Biomedical subjects

M A Prowse

Publications and source records attributed to M A Prowse.

4 recordsLinked to original sources

PubMed2001

Standing outside the interview process? The illusion of objectivity in phenomenological data generation.

This paper challenges the idea of researcher objectivity as a necessary feature of phenomenological interviewing by contrasting the philosophies of Husserl and Heidegger in relation to the way they influence the interview process, the generation of data and the role of the researcher in the interview. The discussion demonstrates how a failure to distinguish between Husserlian transcendental phenomenology and Heideggerian hermeneutic phenomenology results in methodological confusion. The interviewing process is analysed with regard to researchers' preconceptions, interviewer bias, the pursuit of objectivity and the relevance of subjectivity in phenomenological research. Quality indicators, such as adequacy of description and the elucidation of researchers' preconceptions, are discussed and illustrated with examples from the authors' doctoral studies.

Bias↗

PubMed2000

Clinical effectiveness in the post-anaesthesia care unit: how nursing knowledge contributes to achieving intended patient outcomes.

Clinical effectiveness in the post-anaesthesia care unit: how nursing knowledge contributes to achieving intended patient outcomes This paper reports part of an ongoing study on how nursing knowledge develops in practice and influences patient outcomes. The practice focus is post-anaesthesia nursing, an area which has been under-represented in nursing research. A qualitative approach was used to explore narrative data, collected by in-depth interviews, with 32 experienced post-anaesthesia nurses. Data analysis and interpretation were informed by a phenomenological perspective consistent with a research focus on individual experiences. Interpretation of the narratives gave rise to a description of knowledge development which occurred as nurses gained experience, drew on the available knowledge base, and used knowledge in practice. This led to the identification and description of 'referential' and 'effective' types of knowledge. Referential knowledge comprises the variety of external knowledge sources available to inform practice. When referential knowledge was incorporated into the personal knowledge of the individual nurse in everyday practice, it was transformed into effective knowledge which was used by nurses to achieve desired patient outcomes. The study findings indicate that nurses used effective knowledge as evidence for decision making and interventions in everyday practice. The key finding of the study is that effective nursing knowledge requires practice for its development.

Anesthesia↗

PubMed1999

Methodological issues in the development and use of instruments to assess patient nutritional status or the level of risk of nutritional compromise.

This paper presents the results of an appraisal of the evidence for the effectiveness of methods of nutritional assessment currently in use by nurses and from this develops concepts which may be applied to many areas of nursing practice. The paper first shows how the approach to nutritional assessment by nurses has changed over time, producing the present search for methods which are relatively quick and easy to use. It then describes the limited nature of the evidence of effectiveness of these methods and considers the reasons for this situation. It suggests that the difficulty of validation is an important factor and describes the three most common approaches to validation, showing how problems arise from lack of clarity in the definition of terms and the assumption of a simple relationship between the level of risk of nutritional compromise and actual nutritional status. In conclusion, it is suggested that these difficulties illustrate principles applicable to many areas of nursing care, and a definition of 'segments' of care processes, each with well-defined purposes and outcome measures, is proposed. Such an approach will help to demonstrate the complexity and value of nursing activity.

Humans↗

PubMed1996

Linking knowledge and practice through teacher-led placements for students.

Project 2000 and diploma level education for pre-registration students have been criticised for their lack of emphasis on practical nursing skills. This article describes how teacher-led placements can equip these students with the requisite practical skills in a reflective manner that enables them to relate theory to practice. The author argues that only through critical thinking can students obtain a relevant understanding of the knowledge which underpins both theory and practice.

Education, Nursing, Diploma Programs↗