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Research—A basis for practice and education
NURSE EDUCATION TODAY
Nurse Education Today
Research a basis for practice and education
THESE ARE EXCITING and challenging times for nursing, and one of the most exciting developments is the growth of nursing research. However, if this development is to make its full contribution to the improvement of nursing care, we must ensure that, as a profession, we appreciate its significance and that we help our students to do so too. What, then, is the contribution of research? It is needed for the development of nursing knowledge-tried and tested by recognised scientific procedures-as a basis for nursing practice and education. The willingness to submit ideas and practices to the critical scrutiny of research is a hallmark of professionalism and a prerequisite for professional autonomy and accountability. Many people understandably feel threatened by research. So perhaps we might take comfort by remembering that all professional occupations are underpinned by research, and that the word 'discipline' as used in academic life implies submitting theories and practices' for critical evaluation and possible refutation. And this is the way 'it must be, for this is the only way to pursue truth-to submit our knowledge and our practice to the test. If they stand testing, we can feel more confident; if they do not, then at least we are wiser and can strive for something better. No research tradition However, it is no secret that nursing does not have a tradition of research. Therefore, if we are to appreciate its implications and to respond appropriately we need an education which will give everyone some 'research-mindedness' and also offer opportunities for more indepth training for those who wish to carry out research of their own. In addition, we need to foster situations where nursing research can be undertaken. We warmly welcome, therefore, the establishment of the new Rcn Research Unit and the appointment of its first Director. \XTe can also welcome and support the growth of joint appointments which enable nurses to undertake research in combination with nursing practice or education. Most fundamentally, we all need to foster in ourselves the spirit of critical enquiry which prompts us continually to assess our own ideas and practices, in the light of current knowledge, and to try to ensure that we are fulfilling our professional responsibilities as effectively as possible. Rudyard Kipling described this frame of mind very well-and we might hum his words to ourselves as we go about our daily work:
'1 keep six honest serving men (They taught me all 1 knew); Their names are What and Why and When And How and Where and Who.' Caroline Cox, Director, Nursing Education Research Unit, Chelsea College, University of London 2
Nurse Education Today
Research a basis for practice and education
THESE ARE EXCITING and challenging times for nursing, and one of the most exciting developments is the growth of nursing research. However, if this development is to make its full contribution to the improvement of nursing care, we must ensure that, as a profession, we appreciate its significance and that we help our students to do so too. What, then, is the contribution of research? It is needed for the development of nursing knowledge-tried and tested by recognised scientific procedures-as a basis for nursing practice and education. The willingness to submit ideas and practices to the critical scrutiny of research is a hallmark of professionalism and a prerequisite for professional autonomy and accountability. Many people understandably feel threatened by research. So perhaps we might take comfort by remembering that all professional occupations are underpinned by research, and that the word 'discipline' as used in academic life implies submitting theories and practices' for critical evaluation and possible refutation. And this is the way 'it must be, for this is the only way to pursue truth-to submit our knowledge and our practice to the test. If they stand testing, we can feel more confident; if they do not, then at least we are wiser and can strive for something better. No research tradition However, it is no secret that nursing does not have a tradition of research. Therefore, if we are to appreciate its implications and to respond appropriately we need an education which will give everyone some 'research-mindedness' and also offer opportunities for more indepth training for those who wish to carry out research of their own. In addition, we need to foster situations where nursing research can be undertaken. We warmly welcome, therefore, the establishment of the new Rcn Research Unit and the appointment of its first Director. \XTe can also welcome and support the growth of joint appointments which enable nurses to undertake research in combination with nursing practice or education. Most fundamentally, we all need to foster in ourselves the spirit of critical enquiry which prompts us continually to assess our own ideas and practices, in the light of current knowledge, and to try to ensure that we are fulfilling our professional responsibilities as effectively as possible. Rudyard Kipling described this frame of mind very well-and we might hum his words to ourselves as we go about our daily work:
'1 keep six honest serving men (They taught me all 1 knew); Their names are What and Why and When And How and Where and Who.' Caroline Cox, Director, Nursing Education Research Unit, Chelsea College, University of London 2