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Related Concept Videos

Theoretical Foundations of Nursing Practice01:30

Theoretical Foundations of Nursing Practice

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Theories play an essential role in organizing patient care. Theories refer to a proposed or followed belief, policy, or procedure that is the basis for action. Nursing theories are knowledge-based concepts that guide nurses' actions, influence nursing education and practice, and allow nurses to care for their patients.
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Obedience01:08

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According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation,...
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Nursing Ethical Principles II01:27

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Ethical principles are essential in guiding nurses to fulfill their responsibilities, focusing on the quality of nursing care and decision-making. These principles, including autonomy, beneficence, non-maleficence, justice, and fidelity, shape the ethical framework within healthcare settings.
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Nursing Code of Ethics01:29

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The Nursing Code of Ethics sets the ethical benchmark for the profession, and guides nurses in ethical analysis and decision making at the societal, organizational, and clinical levels. The code encompasses showing compassion and respect for the patient, their families, and communities in all circumstances while committing to providing patient-centered care. In addition, the code states that nurses must advocate for the patient by defending a cause or recommendation to protect their rights,...
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Nursing Ethical Principles I01:22

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Ethical principles serve as the moral compass in the longstanding tradition of nursing, guiding healthcare professionals in their interactions with patients and families. These principles, namely autonomy, beneficence, non-maleficence, justice, and fidelity, provide a robust framework for navigating the ethical complexities of daily nursing practice.
Autonomy
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Formulating and Validating Nursing Diagnosis II01:25

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Nursing diagnoses represent a problem validated by major defining characteristics. There are four categories of nursing diagnoses: problem-focused, risk, health promotion or wellness, and syndrome. The anatomy of a nursing diagnosis includes three components: problem statement or diagnostic label, defining characteristics, and related factors.
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Operationalising Anti-Oppression in Doctoral Nursing Education.

Katerina Melino1, Samantha Louie-Poon2

  • 1School of Nursing, University of California San Francisco, San Francisco, California, USA.

Journal of Advanced Nursing
|May 11, 2025
PubMed
Summary

This study proposes a progressive pedagogy for doctoral nursing education, shifting from individualistic to collaborative approaches to foster liberatory knowledge and address health inequities.

Keywords:
anti‐oppressioncollaborationcollective inquirycommunity buildingdoctoral educationengaged pedagogynursing education

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Area of Science:

  • Nursing Education
  • Pedagogical Theory
  • Social Justice in Health

Background:

  • Traditional doctoral nursing programs often rely on individualistic learning, potentially limiting the development of critical perspectives.
  • There is a need for pedagogical frameworks that actively address social issues like oppression and health inequity.

Purpose of the Study:

  • To outline a progressive pedagogy for doctoral nursing education.
  • To advocate for collaboration and collective world-building as strategies for developing liberatory knowledge.
  • To propose a framework grounded in the theories of bell hooks and Paulo Freire.

Main Methods:

  • Conceptual exploration and vision statement.
  • Theoretical analysis of emancipatory pedagogies.
  • Review of literature on collaboration in doctoral programs and reflective accounts.

Main Results:

  • Identified limitations of traditional, individualistic doctoral nursing education.
  • Proposed a re-envisioned pedagogical framework emphasizing community and collective inquiry.
  • Highlighted the potential for this framework to foster anti-oppression and decolonization.

Conclusions:

  • A progressive, collaborative pedagogy can enhance doctoral nursing education.
  • This approach aims to operationalize anti-oppression and decolonization in knowledge production.
  • Graduates will be better equipped to tackle complex social and health inequities.