[Maps and territories: formalizing professional knowledge in the curriculum]

Area of Science:

• Nursing Epistemology
• Philosophy of Science
• Practical Knowledge

Context:

• Nursing knowledge is often viewed as tacit and personal, making it difficult to formalize or transmit directly.
• Professional nursing practice occurs in complex, value-laden, and uncertain environments.
• Current educational approaches may overemphasize technical knowledge over practical wisdom.

Purpose:

• To challenge the dominant technological view of nursing knowledge.
• To explore alternative epistemological foundations for understanding practical nursing knowledge.
• To guide curricular planning and professional development in nursing education.

Summary:

• This report examines the epistemological nature of nursing knowledge, characterizing it as practical, tacit, and personal.
• It argues against the hierarchical view of technical knowledge dominating practical knowledge in nursing.
• The author proposes alternative conceptions to better understand how nurses navigate complex and uncertain practice domains.

Impact:

• Provides a foundation for reconceptualizing nursing knowledge beyond a purely technical framework.
• Informs curriculum development to better prepare nursing students for the complexities of professional practice.
• Encourages a deeper understanding of how competent nurses manage ambiguous situations, fostering reflective practice.