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Disciplinary Maturity in Moving From Nurse Scientist to Nursing Scientist
1The University of Arizona College of Nursing, Tucson, AZ, USA.
Nursing Science Quarterly
|December 26, 2022
Summary
This article examines the American Association of Colleges of Nursing's recommendation for research doctorate education in nursing. It uses analytic philosophy to explore the definition and practice of nursing science and whether scientists should be nurses.
Area of Science:
- Nursing Education Research
- Philosophy of Science
- Healthcare Professional Development
Background:
- The American Association of Colleges of Nursing (AACN) has made a recommendation regarding research doctorate education in nursing.
- This recommendation has sparked debate regarding the nature of nursing science and the identity of nursing scientists.
Purpose of the Study:
- To critically analyze the AACN's recommendation for research doctorate education in nursing.
- To explore the philosophical underpinnings of nursing science, knowledge, and practice.
- To address the question of whether nursing scientists should exclusively be nurses.
Main Methods:
- Philosophical analysis using tools from analytic philosophy.
- Review of relevant documents from the American Association of Colleges of Nursing.
- Examination of existing literature on nursing science and practice.
Main Results:
- The study identifies ambiguities in the language used to discuss nursing science and its practitioners.
- Philosophical perspectives reveal complexities in defining 'nursing science' and the role of 'nurse scientists'.
- The analysis provides a framework for understanding the implications of the AACN's recommendation.
Conclusions:
- The definition and scope of nursing science require careful philosophical consideration.
- The identity and training of nursing scientists are central to advancing the field.
- Further dialogue is needed to reconcile educational recommendations with the philosophical identity of nursing science.
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