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Inayat S, McCaffrey G. Dialectical Pluralism for Nursing Knowledge Development. Creat Nurs 2024; 30:12-20. [PMID: 37981735 DOI: 10.1177/10784535231213843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2023]
Abstract
The purpose of this paper is to explore the potential of dialectical pluralism (DP) for nursing knowledge development. Nursing scholars have discussed ways of developing nursing knowledge, exploring the fit and relevance of various worldviews for knowledge development and examining the dynamic and perpetual processes of knowledge development. Scholars have argued that knowledge development occurs under a certain worldview to which the researcher adheres. Many nurses employ various worldviews, which can give rise to ontological and epistemological conflicts. DP can help nurses appreciate the diversity of worldviews and recognize the importance of implicit worldviews to generate more practical nursing knowledge. DP as a philosophical approach can enable nurses to communicate between diverse worldviews, become tolerant of conflicting differences, and develop an array of nursing knowledge.
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Affiliation(s)
- Shahzad Inayat
- Faculty of Nursing, University of Calgary, Calgary, Canada
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2
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Dickinson JK, Quay C, Dolen E. Use of Nursing Theory to Guide Doctoral Research: An Exploratory Study. Nurs Sci Q 2023; 36:381-386. [PMID: 37800713 DOI: 10.1177/08943184231187868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/07/2023]
Abstract
It is unclear whether doctoral nursing students are using nursing theory to guide their research. This descriptive, exploratory study involved a review of 747 doctoral papers to determine whether nursing students are using nursing or non-nursing theory to guide their research. The findings revealed that although 86.9% of doctoral students used theory, just 31.7% used nursing-specific theory to guide their dissertation study or capstone project. The disproportionate relationship between the use of nursing and non-nursing theory at the doctoral level poses both challenges and opportunities.
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Affiliation(s)
- Jane K Dickinson
- Program Director/Senior Lecturer, Teachers College Columbia University, New York, NY, USA
| | - Catherine Quay
- Doctoral Student, Nursing Education Program, Teachers College Columbia University, New York, NY, USA
| | - Erin Dolen
- Doctoral Student, Nursing Education Program, Teachers College Columbia University, New York, NY, USA
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3
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Dickinson JK, Juan S, McGuane A, McKenzie-Henry IA. Use of Nursing Concepts in Program and Course Descriptions: An Analysis of Prelicensure Baccalaureate Nursing Programs in the United States. Nurse Educ 2023; 48:1-6. [PMID: 35926129 DOI: 10.1097/nne.0000000000001256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
BACKGROUND Ongoing discussions address how and when to introduce nursing concepts in nursing education. PURPOSE To examine whether baccalaureate nursing programs use 4 nursing concepts in their program and course descriptions. METHODS Researchers explored websites of 300 US bachelor of science in nursing (BSN) programs and assigned scores based on how many of 4 nursing concepts (context, holism, health, and caring) were represented in program and 3 course descriptions. RESULTS Mean program and course scores were 2.51, 0.96, 1.17, and 1.18, respectively. Programs and courses included between 0 and 4 concepts in their descriptions. There was a significant difference in program scores between BSN programs in 4 US regions. The most frequently identified concept was "context" in program descriptions and "holism" in course descriptions. CONCLUSIONS Discipline-specific concepts are missing in many baccalaureate programs and course descriptions, which raises questions about how and when nursing students are learning what nursing is.
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Affiliation(s)
- Jane K Dickinson
- Program Director/Senior Lecturer (Dr Dickinson), Department of Health & Behavior Studies, Teachers College Columbia University, New York, New York; and Student (Mss Juan, McGuane, and McKenzie-Henry), Nursing Education Program, Department of Health & Behavior Studies, Teachers College Columbia University, New York, New York
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4
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Jones DA, Flanagan J, Fawcett J, Sousa K, Willis D, Wolf Z, Turkel M, Smith M. The American Academy of Nursing 50 th Anniversary of the Nursing Theory Guided Practice Expert Panel (NTGPEP): Exploring the Past-Re-envisioning the Future. Nurs Sci Q 2023; 36:35-41. [PMID: 36571317 DOI: 10.1177/08943184221138238] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
The Nursing Theory-Guided Practice Expert Panel (NTGP-EP), one of the 14 Expert Panels, is officially designated to advance the mission and strategic goals of the American Academy of Nursing. The NTGP-EP has created a forum for dialogue among nurse scholars interested in advancing nursing theory to promote health and wellbecoming. The purpose of this paper is to share the important work of the NTGP-EP and its history, contributions, and accomplishments, and to propose a member-driven agenda to re-envision our preferred future and the impact of the use of nursing theory to guide nursing education, research, practice, and policy.
