EPISTEMOLOGICAL BELIEFS, CLINICAL KNOWLEDGE AND PROFESSIONAL EXPERIENCE RELATED TO PROBLEM PERCEPTION IN NURSING DIAGNOSIS.
Contributors: University of Iowa.
Published: 1993
Number of pages: 122
Subjects: Education, Educational Psychology.; Health Sciences, Nursing.; Health Sciences, Education.
Description: One of the primary goals of nursing education is to produce a practitioner who is proficient in the diagnosis of nursing problems. However, recent studies suggest that nursing students fail to show significant gains in diagnostic ability over the course of their education and that new graduates often fail to exercise appropriate clinical judgement for some time in the practice setting. Several factors thought to be related to diagnostic ability include epistemological beliefs, clinical knowledge and clinical experience. The purpose of this study was to examine the relationship between each of these factors and problem perception in nursing diagnosis.

Fifty-five baccalaureate nursing students and twenty-five practicing registered nurses were surveyed at several colleges and hospitals in the Midwest. Participants provided written responses to a demographic survey, the Epistemological Questionnaire, two clinical simulations and a clinical knowledge test.

Study results supported the relationship of these variables with qualification. The findings suggest that students and nurses may need to be viewed as separate groups when examining diagnostic ability. When viewed separately, a positive relationship was found between students' clinical knowledge and diagnostic ability and both knowledge and diagnostic ability increased as students progressed through the curriculum. Students' epistemological beliefs did not correlate significantly with diagnostic ability and actually appeared to become less mature as students progressed in their studies.

As for the students, the data for registered nurses did not provide evidence for a relationship between epistemological beliefs and diagnostic ability but did suggest that clinical knowledge is related to problem perception in nursing diagnosis. Findings also provided support for the importance of domain-specific knowledge in clinical expertise.
Notes: Source: Dissertation Abstracts International, Volume: 55-04, Section: A, page: 0905.

Thesis (PH.D.)--THE UNIVERSITY OF IOWA, 1993.

School code: 0096.