RESUMO
The introduction of the doctor of nursing practice (DNP) has raised serious concerns about the discipline's continuing ability to build its body of knowledge at an appropriate rate. After noting the various concerns that have been raised that the DNP siphons off prospective doctor of philosophy (PhD) students and compromises the standing of schools of nursing in universities, the distinct but complementary roles of nurses with the two preparations are described. Rather than worry about the DNP distracting from the PhD, the argument is made that these two degrees support one another and together can help to advance the creation and translation of knowledge into the practice of the discipline. Similar discussions about the distinction between practice and research in the field of education are noted.
Assuntos
Prática Avançada de Enfermagem/educação , Educação de Pós-Graduação em Enfermagem , Humanos , Estados UnidosRESUMO
Theories not only suggest ideas for research, but they provide order and logic to an investigation and limit the number and type of variables to be considered to a reasonable few. Although relatively little health services research is done within nursing, there is a growing appreciation of the need for knowledge related to the use, costs, quality, delivery, organization, financing, and outcomes of health care and how nursing practice influences these variables. Conceptual frameworks used by investigators in funded grants from the Agency for Healthcare Research and Quality show that workforce-related health services research of nursing phenomena is based on a wide variety of conceptual models, many of the investigator's own invention. Ultimately, there may emerge new theories or conceptual frameworks that combine clinical, organizational, financial, and outcome variables from the unique perspective of nursing. Such conceptualizations will guide future researchers and add coherence to the body of health services research into nursing issues.
Assuntos
Pesquisa sobre Serviços de Saúde/organização & administração , Pesquisa em Enfermagem/organização & administração , Projetos de Pesquisa , Humanos , Modelos Teóricos , Estados UnidosRESUMO
The preparation of chronically ill patients for self-care has traditionally rested on the assumption that patients require certain knowledge and skills. A review of the literature on the subject of patient education in heart failure suggests that although teaching patients about the care of a chronic condition is necessary, it may be more effective if supplemented by continuing reinforcement, symptom monitoring, and behavioral reinforcement by an interdisciplinary team. Nurses have an opportunity and a responsibility to dissect and test the teaching-learning process in heart failure. Evidence that builds on what is already known about patient education will allow nurses to construct protocols that can be adopted as standards of practice and included in electronic health records.
Assuntos
Conhecimentos, Atitudes e Prática em Saúde , Insuficiência Cardíaca/terapia , Educação de Pacientes como Assunto/normas , Relações Profissional-Paciente , Autocuidado/métodos , Humanos , Guias de Prática Clínica como Assunto , PrognósticoRESUMO
The debate about the number and type of doctoral degrees required in nursing has recurred with regularity throughout the history of nursing. National discussions about the shortcomings and relevance of the PhD within general higher education circles are described. Applicability of these concerns to nursing education is discussed. In the midst of this national debate, new nursing doctoral degrees are being proposed and implemented. Emergence of these new degrees has caused many to worry about replicating at the highest degree level the current confusion about nursing preparation at the entry level. A classification of doctoral degrees in nursing is proposed along with a call for standardization of degrees.
