Nurse Faculty Scholars - Nursing Education

The myths of coping with loss in undergraduate psychiatric nursing books.

lsharp — Tue, 12 Apr 2011 16:38:45 +0000

Published Date:

Thu, 2010-10-28 (All day)

Nurses often help patients cope with loss. Recent research has cast doubt on the validity of early theories about loss and grief commonly taught to nurses. We systematically examined the accuracy of information on coping with loss presented in 23 commonly used undergraduate psychiatric nursing books. All 23 books contained at least one unsupported assumption (myth) about loss and grief. In 78% of these books, authors described four or more myths and only one evidence-based finding about coping with loss. On balance most books provided details on the myths about grief and loss with minimal discussion of the current evidence. Authors of psychiatric nursing books continue to disseminate unsupported theories about grief responses without adequately acknowledging evidence challenging core assumptions underlying them.

Reevaluating Simulation in Nursing Education: Beyond the Human Patient Simulator.

nfs — Wed, 14 Jul 2010 17:33:07 +0000

Published Date:

Wed, 2009-07-01 (All day)

The human patient simulator or high-fidelity mannequin has become synonymous with the word simulation in nursing education. Founded on a historical context and on an evaluation of the current application of simulation in nursing education, this article challenges that assumption as limited and restrictive. A definition of simulation and a broader conceptualization of its application in nursing education are presented. The need for an ideological basis for simulation in nursing education is highlighted. The call is made for theory to answer the question of why simulation is used in nursing to anchor its proper and effective application in nursing education.

Reformulation of a Methodological Concept in Grounded Theory

nfs — Wed, 26 Aug 2009 15:47:00 +0000

Published Date:

Sat, 2007-04-14 (All day)

Although the grounded theory method was not designed with nursing science in mind, it is one of the most prevalent and theory-producing qualitative methods in nursing. Changes in the grounded theory methodology have been debated in numerous articles. What has not received much attention, however, is a central idea of the grounded theory method - the basic social process. The goal here is to raise for consideration the idea that change is needed in nurse researchers' understanding of the basic social process; there is a need to reformulate this substantive concept of the grounded theory method so as to render it more congruent with nursing ontology and productive of nursing knowledge.