditions. Just as quantitative scientific approaches proved insufficient for answering all of nursing's theoretical and practical questions, the qualitative approaches derived from other disciplines have not always met the unique demands of nurse researchers. We examine some of the reasons that nurse researchers have felt compelled to depart from traditional methods, despite a concurrent concern for retaining methodological integrity in their work. We take the position that it may be an appropriate time in our history to consider noncategorical qualita-

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Section: Analytic Frameworkmentioning

confidence: 88%

Interpretive description: A noncategorical qualitative alternative for developing nursing knowledge

1997

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“…This finding can be explained by the fact that these patterns require deep self-reflection and the capacity to describe what one thinks and does and to contribute to interdisciplinary debates. 46,60 According to Chinn and Kramer, 12 different types of reflective, if not meditative, practices might foster the expression of personal knowing. Accordingly, in order to encourage participants to examine their personal experiences, it would be useful to explore ways to stimulate self-reflection and reflection on their relationship with patients.…”

Section: Discussionmentioning

confidence: 99%

Narrative-based educational nursing intervention for managing hospitalized older adults at risk for delirium: Field testing and qualitative evaluation

Bélanger¹,

Ducharme²

2015

Geriatric Nursing

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“…From both this study and the wider literature, it emerges that the typical patterns of knowing in nursing include three types of knowledge (Berman and Snyder 2008;Schultz and Meleis 1988;Rodgers 2005):…”

Section: Disciplinary Epistemologies In Nursing and Midwiferymentioning

confidence: 98%

Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery

Gimenez

2011

High Educ

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Generic attributes such as 'holding a critical stance', 'using evidence to support claims', and 'projecting an impersonal voice' are central to disciplinary academic writing in higher education. These attributes, also referred to as 'skills', have for a long time been conceptualised as transferable in that once learnt students are able to use them in a variety of contexts and for a range of needs. Over the past few years, however, the conceptualisation of these attributes as transferable has come under close scrutiny as they have been identified to be highly context-sensitive rather than context-flexible as they were once thought to be. Drawing on data from a 2-year study on undergraduate academic writing in nursing and midwifery at a university in the UK, this paper critically examines the role of disciplinary epistemologies in the conceptualisation of these attributes in the two disciplines, and demonstrates how these beliefs help to shape academic writing at undergraduate level, thus contributing to debates on generic skills and attributes and specificity in disciplinary discourses. The paper concludes by highlighting the importance for writers to examine how knowledge is displayed, constructed and communicated in their disciplines, and the significance of analysing the relationship between disciplinary epistemologies, generic attributes and academic writing as a way of gaining access to and producing central discourses in their professional community.

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Nursing Epistemology: Traditions, Insights, Questions

Cited by 97 publications

References 11 publications

Interpretive description: A noncategorical qualitative alternative for developing nursing knowledge

Interpretive description: A noncategorical qualitative alternative for developing nursing knowledge

Narrative-based educational nursing intervention for managing hospitalized older adults at risk for delirium: Field testing and qualitative evaluation

Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery

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