Education & Nursing Theories in Nursing Education

IN THE PRACTICE OF NURSING EDUCATION

Em Olivia Bevis and Jean Watson (1989, pp. 51-60, 354-359) emphasize that nursing education should be based on a theory of caring by the nurse. In this theory of nursing, the underlying assumptions are that (1) care and love comprise the primal and universal psychic energy, and (2) care and love are requisite for our survival and the nourishment of humanity. Bevis and Watson (1989, pp. 51-60, 354-359) seek to extend this concept from nursing practice to nursing education. Further, Bevis and Watson (1989, pp. 51-60, 354-359) contend that not only should nursing students be instructed in this theory of nursing, but that the underlying concept of the theory should also guide the relationship between nursing teacher and nursing student. The theory of nursing described and explained by Bevis and Watson (1989, pp. 51-60, 354-359) posits a holistic conception of mind and body. As posited by this theory, nursing interventions related to human care are referred to as carative factors and include: (1) a humanistic-altruistic system of values, (2) faith and hope, (3) sensitivity to self and others, (4) helping and trusting in human care relationships, (5) expressing positive and negative feelings, (6) developing and applying a creative, problem-solving caring process, (7) transpersonal teaching and learning, (8) the development and maintenance of a supportive, protectiv

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ovements in clinical decision-making in that the nurse acting within the parameters of this theory of nursing would be more knowledgeable of and sympathetic to the values patients place on outcomes. Statistically-based models of clinical decision-making are rooted in social judgment theory and decision theory (Fowler, 1989, pp. 955-965). Social judgment theory is used to develop linear combination rules from multiple regression or discriminant analyses of the weights assigned by judges to a set of clues provided by an experimenter. Such rules represent the policy of a judge in decision-making. Decision theory assumes a rational choice of an outcome that maximizes benefits and minimizes costs. Probabilities associated with alternate outcomes are assessed quantitatively in the decision-making process. Bevis and Watson (1989, pp. 51-60, 354-359) point out that both social judgment analysis and decision analysis present problems when used in clinical decision-making, because human knowledge is not typically represented as probabilities, and because probability estimation in relation to clinical decision-making is fraught with traps. Clinical decision-making, thus, could be improved by the nurse acting within
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Approximate Word count = 1342
Approximate Pages = 5 (250 words per page)

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