This essay addresses the problem of the essentiality of nursing knowledge and what kind of theory, if any, is essential to nursing practice. The overarching aim of the essay was to argue for the thesis that nursing may be described as a kind of philosophical activity, and, consequently, that philosophy is the kind of “theory” that is essential to nursing practice and to the nursing discipline at large. The essay consists of two papers. The present paper, Part I, is a (...) critical examination of Mark Risjord's discussion of the problem of the theory‐practice gap in his Nursing Knowledge: Practice, Science, Philosophy, from 2010. According to Risjord, the cause of the theory‐practice gap originates in an erroneous conception of science (logical positivism) which had a decisive influence upon the way nursing scholars appropriated theoretical frameworks for the nursing discipline. This philosophical influence is considered in effect to have generated the theory–practice gap. In order to bridge the gap, Risjord suggests, the nursing discipline needs to adopt a standpoint epistemology conjoined with a postpositivist conception of scientific theory. In this way, a legitimate brand of nursing science may be developed and the theory–practice gap overcome. I will argue that neither Risjord's diagnosis of the problem, nor his recommended cure, may succeed in rescuing the nursing discipline from the theory–practice gap. Rather, the real cause of the theory–practice gap, I will claim, derives from an erroneous conception of nursing (not of science), namely the conception of nursing as a kind of science (roughly speaking). On my view, to overcome the gap, the nursing discipline needs to make salient the inherently philosophical character of nursing. In the second paper (Part II), I will continue the discussion of nursing knowledge and delineate the thesis of nursing as a kind of concrete philosophy. (shrink)

Few would argue with the idea that nursing research should be conducted ethically yet obtaining ethical approval is considered by many to have become unnecessarily burdensome. This brief article investigates the idea that there might be a relationship between the level of perceived burdensomeness of the research ethics application process on the one hand and the character of the nurse‐researcher on the other. Given that nurses are required to be other‐regarding, a nurse who undertakes research primarily for self‐regarding reasons would (...) seem to be acting in ways inconsistent with the aims of nursing as set out in nursing codes. It is suggested that the self‐regarding nurse‐researcher may find the ethics application process more burdensome than the other‐regarding nurse‐researcher who, it is further suggested, is engaged with nursing research as a practice in the technical sense in which that term has been developed by the philosopher Alasdair MacIntyre. (shrink)

Nursing and midwifery is, in the UK, regulated by the Nursing and Midwifery Council (NMC). Regulatory duties include establishing standards for education, and from January 2019, new educational programmes will be approved against standards detailed in the document Future nurse: Standards of proficiency for registered nurses (NMC, 2019—hereafter “the standards”). This publication lists “the knowledge and skills that registered nurses must demonstrate when caring for people” (NMC, 2019, p.3), and from September 2020, registration (licence) will require the successful completion of (...) programmes that have been ratified against these standards. The importance of this document in a UK context cannot be understated. However, less parochially, learning outcomes contained in section 7 of the standards raise questions that require educator attention whenever politically sensitive topics (broadly conceived) are discussed. This study explores these questions insofar as they relate to the stance (neutrality or partisanship) that educators adopt in politicized discussion, and the management of student speech/expression. Pratt, Boll and Collins’ (2007) paper Towards a plurality of perspectives for nurse educators is recruited to structure argument. (shrink)