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Knowing nursing through inquiry: engaging students in knowledge creation
1School of Health and Community Services, Durham College, Oshawa, Ontario, Canada.
The Journal of Nursing Education
|November 17, 2011
Summary
This study reveals how nursing students learn to use and create nursing knowledge through inquiry. It emphasizes critical reflection and the construction of knowledge within nursing praxis.
Area of Science:
- Nursing Education
- Philosophy of Nursing
- Knowledge Construction
Background:
- Nursing knowledge is complex, drawing from diverse sources like philosophy, theories, and research.
- Students often view themselves primarily as knowledge users, not creators.
- Understanding the process of knowing in nursing is crucial for advanced practice.
Purpose of the Study:
- To explore the process of knowing nursing through inquiry in a graduate course.
- To facilitate students' understanding of their role as knowledge creators.
- To examine the construction of nursing praxis, encompassing ontology, epistemology, and action.
Main Methods:
- Qualitative exploration of a nursing knowledge course designed for inquiry.
- Facilitation of critical reflection on nursing knowledge sources and personal praxis.
- Analysis of student and educator exemplars demonstrating knowledge construction.
Main Results:
- Inquiry fosters a deeper understanding of nursing knowledge as a dynamic, user-generated construct.
- Students actively engaged in constructing their praxis, integrating being, knowing, and doing.
- Nursing knowledge is effectively built from philosophy, worldviews, theories, and evidence.
Conclusions:
- Nursing education can be enhanced by emphasizing inquiry and knowledge construction.
- Students can be empowered as creators of nursing knowledge, not just users.
- Furthering the science of nursing education requires understanding the praxis of knowing.
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