By Jacqueline Fawcett PhD FAAN, Susan DeSanto-Madeya RN DNS

What is nursing? What do nurses do? How do you outline it?

The third variation of this AJN Book-of-the-Year Award-Winner is helping you resolution these questions with a distinct method of the medical foundation of nursing wisdom. utilizing conceptual versions, grand theories, and middle-range theories as instructions you'll find out about the present nation and way forward for nurse educators, nurse researchers, nurse directors, and training nurses.

A bonus CD-ROM in each publication gains conceptual version- and theory-based perform functions, perform instruments, examine functions, and study tools, in addition to a whole bibliography and lists of extra assets that can assist you study.

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Extra info for Contemporary Nursing Knowledge: Analysis and Evaluation of Nursing Models and Theories

Example text

The human being is reduced to a set of needs, and nursing is reduced to a set of functions. Nurses are portrayed as the final decision makers for nursing practice (Meleis, 1997). Outcomes Category of Knowledge. In this category: ● Emphasis is placed on the outcomes of nursing practice and comprehensive descriptions of the recipient of that practice (Meleis, 1997). Client-Focused Category of Knowledge. This category: ● Refers to a comprehensive focus on the client as viewed from a nursing perspective (Meleis, 1997).

Tampere, Finland: Tampere University Department of Nursing. Fawcett, J. (1993a). Analysis and evaluation of nursing theories. A. Davis. Fawcett, J. (1993b). From a plethora of paradigms to parsimony in world views. Nursing Science Quarterly, 6, 56–58. Fawcett, J. (1996). On the requirements for a metaparadigm: An invitation to dialogue. Nursing Science Quarterly, 9, 94–97. Fawcett, J. (1999). The relationship of theory and research (3rd ed). A. Davis. Fawcett, J. (2000). Analysis and evaluation of contemporary nursing knowledge: Nursing models and theories.

Modern systems research for the behavioral scientist (pp. 81–92). Chicago: Aldine. A. (1981). The change paradigm in nursing: Growth versus persistence. Advances in Nursing Science, 3(4), 1–6. A. (1983). Toward an understanding of stability in nursing phenomena. Advances in Nursing Science, 5(3), 15–20. V. (1979). Current trends in the use of conceptual frameworks in nursing education. Journal of Nursing Education, 18(4), 26–29. 01Fawcett-01 09/17/2004 1:42 PM Page 27 Copyright © 2006 by F. A.

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