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Affiliation(s)
- Dorothy A Jones
- Marjory Gordon Program for Clinical Reasoning and Knowledge Development, Connell School of Nursing, Boston College, Chestnut Hill, MA, USA
- Director Emerita and Senior Nurse Scientist, Yvonne L. Munn Center for Nursing Research, Massachusetts General Hospital
| | - Jane Flanagan
- Associate Professor/Department Chair, Boston College, Chestnut Hill, MA, USA
| | - Jacqueline Fawcett
- Professor and Interim Chair, University of Massachusetts Boston, Boston, MA, USA
- Department of Nursing, Robert and Donna Manning College of Nursing and Health Sciences, University of Massachusetts Boston, Boston, MA, USA
| | - Karen Sousa
- Professor & Caritas Coach, College of Nursing, University of Colorado Denver, Aurora, Colorado, USA
| | - Danny Willis
- Joan Hrubetz Dean and Professor, Saint Louis University Valentine School of Nursing, St. Louis, MO
| | - Zane Wolf
- Affiliate Faculty, School of Nursing and Health Sciences, La Salle University, Philadelphia, PA, USA
| | - Marion Turkel
- Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL, USA
| | - Marlaine Smith
- Professor Emeritus, Director, Anne Boykin Institute for the Advancement of Caring in Nursing, Florida Atlantic University, Christine E. Lynn College of Nursing, Boca Raton, Florida, USA
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Helou N, Aoudé J, Sobral G. “Undergraduate students’ perceptions of learning nursing theories: A descriptive qualitative approach”. Nurse Educ Pract 2022; 61:103325. [DOI: 10.1016/j.nepr.2022.103325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 02/24/2022] [Accepted: 03/08/2022] [Indexed: 11/21/2022]
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Tuppal CP, Vega PD, Tuppal SMP. Towards a theory of communion-in-caring. Scand J Caring Sci 2021; 36:524-535. [PMID: 34854481 DOI: 10.1111/scs.13049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Revised: 10/27/2021] [Accepted: 10/31/2021] [Indexed: 11/27/2022]
Abstract
BACKGROUND When nursing practice assumes a fix-it view model, it limits the growing capacity of practice. The theory of communion-in-caring emerged as a hopeful response to the call to offer a new vista. This theory unifies caring and the endless potential of human care. AIM The aim of the paper is to describe the theory of communion-in-caring grounded in the human science philosophical perspective. Generated from a focused review of scholarly literature from classical caring theories in nursing to contemporary theoretical viewpoints in nursing published within the last decade guided by a creative theory-building process. This paper presents the theory of communion-in-caring with theoretical concepts and theoretical assumptions illuminating and supporting the contextual design and epistemological viewpoints of a caring-based theory of nursing. FINDINGS Communion-in-caring is defined as a deliberate and a momentary occurrence of a nursing-caring encounter in which the nurse and person nursed, together, design and express unique practice processes toward affirming and celebrating being human in a unitary-transformative world. The theory further illuminates the foundational acts (i.e. love, hope, faith and charity) emulated into the embodied processes of communion-in-caring (i.e., caring-nurturing encounter, caring-nurturing inquiry and caring-nurturing capacity). Such cyclical, rhythmical and moving processes yield a nurtured caring environment with ethical standpoints, resonate the meaning-essence of caring through participation-in-being and offer culturally congruent care. CONCLUSION This theory also realises that the discipline is overly influenced by technological advancements, digitalisation of care, the medicalisation of practice and a mechanistic lens of care. Thus, this theory calls for moral enrichment towards an identity that embodies participation-in-being, seeing self-in-others and communion-of-being.
