Translating Authentic Nursing Knowledge From One Era to Another.

As time passes, concepts change. The risk to nursing theories is that concepts can shift so far away from a theorist's originally intended meaning that future scholars might misunderstand or misuse what will become historically time-bound theories. To preserve authentic nursing knowledge, the process of conceptual matching and translation is proposed. Two thought experiments are used to demonstrate conceptual translation.

Proposing Standards for Teaching Authentic Nursing Knowledge.

This article's purpose is to propose ideas about developing teaching standards for each of 4 learner levels that lead to 4 types of nursing practice. The learner levels and types of practice are undergraduate/basic practice, graduate/enhanced practice, doctor of nursing practice/translational practice, and research doctorate/knowledge development practice. Each learner level requires different content and different teaching strategies. Thus, teaching at each level requires different teaching standards. This article is written in separate parts. Each section develops necessary ideas to support a set of recommended teaching standards needed to teach authentic nursing theoretical thinking at each level of nursing education.

Using Motion Picture Films to Teach Nursing Theory in Graduate Nursing Education.

Teaching strategies that use pedagogy of inquiry and contextualization are needed to ensure that nursing students will be well prepared to manage increasingly complex patient information. The rationale for using motion pictures to teach theoretical thinking is explained, and an assignment that uses motion pictures is described. Film scene assignments facilitate learning theoretical thinking skills, reading clinical situations, and understanding how theory can be useful to problem-solve ambiguous clinical situations. Motion pictures present a text-in-motion that can be studied and analyzed in a repeatable, objective, and collaborative way.

Considering Nursing Theory Certification / Considerando la certificación de la teoría de enfermería / Considerações acerca da certificação da teoria da enfermagem

ABSTRACT Objective: A workshop to discuss development of nursing theory certifications at four levels of nursing knowledge was held as part of the 2016 annual conference of Roy Adaptation Association International. Method: Eight questions were discussed in small and large group formats. Discussion points hand recorded on a flip chart. These points are summarized in this article. Results: 35 international nurse scholars participated. They discussed benefits, limitations, and strategies of a new type of certification for nursing theory knowledge at four levels of education and practice. Conclusion: Nursing theory certification would affirm nursing knowledge, without becoming a burden to nurses. It can potentially affect how nurses are educated about theory at each of the four levels of education, how nurses use theory in practice, and the quality of nursing care provided. Continued dialog is warranted.

RESUMEN Objetivo: se realizó un taller para discutir el desarrollo de las certificaciones teóricas de enfermería en cuatro niveles de conocimiento de enfermería como parte de la conferencia anual de 2016 de la Roy Adaptation Association International. Método: se discutieron ocho preguntas en formatos de grupos pequeños y grandes. Los puntos de discusión fueron grabados a mano en un rotafolio. Estos puntos se resumen en este artículo. Resultados: 35 académicos internacionales de enfermería participaron. Discutieron los beneficios, las limitaciones y las estrategias de un nuevo tipo de certificación para el conocimiento de la teoría de enfermería en cuatro niveles de educación y práctica. Conclusión: la certificación de la teoría de enfermería confirmaría el conocimiento de enfermería, sin convertirse en una carga para las enfermeras. Puede afectar potencialmente cómo se educa a las enfermeras sobre la teoría en cada uno de los cuatro niveles de educación, cómo las enfermeras usan la teoría en la práctica, y la calidad de la atención de enfermería brindada. Hay una necesidad de un diálogo continuo al respecto.

RESUMO Objetivo: realizou-se uma oficina para discutir o desenvolvimento das certificações teóricas de enfermagem em quatro níveis de conhecimento de enfermagem como parte da conferência anual de 2016 da Roy Adaptation Association International. Materiais e método: discutiram-se oito perguntas em grupos pequenos e grandes. Os pontos de discussão foram escritos num quadro tipo flipchart. Esses pontos foram resumidos neste artigo. Resultados: 35 acadêmicos internacionais de enfermagem participaram. Discutiram os benefícios, limitações e estratégias de um novo tipo de certificação para o conhecimento da teoria da enfermagem em quatro níveis de educação e prática. Conclusão: a certificação da teoria da enfermagem confirmaria o conhecimento de enfermagem sem se tornar uma carga para os enfermeiros. Pode afetar potencialmente como se educam os enfermeiros sobre a teoria em cada um dos quatro níveis de educação, como esses profissionais usam a teoria na prática e a qualidade da atenção de enfermagem oferecida. Há necessidade de dialogar continuamente a respeito do tema.

