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Attitudes of practicing nurses towards theory-based nursing practice.

H K Laschinger, V Duff

    Canadian Journal of Nursing Administration
    |March 1, 1991
    PubMed
    Summary

    Canadian nurses generally have a positive attitude toward theory-based nursing practice. Implementing theory-based practice in healthcare agencies further enhances nurses

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    Area of Science:

    • Nursing
    • Healthcare Administration

    Background:

    • Theory-based nursing practice is increasingly emphasized in Canadian nursing standards.
    • While nursing education fosters familiarity with nursing models, practicing nurses' exposure varies.
    • Systematic investigation into practicing nurses' understanding and attitudes towards nursing theory is lacking.

    Purpose of the Study:

    • To investigate practicing nurses' attitudes towards theory-based nursing practice.
    • To identify factors influencing nurses' knowledge and attitudes regarding nursing theories.
    • To inform strategies for implementing theory-based practice in nursing settings.

    Main Methods:

    • A survey using the Nursing Theories Questionnaire was administered to 362 nurses in three Ontario cities.
    • Data were analyzed to assess attitudes towards theory-based practice and familiarity with specific nursing theories.
    • Comparisons were made between nurses in agencies with and without implemented theory-based practice.

    Main Results:

    • Nurses reported moderately positive attitudes towards theory-based nursing practice.
    • Attitudes were significantly more positive in agencies that had implemented theory-based practice.
    • Nurses identified benefits including improved data collection, comprehensive care planning, and professional development.

    Conclusions:

    • Nurses perceive theory-based practice as beneficial and essential for the nursing profession.
    • Implementation of theory-based practice positively influences nurses' attitudes.
    • Familiarity with specific theories (Neuman, Orem, Roy) varied by practice setting, informing targeted educational strategies.

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