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1Hunter College of the City University of New York, New York 11596, USA. sbaumann@hunter.cuny.edu
Nursing Science Quarterly
|April 12, 2013
Summary
This article examines the teaching of nursing theory in Uganda, questioning assumptions about using concrete versus abstract theories and composite versus unified frameworks for nursing education.
Area of Science:
- Nursing Education
- Theoretical Frameworks in Nursing
Background:
- The teaching of nursing theory in Uganda presents unique challenges.
- Existing assumptions about nursing education in developing countries warrant critical examination.
Purpose of the Study:
- To discuss the importance and challenges of teaching nursing theory in Uganda.
- To question the assumption that concrete nursing theories are easier to teach than abstract ones.
- To challenge the notion that a composite of theoretical perspectives is more practical than a unified framework for nurses.
Main Methods:
- This is an introductory column to a larger discussion.
- The text critically analyzes common assumptions in nursing education.
Main Results:
- The effectiveness of teaching concrete versus abstract nursing theories requires further investigation.
- The practical utility of composite theoretical perspectives versus unified frameworks for nurses and advanced practice nurses is debated.
Conclusions:
- Rethinking pedagogical approaches to nursing theory in Uganda is crucial.
- A critical appraisal of theoretical frameworks is necessary for advancing nursing practice and education.
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