Understanding paradigms used for nursing research

Weaver, Kathryn; Olson, Joanne K.

doi:10.1111/j.1365-2648.2006.03740.x

Cited by 208 publications

(207 citation statements)

References 66 publications

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“…Weaver and Olson (2006) claim that the paradigm allows beliefs and understandings to be articulated about the project and brings to the fore any assumptions and principles of the researcher. The ontology of this research assumed that those involved would not have one reality and that their experiences, and the meanings attached to these, would be individual 'truths' for them.…”

Section: Research Purpose and Methodsologymentioning

confidence: 99%

Perceptions of gender in early years

Wingrave

2016

Gender and Education

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This article presents an exploration of a group of Early Years Practitioners' (EYPs) perceptions of gender that may provide some insight into the growing divide between boys' and girls' educational performance (Burusic et al., 2012). I argue that the current media and educational interest in the gendered brain (Sax, 2005) and the influences that surround the child (Eckert and McConnell, 2013), can result in children acquiring social expectations and attitudes to learning that are different for both sexes. The frequent dimorphic treatment of boys and girls is often based on assumed biological differences (Baron-Cohen et al, 2004) that suggest that the sexes learn differently. This can result in the approaches to the care and education of children being established on their sex categories rather than their individual needs. My focus here is to explore practitioners' expectations and understanding of children's behaviour and learning in the nursery environment. The study is premised on the belief that practitioners' perceptions of gender could, as argued by Eliot (2009), result in self-fulfilling prophecies being (re)produced and (re)created. The deployment of stereotypical assumptions and practices could, I suggest, limit children's opportunities. The data used here is drawn from my doctoral study of the nature of gender as was understood by eight EYPs who took part in five discussion group sessions. An interpretative paradigm was adopted, where the EYPs' discussed their experiences and understanding of gender from their practice. Following Holloway and Wheeler (2013), the study explored experiences and perceptions in order to illuminate meaning and understanding. The findings indicated that there is a belief amongst the group of practitioners with whom I worked that gender is either innate or learned and that EYPs play no role in its development. The tentative conclusions suggest that changes to the education and training of EYPs are required in order to raise awareness of gender issues in nurseries. I suggest that there is a need to place gender back on the education and training agenda for EYP in order to support changes to practice that could, in turn, provide children with more equitable teaching and learning experiences.

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Section: Research Purpose and Methodsologymentioning

confidence: 99%

Perceptions of gender in early years

Wingrave

2016

Gender and Education

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“…Two main approaches are naturalistic or qualitative and positivist or quantitative approaches differ in their ontological, epistemological and methodological perspectives (Proctor 1998;Weaver and Olson, 2006). Qualitative approaches in previous studies have aptly adopted the naturalistic paradigm given the subjective nature of stress.…”

Section: Philosophical Underpinnings For the Studymentioning

confidence: 99%

“…The quantitative qualitative debate will always continue with strength of each paradigm compared with the weaknesses of the other and vice verse. In truth both paradigms have considerable merit, though some epistemological ways of knowing are more suited to different topics, samples, environments and aims of the studies (Weaver and Olson, 2006) …”

Section: Philosophical Underpinnings For the Studymentioning

confidence: 99%

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Suresh

Matthews

Coyne

2012

Journal of Clinical Nursing

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Aims and objectives. To measure and compare the perceived levels of job‐related stress and stressors of newly qualified nurses and fourth‐year student nurses in the clinical environment and to explore the participants’ views on stress and stressors. Background. Stress in the nursing workplace has significant consequences for the person, the patient and the organisation, such as psychological and physical health deterioration and impaired professional practice. To address this problem, stress and stressors need to be measured and identified. Design. This study used a cross‐sectional survey design and self‐reporting questionnaires to measure and compare levels of stress in both groups. Convenience sampling involved all newly qualified nurses (n = 120) and fourth‐year student nurses (n = 128) in Dublin North‐East region in Ireland. Methods. The instrument used was ‘The Nursing Stress Scale’ (Gray‐Toft & Anderson 1981, Journal of Behavioral Assessment3, 11–23). Descriptive, qualitative analysis was conducted on an open‐ended question. Data were obtained from newly qualified nurses (n = 31) and fourth‐year student nurses (n = 40) in six acute hospital sites. Results. Levels of perceived stress and stressors were high in both groups. Themes identified from the responses to the open question by both groups included excessive workload, difficult working relationships and unmet clinical learning needs. Student nurses also reported the combination of academic demands with clinical placement as a major stressor. There was no significant difference between each group. Conclusion. Stress continues to be a problem for nurses in the clinical setting. Excessive workload requires urgent attention by hospital managers in view of widespread retention difficulties. Themes identified could provide a framework for possible interventions for improving the clinical environment for nurses. Relevance to clinical practice. These results can help stakeholders in nurse education and practice to develop interventions to reduce stress for both groups and to ease the transition from student to graduate nurse.

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“…Nursing, which has a brief period of time as a discipline, is closely linked to what it does, lacking a questioning spirit and a paradigmatic definition (1) . Researchers (2)(3)(4)(5)(6) defend the importance of considering nursing as a science. For this reason, it is crucial that it becomes organized around a paradigm, thus becoming a guide for researchers to observe and analyze its object of study.…”

Section: Introductionmentioning

confidence: 99%

“…Hence, it can be understood that one paradigm is not comparable to another. Researchers can ignore the differences and combine paradigms improperly, resulting in theoretical-methodological inconsistency (4) . In the field of nursing, there are still no paradigms accepted by the majority, which leads us to believe that this discipline is in a pre-paradigmatic phase.…”

Section: Introductionmentioning

confidence: 99%

Elementos do paradigma sociocrítico nas práticas do cuidado de enfermagem: revisão integrativa

Ceolin

Piríz

Mendieta

et al. 2017

Rev. esc. enferm. USP

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Objective: Analyze the evidence available in Brazilian theses on the elements of the socio-critical paradigm in the construction of knowledge and practices of nursing care. Method: An integrative literature review was carried out in the Theses Database of the Coordination for the Improvement of Higher Education Personnel and the Brazilian Digital Library of Theses and Dissertations. Results: Of a total of 320 theses, only 19 had elements of the socio-critical paradigm in their construction, among which the use of participatory investigations stand out (especially action-research), which present interaction between the researcher and the participants, the use of data collection techniques such as focus groups and culture circles, and theoretical frameworks for analyzing the phenomena in their complexity. Conclusion: The support of the sociocritical paradigm attributes to nursing the character of a practical science and service to the community, being committed to social transformation by empowering people.

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Understanding paradigms used for nursing research

Abstract: Nurse scholars are urged to consider the benefits and limitations of inquiry within each paradigm, and the theoretical needs of the discipline.

Cited by 208 publications

References 66 publications

Perceptions of gender in early years

Perceptions of gender in early years

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Elementos do paradigma sociocrítico nas práticas do cuidado de enfermagem: revisão integrativa

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