Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Nursing Science Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Mitchell, G. J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Mitchell, G. J.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Abstractions and Particulars: Learning Theory for Practice

Gail J. Mitchell, RN; PhD

Assistant Professor, York University, Toronto, Canada, gail{at}gailmitchell.ca

Debates continue about the role of nursing theory in nursing and yet it is generally accepted that all knowledge is theoretical and all learning requires abstract theory. This column looks at the interplay between abstract theoretical concepts and particulars from nursing practice and research that are informed by theory and that at the same time expand understanding of the abstract notion. Examples from practice and research highlight the critical role of nursing theory.

Key Words: human becoming • learning with particulars • theoretical abstractions • theory-based practice

Nursing Science Quarterly, Vol. 16, No. 4, 310-314 (2003)
DOI: 10.1177/0894318403257123
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Nurs Sci QHome page
E. A. Chan
Evaluating Narrative Pedagogy in Nursing Education in Hong Kong
Nurs Sci Q, July 1, 2008; 21(3): 261 - 267.
[Abstract] [PDF]

Home page
 Nurs Sci QHome page
E. Peter
The Interplay Between the Abstract and the Particular: Research Ethics Standards and the Practice of Research as Symbolic
Nurs Sci Q, January 1, 2006; 19(1): 20 - 24.
[Abstract] [PDF]

Home page
 Nurs Sci QHome page
C. L. Milton
Stories: Implications for Nursing Ethics and Respect for Another
Nurs Sci Q, July 1, 2004; 17(3): 208 - 211.
[Abstract] [PDF]