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Updated: Apr 11, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Just how wide should 'wide reading' be?

Martin Lipscomb1

  • 1Faculty of Health and Life Sciences, Alexandra Warehouse, University of the West of England, Gloucester Docks, Gloucestershire, UK.

Nursing Philosophy : an International Journal for Healthcare Professionals
|June 4, 2015
PubMed
Summary

Nurses often explore normative and metaphysical questions beyond research reports. While non-research texts offer valuable insights, they should not be classified as scientific evidence due to definitional challenges.

Keywords:
educationliterature searchingnursing philosophynursing researchqualitative researchwide reading

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Area of Science:

  • Nursing Education
  • Philosophy of Science
  • Information Science

Background:

  • Current literature search strategies in nursing education primarily focus on research reports and systematic reviews.
  • These traditional sources often fail to address the normative and metaphysical questions relevant to nursing practice.
  • There is a growing need to consider a broader range of texts to meet these complex professional inquiries.

Purpose of the Study:

  • To examine the suitability of including non-research texts in nursing literature searches.
  • To address the challenges of defining boundaries when incorporating humanities and qualitative scholarship into evidence-based searches.
  • To clarify the distinction between non-evidential understanding and scientific evidence in nursing.

Main Methods:

  • Conceptual analysis of existing literature search methodologies.
  • Philosophical inquiry into the nature of evidence and understanding in nursing.
  • Exploration of the implications of including diverse scholarly and artistic sources.

Main Results:

  • Including non-research texts in scientific literature searches presents significant boundary-drawing difficulties.
  • The designation of qualitative scholarship as 'evidence' is problematic when considering its potential overlap with non-evidential sources.
  • A clear distinction is needed to differentiate between evidence and non-evidential understanding.

Conclusions:

  • Non-research scholarly texts and humanities products can offer valuable, stimulating, non-evidential understanding for nurses.
  • These sources, however, should not be equated with scientific evidence as commonly understood in research.
  • Refined search strategies are needed to appropriately integrate diverse knowledge sources without compromising the integrity of evidence-based practice.