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Exploring Nursing Theory Conversance in Doctor of Nursing Practice Education
Marie E Gill1, Laura Reed, Sharon H Little
1Author Affiliations: Department of Health Promotion and Disease Prevention, College of Nursing, The University of Tennessee Health Science Center, TN, USA (Drs Gill, Reed, Little, and Sharp); Department of Community and Population Health, College of Nursing, The University of Tennessee Health Science Center, TN, USA (Drs Tucker and Johnson); Department of Acute and Tertiary Care, College of Nursing, The University of Tennessee Health Science Center, TN, USA (Dr Rickard); and College of Nursing, The University of Tennessee Health Science Center, TN, USA (Ms Matthaei).
None:
A working knowledge of theory requires theory translation within and outside the nursing discipline to guide practice and inform generative epistemic nursing knowledge. However, theory focused content for application to practice is scarce in many Doctor of Nursing (DNP) education programs. Communication between faculty and students regarding the use of theory to guide practice is an important action that is not well understood. The terminology to describe this process is nursing theory conversance (NTC). However, NTC has not been defined within the literature. We provide a tentative definition of NTC and explore its importance in DNP education.
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