Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/2066

Appears in Collections:School of Health Sciences Journal Articles
Peer Review Status: Refereed
Title: Nursing's ways of knowing and dual process theories of cognition
Authors: Paley, John
Cheyne, Helen
Dalgleish, Len
Duncan, Edward
Niven, Catherine
Contact Email: j.h.paley@stir.ac.uk
Keywords: Carper
cognition
evidence
integrative review
nursing
patterns of knowing
psychology
Issue Date: Dec-2007
Publisher: Wiley-Blackwell
Citation: Paley J, Cheyne H, Dalgleish L, Duncan E & Niven C (2007) Nursing's ways of knowing and dual process theories of cognition, Journal of Advanced Nursing, 60 (6), pp. 692-701.
Abstract: Aim.This paper is a comparison of nursing's patterns of knowing with the systems identified by cognitive science, and evaluates claims about the equal-status relation between scientific and non-scientific knowledge. Background.Ever since Carper's seminal paper in 1978, it has been taken for granted in the nursing literature that there are ways of knowing, or patterns of knowing, that are not scientific. This idea has recently been used to argue that the concept of evidence, typically associated with evidence-based practice, is inappropriately restricted because it is identified exclusively with scientific research. Method.The paper reviews literature in psychology which appears to draw a comparable distinction between rule-based, analytical cognitive processes and other forms of cognitive processing which are unconscious, holistic and intuitive. Findings.There is a convincing parallel between the 'patterns of knowing' distinction in nursing and the 'cognitive processing' distinction in psychology. However, there is an important difference in the way the relation between different forms of knowing (or cognitive processing) is depicted. In nursing, it is argued that the different patterns of knowing have equal status and weight. In cognitive science, it is suggested that the rule-based, analytical form of cognition has a supervisory and corrective function with respect to the other forms. Conclusions.Scientific reasoning and evidence-based knowledge have epistemological priority over the other forms of nursing knowledge. The implications of this claim for healthcare practice are briefly indicated.
Type: Journal Article
URI: http://hdl.handle.net/1893/2066
DOI Link: http://dx.doi.org/10.1111/j.1365-2648.2007.04478.x
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.
Affiliation: HS Health - Stirling
NMAHP Research
NMAHP Research
NMAHP Research

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