Unique theory — is it essential in the development of a science of nursing?

McKenna, Gilean

doi:10.1016/0260-6917(93)90028-z

Cited by 8 publications

(7 citation statements)

References 26 publications

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“…Reflective practice is a retrospective contemplation on action undertaken in order to uncover the knowledge used in a particular situation using techniques of critical analysis. The concept of personal growth is fundamental to the humanistic theory of learning and central to the postmodernist nursing literature (Marks Morran 1999; McKenna 1993; Schon 1987).…”

Section: Nursing Research Into Occupational Stressmentioning

confidence: 99%

Occupational stress in nursing: a review of the literature

2001

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The management and reduction of occupational stress are recognized as key factors in promoting employee well-being. Nursing is one of the many disciplines contributing to a huge body of research into the causes and effect of the ill-defined phenomenon of occupational stress. This literature review considers the ontological contribution of a number of disciplines to a growing body of knowledge on the subject of stress. The paper examines the complex issue of stress management, highlighting the impact of organizational culture and transformational leadership style on staff satisfaction levels.

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Section: Nursing Research Into Occupational Stressmentioning

confidence: 99%

Occupational stress in nursing: a review of the literature

2001

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“…Disciplines from the pure sciences, for example mathematics and physics are determined to be the exceptions. By way of illustration, medicine which asserts to have unique knowledge, could be debated as being a form of anthropology which is underpinned with biological, psychological, ethical and psychosocial knowledge ( McKenna 1993).…”

Section: Knowledgementioning

confidence: 99%

“…A disadvantage for nursing in relation to professionalism is that the exact meaning or description of nursing which includes all its activities is difficult, as those that have been suggested are so diverse, as suggested and discussed in McKenna’s (1993) review, that this in turn reflects the quandary of its nature ( Styles 1982). For instance Sarvimaki (1988) believes that the moral art, involving practical activity and communicative interaction is the central essence of nursing.…”

Section: Introductionmentioning

confidence: 99%

The nature of philosophy of science, theory and knowledge relating to nursing and professionalism

Rutty

1998

Journal of Advanced Nursing

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It appears that nursing has devoted an extravagant amount of concentration to the subject of professionalism and professionalization. Consequently, it has created and persists to create some proportion of controversy amid nursing authors, particularly in the Western World at the present time. According to Silva, philosophy, knowledge and theory are intrinsically linked. These notions are important to consider independently and to clarify their relationships, if nursing's knowledge base is to be built on a strong foundation. Perhaps then, if nursing wishes to continue on the trail of professionalization, nurses need to return to and reconsider its foundations and accomplishments. The aim of this discussion paper is to explore the nature of the philosophy of science, knowledge and theory and their interrelationships, with particular reference to professionalization by considering where nursing has come from and consequently the way forward to ascertaining professional status.

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“…It is argued by some that for nursing to be considered a profession, it must pose a unique perspective and have an identifiable and distinct body of knowledge that is researched, developed, and advanced as it is passed on through the members of the nursing profession (Moulton, Wilson, Camargo Plazas, & Halverson, ). However, the development of such a body of knowledge in a discipline such as nursing which uses evidence from a wide variety of other professions such as medicine, psychology, and sociology is not straightforward; and it may not be the knowledge that is unique, but rather the perspective with which that knowledge is applied (Mckenna, ). It has recently been suggested that the fundamental question for nursing research should be around how the well‐being of people, families, communities, or populations can be improved?…”

Section: Introductionmentioning

confidence: 99%

“…and it may not be the knowledge that is unique, but rather the perspective with which that knowledge is applied (Mckenna, 1993). It has recently been suggested that the fundamental question for nursing research should be around how the well-being of people, families, communities, or populations can be improved?…”

Section: Introductionmentioning

confidence: 99%

Can the Critical Appraisal Skills Programme check‐lists be used alongside Grading of Recommendations Assessment, Development and Evaluation to improve transparency and decision‐making?

Purssell

2020

Journal of Advanced Nursing

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Aims The Grading of Recommendations Assessment, Development and Evaluation (GRADE) Working Group Guidance is widely used to increase the transparency by which evidence is turned into recommendations. Although the process is clearly defined, it may be difficult to use in nursing education and practice because it uses separate terminology and tools to those sometimes used in education, such as those devised by the Critical Appraisal Skills Programme (CASP). This paper aims to show how these tools can be used together. Design Discussion paper. Data sources Documentation from the GRADE Working Group, and the CASP, as of 14 June 2019. Implications for nursing All of the items from the CASP check‐list can be incorporated into GRADE which might allow for wider use of its principles in nursing education and practice. Some additions are required, however, to complete the outcome‐level assessment, these being the consistency of the results and possible publication bias. More details on the extent to which the benefits are worth any harms and costs and different types of inconsistency (heterogeneity) would also be useful. This approach is consistent with the Group's Criteria for determining whether the GRADE approach was used. Conclusion The CASP tool can be used with minor modification to a GRADE‐like manner. This would allow for GRADE to be taught and used in nursing education and transferred to practice. Impact This discussion paper addressed the use of the CASP Randomised Controlled Trial check‐list to undertake GRADE‐like assessments of evidence. With minor modifications to the way CASP is used, it is possible to use this tool to make GRADE‐like assessments of the body of evidence and to critique individual studies. This finding will allow for the full use of the GRADE approach in healthcare education using the CASP tools.

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Unique theory — is it essential in the development of a science of nursing?

Cited by 8 publications

References 26 publications

Occupational stress in nursing: a review of the literature

Occupational stress in nursing: a review of the literature

The nature of philosophy of science, theory and knowledge relating to nursing and professionalism

Can the Critical Appraisal Skills Programme check‐lists be used alongside Grading of Recommendations Assessment, Development and Evaluation to improve transparency and decision‐making?

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