Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/2066
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dc.contributor.authorPaley, John-
dc.contributor.authorCheyne, Helen-
dc.contributor.authorDalgleish, Len-
dc.contributor.authorDuncan, Edward-
dc.contributor.authorNiven, Catherine-
dc.date.accessioned2018-02-21T01:18:05Z-
dc.date.issued2007-12-
dc.identifier.urihttp://hdl.handle.net/1893/2066-
dc.description.abstractAim.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.en_UK
dc.language.isoen-
dc.publisherWiley-Blackwell-
dc.relationPaley 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.-
dc.rightsThe 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.-
dc.subjectCarperen_UK
dc.subjectcognitionen_UK
dc.subjectevidenceen_UK
dc.subjectintegrative reviewen_UK
dc.subjectnursingen_UK
dc.subjectpatterns of knowingen_UK
dc.subjectpsychologyen_UK
dc.subject.lcshNursing Care Practice Guideline-
dc.subject.lcshNurse Midwives-
dc.subject.lcshNursing Philosophy History-
dc.titleNursing's ways of knowing and dual process theories of cognitionen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1111/j.1365-2648.2007.04478.x-
dc.citation.jtitleJournal of Advanced Nursing-
dc.citation.issn0309-2402-
dc.citation.volume60-
dc.citation.issue6-
dc.citation.spage692-
dc.citation.epage701-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailj.h.paley@stir.ac.uk-
dc.citation.date23/11/2007-
dc.contributor.affiliationHS Health - Stirling-
dc.contributor.affiliationNMAHP Research-
dc.contributor.affiliationHealth Sciences-
dc.contributor.affiliationNMAHP Research-
dc.contributor.affiliationNMAHP Research-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000251191900012-
Appears in Collections:Faculty of Health Sciences and Sport Journal Articles

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