Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

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
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 Articles by Bournes, D. A.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Mitchell, G. J.
Right arrow Articles by Bournes, D. A.
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?

Challenging the Atheoretical Production of Nursing Knowledge: A Response to Reed and Rolfe’s Column

Gail J. Mitchell, RN; PhD

York University, Toronto, Canada

Debra A. Bournes, RN; PhD

University Health Network, Toronto, Canada

This column is a response to Reed and Rolfe’s column in the January 2006 issue of Nursing Science Quarterly. The authors present their views about Reed and Rolfe’s ideas by focusing their discussion and questions on three main topics: the impact of nurses’ conceptual thinking, values, and culture on their perspectives and experiences; the reality that nursing theory-guided practice is already a meaningful reality in nursing; and the belief that in order not to limit knowledge development, science must be viewed as more than a study of proximal causes.

Key Words: conceptual thinking • nursing practice • nursing theory • science • values

Nursing Science Quarterly, Vol. 19, No. 2, 116-119 (2006)
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
P. G. Reed and G. Rolfe
Nursing Knowledge and Nurses' Knowledge: A Reply to Mitchell and Bournes
Nurs Sci Q, April 1, 2006; 19(2): 120 - 122.
[PDF]