Despite longstanding recognition, in Britain and elsewhere, of the problems of relating research to nursing practice and education, the authors found no previous research on nurse educators'understandings of the term'research-based nurse education' (RBNE).
In a cooperative inquiry, four nurse educators with varying lengths of experience in different kinds of educational institutions explored their understandings of the term and gave accounts of practice of RBNE.
Themes from the data are These individuals'constructions of RBNE were related to their particular, situated experiences, but also reflect common concerns and issues.
The study highlights contradictions and dilemmas arising when the constraints of nursing practice are'married'to knowledge generation and freedom to learn.
The implications of these tensions for higher education of nurses are discussed and further research is proposed.
Mots-clés Pascal : Infirmier, Personnel sanitaire, Homme, Formation professionnelle, Enseignement supérieur, Pratique professionnelle, Recherche appliquée, Ecosse, Grande Bretagne, Royaume Uni, Europe
Mots-clés Pascal anglais : Nurse, Health staff, Human, Occupational training, Graduate level education, Professional practice, Applied research, Scotland, Great Britain, United Kingdom, Europe
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 97-0294801
Code Inist : 002B30A09. Création : 15/07/1997.