1. Haley F. Townsend BEF 644 10/24/14

2. O N THE OTHER HAND, THE NURSING STANDPOINT WOULD SUPPORT THAT RESEARCH SHOULD BEGIN FROM THE PERSPECTIVE OF THE NURSES ’ LIVES. O N THE OTHER HAND, THE NURSING STANDPOINT WOULD SUPPORT THAT RESEARCH SHOULD BEGIN FROM THE PERSPECTIVE OF THE NURSES ’ LIVES. T HIS HAS TWO IMPLICATIONS : T HIS HAS TWO IMPLICATIONS : S OME KNOWLEDGE IS EMBEDDED IN PRACTICE. O NE FUNCTION IS FOR NURSING TO UNEARTH THIS. T HERE IS A MOBILIZATION OF THEORETICAL KNOWLEDGE. I T COMES FROM NOT ONLY NURSE RESEARCHERS, BUT FROM OTHER AREAS AS WELL. ( NURSING THEORIES SHOULD DEVELOP FOR THE NEEDS OF THE PRACTITIONER )

3. W HAT NURSES TAKE TO BE GOOD OR BAD FOR THE CLIENT DETERMINES WHAT PROBLEMS NEED TO BE SOLVED IN RESEARCH. W HAT NURSES TAKE TO BE GOOD OR BAD FOR THE CLIENT DETERMINES WHAT PROBLEMS NEED TO BE SOLVED IN RESEARCH. N URSE RESEARCHERS RECOGNIZE THAT PROBLEMS OF PRACTICE ARE PROBLEMS OF RESEARCH. N URSE RESEARCHERS RECOGNIZE THAT PROBLEMS OF PRACTICE ARE PROBLEMS OF RESEARCH. S TANDPOINT EPISTEMOLOGY SAYS THAT KNOWLEDGE AVAILABLE TO A PARTICULAR ROLE MUST BE DEVELOPED IN THE LIGHT OF POLITICAL COMMITMENT. S TANDPOINT EPISTEMOLOGY SAYS THAT KNOWLEDGE AVAILABLE TO A PARTICULAR ROLE MUST BE DEVELOPED IN THE LIGHT OF POLITICAL COMMITMENT.

4. THE NURSING STANDPOINT MAY SUGGEST THAT THERE IS ONLY ONE NURSING ROLE, AND ONLY ONE PLACE FOR NURSES TO FIT INTO HEALTHCARE. THE NURSING STANDPOINT MAY SUGGEST THAT THERE IS ONLY ONE NURSING ROLE, AND ONLY ONE PLACE FOR NURSES TO FIT INTO HEALTHCARE. I T HAS BEEN A CHALLENGE FOR SCHOLARS TO FIND A DEFINITION FOR NURSING AND DEFINE BOUNDARIES. I T HAS BEEN A CHALLENGE FOR SCHOLARS TO FIND A DEFINITION FOR NURSING AND DEFINE BOUNDARIES. S OME ARGUE THERE IS NO SPECIFIC ROLE OF NURSING. S OME ARGUE THERE IS NO SPECIFIC ROLE OF NURSING. E DUCATION AND LICENSURE GIVE THE NURSING ROLE STABILITY. E DUCATION AND LICENSURE GIVE THE NURSING ROLE STABILITY.

5. O NE CONCERN IS THE WAY THE DISCIPLINE DEPENDS ON THE PROFESSION. O NE CONCERN IS THE WAY THE DISCIPLINE DEPENDS ON THE PROFESSION. S EEMS TO ROB THE DISCIPLINE OF THE POWER TO DETERMINE THE PROPER ROLE OF THE PROFESSIONAL NURSE. S EEMS TO ROB THE DISCIPLINE OF THE POWER TO DETERMINE THE PROPER ROLE OF THE PROFESSIONAL NURSE. A PROPONENT OF THE NURSING STANDPOINT CAN ARGUE IT IS IMPORTANT FOR THE DISCIPLINE TO PROVIDE ARGUMENTS ABOUT HOW THE DISCIPLINE CAN OR CAN NOT CHANGE THE PROFESSION. A PROPONENT OF THE NURSING STANDPOINT CAN ARGUE IT IS IMPORTANT FOR THE DISCIPLINE TO PROVIDE ARGUMENTS ABOUT HOW THE DISCIPLINE CAN OR CAN NOT CHANGE THE PROFESSION.

6. T HERE IS A SUSPICION THAT ONLY QUANTITATIVE RESEARCH AND THEORY IS BEING CONSIDERED. T HERE IS A SUSPICION THAT ONLY QUANTITATIVE RESEARCH AND THEORY IS BEING CONSIDERED. N URSING STANDPOINT SHOULD HAVE NEITHER A QUALITATIVE NOR A QUANTITATIVE BIAS. N URSING STANDPOINT SHOULD HAVE NEITHER A QUALITATIVE NOR A QUANTITATIVE BIAS. Q UALITATIVE DATA ( PATIENTS ’ EXPERIENCES AND PERSPECTIVES ) IS USEFUL TO PROFESSIONAL NURSES. Q UALITATIVE DATA ( PATIENTS ’ EXPERIENCES AND PERSPECTIVES ) IS USEFUL TO PROFESSIONAL NURSES.

7. D OES ALL RESEARCH HAVE TO BE INTERVENTION AND OUTCOME ORIENTED ? I S THERE ANY ROOM FOR THEORY, HISTORY OR PHILOSOPHY ? D OES ALL RESEARCH HAVE TO BE INTERVENTION AND OUTCOME ORIENTED ? I S THERE ANY ROOM FOR THEORY, HISTORY OR PHILOSOPHY ? S AYING THAT RESEARCH SHOULD BEGIN FROM THE NURSES ’ LIVES, DOES NOT RESTRICT RESEARCH TO IMMEDIATE NURSING PROBLEMS. S AYING THAT RESEARCH SHOULD BEGIN FROM THE NURSES ’ LIVES, DOES NOT RESTRICT RESEARCH TO IMMEDIATE NURSING PROBLEMS. P HILOSOPHY AND HISTORY MAY NOT ADDRESS IMMEDIATE DEMANDS, BUT IMPORTANT SOURCE OF IDEAS THAT SHAPE THEORY. P HILOSOPHY AND HISTORY MAY NOT ADDRESS IMMEDIATE DEMANDS, BUT IMPORTANT SOURCE OF IDEAS THAT SHAPE THEORY. N URSING DOES INCORPORATE IDEAS FROM OTHER DISCIPLES MUCH LIKE ENGINEERING. N URSING DOES INCORPORATE IDEAS FROM OTHER DISCIPLES MUCH LIKE ENGINEERING.