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Affiliation(s)
- Cyruz P Tuppal
- College of Health Allied and Medical Professions, University of San Agustin, Iloilo City, Philippines
| | - Paolo D Vega
- Intensive Care Unit and Hemodialysis, Centinela Hospital Medical Center, Inglewood, California, USA
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Dallaire C, Lambert J, Kamel FF. La proposition de structuration du savoir infirmier selon Fawcett : filiations et limites. Rech Soins Infirm 2021; 144:34-43. [DOI: 10.3917/rsi.144.0034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Casavant SG. At the intersection of science and theory: How the Nurse Role Integration Model reconciles the conflict. Int J Nurs Sci 2020; 7:378-381. [PMID: 32817862 PMCID: PMC7424153 DOI: 10.1016/j.ijnss.2020.06.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2020] [Revised: 05/26/2020] [Accepted: 06/11/2020] [Indexed: 11/29/2022] Open
Abstract
As more nurses embrace precision science, there is a tendency to utilize theoretical frameworks from other disciplines thus, placing nursing at risk of losing its autonomy and independence. The discipline has fallen prey to internal binary opposition, eliminating opportunities to engage in civil discourse. To explore how the roles nurses select might fit together in a theoretical framework and help nurses understand how the roles they choose to support their identity as nurses, this paper introduced a model of nursing that includes the bench scientists, the policy activists, and bedside nurses, using the Neuman Systems Model (NSM). The Nurse Role Integration Model (NRIM) espouses the basic tenets of NSM: prevention counteracts stressors from penetrating the client’s lines of defense thus, reducing stress response. Primary prevention reflects the work of the nurse bench scientists, investigating the underlying mechanisms behind pathophysiology; secondary prevention is applied nurse scientists who build upon nurse researchers’ work, identifying and testing potential interventions; tertiary prevention is nurse policy activists, the fulcrum, who leverage primary and secondary findings to argue policy change at all levels. Once policy change is adopted, bedside nurses are educated and implement the change. This lens provides an opportunity to create greater solidarity, strengthening the unity and autonomy of the discipline.
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Hopia H, Heikkilä J. Nursing research priorities based on CINAHL database: A scoping review. Nurs Open 2020; 7:483-494. [PMID: 32089844 PMCID: PMC7024619 DOI: 10.1002/nop2.428] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2019] [Revised: 10/18/2019] [Accepted: 11/15/2019] [Indexed: 12/20/2022] Open
Abstract
Aim To analyse nursing research based on the CINAHL database to identify research priorities for nursing. Design A scoping literature review was conducted. The CINAHL Plus (EBSCO) Full Text was searched between 2012-2018. Methods Out of 1522 original publications, 91 fulfilled the inclusion criteria. The Joanna Briggs Institute critical appraisal tools were applied. Data were analysed by a thematic analysis method. Results A strong emphasis should be put on development and evaluation of nursing theories and, in addition, randomized controlled trial studies, meta-synthesis, experimental and intervention studies are needed in nursing research. Development of competencies and skills in the nursing profession ought to be studied more extensively and research should be focused on variety fields of nursing practice.
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Affiliation(s)
- Hanna Hopia
- School of Health and Social StudiesJAMK University of Applied SciencesJyvaskylaFinland
| | - Johanna Heikkilä
- School of Health and Social StudiesJAMK University of Applied Sciences, Research and DevelopmentJyvaskylaFinland
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Turkel MC, Fawcett J, Amankwaa L, Clarke PN, Dee V, Eustace R, Hansell PS, Jones DA, Smith MC, Zahourek R. Thoughts About Nursing Curricula: Dark Clouds and Bright Lights. Nurs Sci Q 2019; 31:185-189. [PMID: 29566631 DOI: 10.1177/0894318418755734] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In this essay, several nurse scholars who are particularly concerned about the contemporary state of nursing science present their concerns about the inclusion of nursing conceptual models and theories in the curricula of nursing programs (dark clouds) and ways in which the concerns have been addressed (bright lights). This essay is the second of two essays that were catalyzed by Barrett's paper, "Again, What Is Nursing Science?" The first essay was published in the previous issue of Nursing Science Quarterly.
