Concept analysis: an approach to teaching physiologic variables.

Abstract

Establishment of a knowledge base for nursing practice has been an ongoing goal of nurse professionals for the past decade. Because nurses are especially concerned with management of the body's potential or actual response to illness, the development and use of materials that reflect these body responses seems appropriate. This article is an effort to promote the use of concepts as a basis for nursing practice. A concept analysis approach for didactic instruction, currently being used for organizing and synthesizing pathophysiologic data present in literature, is presented. The process is exemplified by excerpts from the concept "inflammation." Advantages and disadvantages identified by graduate students for the use of concepts and the analysis process as a teaching/learning strategy are included.