Empirical Knowledge In Nursing

Evidently, as a professional counselor and an educated person, my view of this debate is that both empirical and applied knowledge is important. They help the counselor to understand the client’s problems and guide the client to find solutions, during this process, the counselor comes to experience the

To enhance my clinical knowledge I take time to understand why I am doing a task a particular way

Quantitative research is done to find the accurate facts by evaluating the problems like opinion, behaviour by using numerical data. This research is based on theories, hypothesis, collecting, analysing the data to make the research accurate.

It is essential in nursing to continue learning and applying knowledge to the everyday practice. In doing so, it is important to understand how to organize, test, and apply knowledge to nursing. Barbara Carper identified four fundamental patterns of knowing in nursing which are necessary for the teaching and learning of nursing. Carper's four fundamental patterns of knowing in nursing are defined as empirical, ethical, personal and

Empirical knowing is based on the belief that what someone knows is objective and attainable through our senses (Chinn & Maeona, 2011). Empirical knowledge is created through research to test hypotheses. This type of knowledge could be called evidence based practice. Empirical knowing is used daily in this

Empirical way of knowing simply refers to the science of nursing. Empirical knowledge, on the other hand, describes theories and laws that are systematically organized to describe, explain, and predict a phenomenon (Turton, 1997). Nursing is a professional area that requires a vast amount of knowledge in order to deliver services effectively. Empirics, therefore, define factual knowledge of science that helps to underline nursing as a science and must thus be practiced in an organized way.

In order to develop nursing knowledge and establish evidence-based practice (EBP) in nursing, there needs to be a "concept model, one or more theories and one or more empirical indicators" (Fawcett & DeSanto-Madeya, 2013, p. 26). The theoretical framework can be advantageous in guiding and supporting the design and execution of an EBP change. Using a conceptual model (C) theory (T) and empirical research (E) provides the foundation for an intervention to an identified clinical problem. Known as C-T-E structure, the application of this system in nursing practice involves an elevated level of critical reasoning, which assists in knowing what data is important and how it relates to practice change (Chinn & Kramer, 2011; Fawcett & DeSanto-Madeya, 2013; Mazurek Melnyk & Fineout-Overholt, 2015). The doctoral level of nursing necessitates the need to combine the understanding and knowledge gained from using the C-T-E structure, and then integrate the concepts and theories into daily practice.

Empirical way of knowing simply refers to the science of nursing. Empirical knowledge, on the other hand, describes theories

Think of a situation from your personal practice in which multiple ways of knowing were used.  Completely describe the situation and discuss how the different ways of knowing were used or demonstrated.  Use your readings to demonstrate your understanding, and to support your explanations of empirical, aesthetic, personal, and ethical knowledge.

The empirical pattern of knowing encompasses “the science of nursing,” (Creasia, 2011). This draws upon scientific ideas that have been established, and seeks to apply them to practice or refine them by discovering more. For instance, nursing theory is deeply seeded in the science of nursing. Florence Nightingale, a renowned nurse and nursing theorist, placed a large emphasis on change within the patient’s environment to promote healing (Creasia, 2011). This can be applied in any nursing practice, whether it means providing for fresh air, cleanliness of the patient, or enough food to meet energy needs (Creasia, 2011). Knowing the importance of these and many other factors defines the parameters of empirics within nursing.

Example: If a patient is diagnosed with cancer the nurse has a simple list of description like observations, tables of evidence, graphs, empirical hypothesis, empirical definitions, generalizations, and scientific laws with no personal knowledge to help the patient understand.

Scientific method involves quantitative information. For example measuring changes in the body and analysing blood or urine samples. Body mass index is used to measure height and weight to distinguish whether an individual is a healthy weight.

Qualitative research is conducted in a natural setting and attempts to understand a human problem by developing a holistic narrative and reporting detailed views of informants about the culture of a problem. It forms a report with pictures and words. One of the most important distinctions that sets qualitative research apart from more traditional types of research is that qualitative research is holistic in that researchers study phenomena in their entirety rather than narrowing the focus to specific defined variables” (p. 93). Similarly, Cresswell (1984) indicated that qualitative research “is defined as an inquiry process of understanding a social or human problem, based on building a holistic picture, formed with words, reporting detailed views of informants, and conducted in a natural setting” (p. 2). Cresswell’s definition clearly delineates the major characteristics of qualitative research. Pg. 50 (Smith & Davis, 2010).

Knowledge acquisition is when health care provider and patients are absorbing and storing a new information using tools such as visual or written on paper and it helps to acquired knowledge. For example, when you are teaching a patient about a new medication, and you use a brochure or power point to teach them about it, they are acquiring knowledge by absorbing and storing

Evidence is the "source of law" or test of all human knowledge. The validity of experience as meaningful knowledge rests on the fact of evidence. Whenever philosophical findings are presented as meaningful knowledge, they must be the expression of compelling obviousness.