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Affiliation(s)
- Marian C Turkel
- 1 Associate Professor, Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL, USA
| | - Jacqueline Fawcett
- 2 Professor, Department of Nursing, University of Massachusetts, Boston, MA, USA
| | - Linda Amankwaa
- 3 Associate Professor, Nursing, Albany State University, Albany, GA, USA
| | - Pamela N Clarke
- 4 Professor/Executive Nurse Leader Fellow, University of Wyoming Fay W. Whitney School of Nursing, Laramie, WY, USA
| | - Vivien Dee
- 5 Professor, Doctoral Nursing Programs, School of Nursing, Azusa Pacific University, Azusa, CA, USA
| | - Rosemary Eustace
- 6 Associate Professor, College of Nursing and Health, Wright State University, Dayton, OH, USA
| | | | - Dorothy A Jones
- 8 Professor of Nursing, Boston College, Director Emerita and Senior Nurse Scientist, Yvonne L. Munn Center for Nursing Research, William F. Connell School of Nursing, Chestnut Hill, MA, USA
| | - Marlaine C Smith
- 9 Dean and Helen K. Persson Eminent Scholar, Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL, USA
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McFarland MR, Wehbe-Alamah HB. Leininger's Theory of Culture Care Diversity and Universality: An Overview With a Historical Retrospective and a View Toward the Future. J Transcult Nurs 2019; 30:540-557. [PMID: 31409201 DOI: 10.1177/1043659619867134] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023] Open
Abstract
An historical overview of Leininger's Theory of Culture Care Diversity and Universality also known as the Culture Care Theory (CCT) and evolution of the Sunrise Enabler are presented along with descriptions of the theory purpose, goal, tenets, basic assumptions, major core constructs, and orientational definitions. Recent articles, books, and book chapters provide relevant exemplars to enhance scholarly understanding and application of theory constructs. Proposed future directions encompass using the CCT to guide research of discovery and translational research projects for evidenced-based nursing practice; develop nursing courses and curricula to prepare culturally competent nurses; guide future culturally competent administrative and leadership policies and procedures; inform public policy related to cultural diversity and underserved populations; promote grant writing initiatives to enhance cultural diversity in hiring nursing staff, supervisors, and faculty; and promote admission of nursing students from underserved and/or diverse backgrounds.
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Chinn PL, Nicoll LH, Carter-Templeton HD, Oermann MH. An analysis of nursing citations and disciplinary characteristics in 79 articles that represent excellence in nursing publication. Nurs Inq 2019; 26:e12296. [PMID: 31119839 DOI: 10.1111/nin.12296] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2019] [Revised: 04/11/2019] [Accepted: 04/15/2019] [Indexed: 11/28/2022]
Abstract
Development of the knowledge base for a profession depends on research and scholarship that builds on the insights and work of scholars within the discipline and is disseminated through the literature. The purpose of this study was to examine a unique collection of 79 articles selected by editors as representative of their nursing journals. Articles were assessed for congruence with long-standing values and conceptual definitions of nursing, and the extent to which they built on prior literature published in nursing. Articles were scored based on whether they reflected four characteristics of nursing as a discipline (holism, social context, goal of health, and consistency with common definitions of nursing); an abstract score on the extent to which the title, abstract, or keywords indicated a general focus on nursing; and a distinction score based on whether the article distinguished nurses or nursing from other providers. Fifty of the articles received an article score of 4, indicating all four disciplinary characteristics were present in the article's content. While the majority of the articles were congruent with fundamental nursing values and perspectives, only 28% of the sources cited were from nursing sources. The lack of citations to nursing literature, coupled with an assessment that reveals gaps in substantive content that builds on nursing knowledge, raises questions about the future of nursing perspectives in the literature.
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Affiliation(s)
- Peggy L Chinn
- Advances in Nursing Science, University of Connecticut, Mansfield, Connecticut
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Abstract
As we approach the 50th anniversary of the first national symposium on nursing theory development, the need to clarify nursing's disciplinary perspective is just as relevant as it was 50 years ago. The purpose of this article is to regenerate the disciplinary perspective by analyzing the literature on the focus of the discipline of nursing, synthesizing the themes and suggesting areas of knowledge development for the discipline, and imagining ways to move forward in claiming, clarifying, and strengthening the discipline. The 4 themes identified were human wholeness, health/healing/well-being, human-environment-health relationship, and caring. Nine areas of inquiry generated from the disciplinary perspective were suggested.
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