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The nature of the 'nursing process' as a central concept in the current education of nurses

Sheehan, John (1989) The nature of the 'nursing process' as a central concept in the current education of nurses. PhD thesis, University of Leeds.

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Abstract

This thesis is concerned with a conceptual analysis and an empirical investigation of how the nursing process approach is construed by nurse teachers and clinical nurses. The conceptual analysis is made by a review of the relevant literature. The empirical work is in two phases. Phase one comprises an United Kingdom wide survey using a questionnaire specially developed to ascertain the extent that the nursing process approach is regarded and used. In the second phase hierarchically focused interviews are used to determine how the nursing process is construed. The thesis concludes by identifying aspects associated with the nursing process label. The aspects are rather diffuse in nature. A weak classification exists as far as nursing process knowledge is concerned. There are some grounds for including individualised, assessment, planning, implementation, evaluation, holistic, humanistic, systematic and patient-centred as commonly construed aspects. Decision-making, scientific, professional status, improved patient care and job satisfaction on the part of nurses received little support as characteristics of the nursing process. Two-and-five-group typologies emerged when aspects of the interview data were analysed using a cluster analysis technique, confirming the varied nature of the nursing process construals held by the interviewees. Implications for the teaching and learning of nursing are discussed. The issues investigated in the thesis are pertinent to the reform of nursing education which is currently proposed.

Item Type: Thesis (PhD)
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Depositing User: Ethos Import
Date Deposited: 29 Jan 2010 12:49
Last Modified: 06 Mar 2014 16:12
URI: http://etheses.whiterose.ac.uk/id/eprint/493

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