Nursing Knowledge Analysis

Knowledge development in nursing has been somewhat of a hot topic in the more scholastic endeavors of the profession for quite some time. As the profession grew from a focus centered on treating physical symptoms and conditions to a more well-rounded approach that considered psychological, social, and spiritual needs in addition to physical illness, the need to break down the process of knowledge development arose. By utilizing nursing theories, which support the use of evidenced based practice in most cases, it seems as though the profession of nursing gained more credibility in the scientific community as far as the value of the knowledge produced; I feel that utilizing processes akin to those already accepted as prudent by more ‘established’
She admits that nursing has situations in which our therapeutic actions can be supported by one theory and conflicted by another. What it seemed to re-enforce was how our drive to answer the philosophical questions created by the issues we wish to address can use various forms to achieve that common goal, however, those that are centered around the evaluation of how our therapeutic actions actually pan out versus how we think they pan out will help us gain the most useful knowledge as long as we are able to recognize the need for, and benefit of, changes that help our patients out the most. We wouldn’t be able to gain the ‘knowledge’ that specific actions and changes are therapeutically beneficial without understanding why we wanted to make changes in the first place, and generating multiple attempts at making those changes to see which ones actually accomplished the goal would seemingly allow us to have the best chance at achieving what we set out
Abbott (1988) pointed out that although nursing is capable of evaluating our interventions in practice, we do not tend to emphasize the importance of breaking down specific practical interventions in an abstract way that allows for our ability to link the interventions we utilize to the thought processes behind it while we are out practicing our craft. This I can personally relate to, when considering how the first couple years of my personal practice was spent learning how to simply accomplish the tasks I was presented with in the time frame I was to accomplish them in (assessment, documenting, intervening, documenting, evaluating, intervening, documenting, documenting, documenting…ugh). I knew that there was good reason behind the things I was doing; however, I was not keenly aware of the concepts and philosophies that comprised that reasoning, I was simply focused on completing my tasks in a timely, safe