A Proposal for Certification in Nursing Theory / Una propuesta para la certificación en la teoría de enfermería / Uma proposta para a certificação na teoria de enfermagem

The author proposes the development of different levels of certification in the knowledge of nursing theory that would be based on the level of formal education attained. At present, nurses are being required to obtain higher levels of formal education in order to serve patients safely in a technologically complex health care system. Although evidence-based practice is strongly desired in contemporary health care, less consideration has been given to the value of theory-based nursing practice or the relationship between theory and research. The author explains multiple background issues and then highlights several questions that are important for disciplinary discussion at this point in time.

El autor propone el desarrollo de diferentes niveles de certificación en el conocimiento de la teoría de enfermería que se basan en el nivel de educación formal alcanzado. En la actualidad, se está exigiendo que las enfermeras obtengan niveles más altos de educación formal con el fin de atender a los pacientes de forma segura en un sistema de atención de la salud tecnológicamente compleja. A pesar de que la práctica basada en la evidencia es muy deseable en el cuidado de la salud contemporánea, menos atención se ha prestado al valor de la práctica de enfermería basada en la teoría o a la relación entre la teoría y la investigación. El autor explica los múltiples problemas de fondo y luego se ponen de relieve varias preguntas que son importantes para la discusión disciplinar en este momento en el tiempo.

O autor propõe o desenvolvimento de diferentes níveis de certificação no conhecimento da teoria de enfermagem que se baseiam no nível de educação formal atingido. Na atualidade, exige-se que as enfermeiras obtenham níveis mais altos de educação formal a fim de atender os pacientes de forma segura num sistema de atenção da saúde tecnologicamente complexa. Embora a prática baseada em evidência seja muito desejada no cuidado da saúde contemporânea, pouca atenção tem sido prestada ao valor da prática de enfermagem baseada na teoria ou na relação entre a teoria e a pesquisa. O autor explica os múltiplos problemas de fundo e, em seguida, destaca vários questionamentos que são importantes para a discussão disciplinar neste momento.

Using guided debates to teach current issues.

A guided-debate strategy was developed for a graduate-level core course in current issues based on the Jesuit method of discernment (group decision making). The strategy encourages students to use up-to-date Internet sources to determine the range of opinions on current controversies in the discipline. In addition to providing a structured process to engage in persuasive discussion of difficult issues, the strategy facilitates critical thinking about the quality of the debate itself. Thus, students learn to avoid the pitfalls associated with consensus, such as failing to express reservations or negative opinions that might be important, while learning how to express concerns that might not be easily received by others in a group.

Roy's specific life values and the philosophical assumption of humanism.

Roy's philosophical assumption of humanism, which is shaped by the veritivity assumption, is considered in terms of her specific life values and in contrast to the contemporary view of humanism. Like veritivity, Roy's philosophical assumption of humanism unites a theocentric focus with anthropological values. Roy's perspective enriches the mainly secular, anthropocentric assumption. In this manuscript, the basis for Roy's perspective of humanism will be discussed so that readers will be able to use the Roy adaptation model in an authentic manner.

Roy's specific life values and the philosophical assumption of veritivity.

Roman Catholic beliefs that form the basis for Roy's life values are discussed to help others understand veritivity and the Roy adaptation model more clearly. Veritivity, the main philosophical assumption of the Roy adaptation model, shapes it, and Roy's assumption of humanism in a unique way. Veritivity has a theocentric focus, with anthropological values. Roy views human beings as individuals in community with a loving Creator and with others. Truth, freedom, and moral ends are discussed in terms of veritivity and in terms of contemporary values.

Teaching theoretical thinking for a sense of salience.

Using a thought-provoking photograph, blank paper, and a series of questions, graduate students were asked to engage in an interactive classroom exercise that helps them understand the process and usefulness of theoretical thinking. This one-time exercise helps students envision ways they will be able to use theoretical thinking when they enter their advanced practice roles. The exercise is followed by a short, debriefing lecture on the four levels of theory as originally described by Dickoff, James, and Weidenbach. Students engage in a four-stage, systematic process of theoretical thinking that can be used as a model for clinical reasoning and problem solving, especially for ambiguous situations.