Building qualitative study design using nursing's disciplinary epistemology

Abstract

Qualitative research design components informed by nursing's disciplinary epistemology will help ensure a logical line of reasoning in our enquiries that remains true to the nature and structure of practice knowledge.

Patient perceptions of deterioration and patient and family activated escalation systems—A qualitative study

“…We used an epistemological approach favouring the desire for knowledge that can be put to use rather than being primarily of a theoretical interest (Thorne, Stephens, & Truant, 2016). As nursing epistemology is concerned with both individual human experience and knowledge that can be derived from target populations (Thorne & Sawatzky, 2014), it was deemed appropriate for this study.…”

Untitled

“…Es un momento emocional especial, de cansancio, temor y sobre todo de duda, sobre el valor del estudio y sobre cómo establecer un dialogo igualitario y respetuoso con los autores Aquí, en la lectura, no se compite, ni en la escritura se confirma lo que otros encontraron, sino que se consideran los posibles significados que tienen los hallazgos del estudio con un cuerpo amplio de conocimientos (Thorne, Stephens y Truar 2015). Es el momento en el cual informamos a una audiencia con el áni-mo de inspirarla y transformarla.…”

Using holistic interpretive synthesis to create practice‐relevant guidance for person‐centred fundamental care delivered by nurses

“…Even clinical practice guidelines can provide insufficient information on how the guideline should be implemented (Yawn, ). Some scholars have therefore argued that the relevance and applicability of nursing research to nursing practice is often lacking (Thorne, Stephens, & Truant, ).…”

“…The aim of nursing research, however, is to generate practice‐relevant, discipline‐specific knowledge. Indeed, nurses are seen to have a professional mandate to develop knowledge that informs practice through its applicability to the diverse contexts and complexities that nurses encounter when interacting with patients and providing care (Thorne, ; Thorne et al., ). As argued by Thorne () and Thorne et al.…”

“…As argued by Thorne () and Thorne et al. (), developing such knowledge often involves nursing researchers moving away from a strict adherence to theoretical social science traditions and instead adapting and modifying conventional approaches to research. With this in mind, it was our aim to develop a novel and appropriate way of translating empirical research findings in order to generate practice‐relevant recommendations for nurses on the nurse–patient relationship.…”