The idea of nursing science.

BACKGROUND: In response to the question of the idea of nursing as a legitimate science, Edwards (1999) claims that it does not qualify as a legitimate science. He bases his claim on the assumption that legitimate science must be empirical. Edwards defends his claim based on the lack of consensus and development in nursing philosophy during the past 40 years and, as he describes it, the lack of ends (or truth) of nursing science. AIM: The aim of this response is to refute Edwards' conclusion. The basis for this refutation is twofold. First, legitimate science includes both empirical and non-empirical scientific methods. Second, evidence of development of a nursing school of philosophical thought is found in the nursing literature. DISCUSSION: Empirical science is only one mode of inquiry in nursing. Philosophical and non-empirical methodologies are gaining increasing importance as modes of scientific inquiry. I therefore contend that nursing would be better served to continue applying an offensive effort into integrating all applicable modes of scientific inquiry into the discipline.

Use of videotaping to assess competencies and course outcomes.

A constant challenge in nursing education is effectively teaching competencies and allowing students to safely practice essential nursing skills. Faculty members must develop sound methods of instruction to achieve program outcomes, which determine program effectiveness, assure professional readiness, and meet accreditation standards. To this end, the use of videotaping is suggested. Videotaping offers a safe way for students to practice skills and develop confidence prior to actual performance. This article reviews the literature on videotaping and discusses videotaping as used at Central Missouri State University baccalaureate school of nursing. Videotaping is a teaching-learning strategy used to help students develop effective communication, physical assessment, and selected psychomotor skills. Videotaping also provides students with a mechanism for detailed instructor feedback to improve performance.

Primary prevention of agricultural injuries. Use of standardized nursing diagnosis, interventions, and outcomes.

1. The use of standardized nursing language is important to the advancement of nursing knowledge and practice. The standardization of nursing diagnoses, interventions, and outcomes provides a means for collecting and analyzing large clinical databases. 2. The occupational health nurse has a clear role in developing health and safety programs. Standardized language using North American Nursing Diagnosis Association diagnoses, nursing outcomes classification, and nursing intervention classification can be incorporated into these programs. 3. The use of standardized taxonomies in the primary prevention of cumulative trauma disorders demonstrates how these systems are integrated into the documentation of the nursing process in a nursing care plan.