GERONTOLOGICAL NURSES' EPISTEMOLOGY OF PRACTICE: RELATIONSHIP OF EDUCATION AND EXPERIENCE.
Contributors: Kent State University.
Published: 1996
Number of pages: 285
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.; Health Sciences, Education.
Description: This descriptive study was to determine the influence of education/practice backgrounds upon the nurse's assessment parameters using researcher developed simulated case scenarios about gerontologic patients.

The convenience sample included four groups of practicing nurses (n = 60): (a) combination gerontologic experts (n = 15), (b) practice experts (n = 15), (c) novice nurses (n = 15), and (d) new baccalaureate graduates (n = 15). Data collection included paper and pencil administration of instruments: five simulations about commonly encountered problems of older adults with two questions following each scenario, information about assessment and past work experiences, and demographic data. A subsample (n = 11), representative of each of the four groups, was interviewed to further explore nurses' epistemology of practice.

The study design included both quantitative and qualitative methods. Quantitative methods included content analysis of written and interview responses yielding five assessment categories: physical, biochemical, functional, mental/emotional, and social, each with subsets. Quantitative differences determined by chi-square analysis and F ratio were both group and case specific.

Qualitative analysis involved domain analysis of interview transcripts with identification of two major practice domains: forms of knowledge and the language of practice. Within the domain knowledge, three constructs emerged: theoretic, practical, and perceptual. Within the language of practice, the use of exemplars and sophistication of terminology emerged. Themes which emerged involved approaches to nursing process while images of the nurse as a caring professional included one who cared for or about the patient with a resultant perspective of nursing as custodial or rehabilitative. Responses across groups and individually to both simulation and interview questions revealed differences dependent upon theoretic, perceptual, and practice experience with the older adult.

Recommendations based upon the findings are set forth for the profession of nursing, nursing education, and nursing practice.
Notes: Source: Dissertation Abstracts International, Volume: 57-05, Section: A, page: 1951.

Thesis (PH.D.)--KENT STATE UNIVERSITY, 1996.

School code: 0101.