On Nursing Theories and Evidence

Abstract

Theory, inquiry, and evidence are inextricably linked. Each pattern of knowing can be considered a type of theory, and the modes of inquiry appropriate to the generation and testing of each type of theory provide diverse sources of data for evidence-based nursing practice. Different kinds of nursing theories provide different lenses for critiquing and interpreting the different kinds of evidence essential for theory-guided, evidence-based holistic nursing practice.

Vínculo de la teoría de Enfermería en el mundo a la investigación de Enfermería peruana: La filosofía y la ciencia del cuidado

“…Considerando las diferentes perspectivas sobre la pro- (4) ducción de conocimiento (por ejemplo: Boyer, (5) Fawcett, Watson, Neuman, Walker, y Fitzpatrick; (6) (7,8) Glassick; Schon, así como las llamadas para reconsiderar la globalización del conocimiento de la Enfermería basada únicamente en trabajo de (9,10) campo , tenemos que establecer las bases teóri- (11) cas de la Enfermería en un contexto global antes de (12) construir la base conceptual para la investigación y la práctica. De hecho, las enfermeras peruanas tenemos que llegar a un consenso compatible con colegas extranjeras específicamente sobre la teoría de Enfermería y la construcción de una agenda para la acción.…”

Evidence-based care and childbearing—a critical approach

“…Eriksson and colleagues claim that evidence in a caring science perspective is a multidimensional concept (Eriksson, et al, 1999, Eriksson, & Nordman, 2004. Fawcett, Watson, Neuman, Walker and Fitzpatrick (2001) argue for a theory-guided EBC and suggest Carper's (1978) four patterns of knowing (empirics, ethics, personal, and aesthetics), which embrace a holistic view of caring, as the theoretical guide in the development of EBC. Udod (2004) states that EBC is complementary to experience and caring theory, and Pipe (2007) proposes a combination of EBC and theorydriven care.…”

Helping young people with asperger syndrome

“…By reflecting on how they have acquired knowledge and skills in this way, staff can enhance their competence in delivering holistic care (Fawcett et al 2001). In moving through levels of proficiency (Benner 1984), staff have acquired a deeper understanding of the ethical issues that can arise in caring for young people with AS, particularly in deciding when clients require advocacy, and have acquired empirical knowledge, especially on children's and families' perceptions of care services.…”