For example, nursing still remains a predominantly female profession. It is clear that the nursing knowledge required to care for patients has already changed considerably.
Clarifying types of nursing knowledge at the time nursing began to embrace qualitative approaches opened nurses to a broader view of research. This rule applied to knowledge, more frequently to the health field, supports specializations. You are here: Nurse educators Defining nursing knowledge.
All the interviews were audio-taped, transcribed verbatim, and analyzed successively by the first author.
Educators were interviewed more than students, because they make greater contribution to the knowledge creation process. Specialization is thus one of the contemporary resources for the complexity of knowledge in theoretical and practical field, and it must be seen within the principles of complementarity of knowing which does not necessarily represent fragmentation of care.
A vital part of this is that nurses evaluate what they are told or what they read or observe in practice. This is because, in the light of social constructionist conception of knowledge and a theoretical paradigm of psychosociological bases, we understand that the way individuals conceive the phenomena that occur in their life will determine the way they will guide their behavior.
Nursing knowledge in academia is often not understood. It is a known fact that nursing faculty and students who are involved in nursing education serve as the key informants regarding the process of knowledge creation in nursing education.
In this sense, knowledge, experiences, and preferences of professionals are not always considered 2. Insertion of novice nurses in ICU shows the importance of specialized education.