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Yes, but…
Applied Nursing Research August 1995
Vol. 8, No. 3
EDITORIAL
"Yes "VES, BUT . . . it's not really my responsi.It bility to see that the clinical data collectors do their jobs . . ." "Yes, b u t . . . I never have time to complete the article for p u b l i c a t i o n . . , we barely have time for project m e e t i n g s . . . " " Y e s , but . . . the physicians do not really understand nursing research, or they would advise more of their patients to participate in our study..." " Y e s , but I'll never get funded. Everyone knows there will be a decrease in research support in the coming decade . . ." Count the number of times we do the "yes, but . . ." routine, primarily with other nurses. Ours is a profession used to counting its adversities and used to being the underdog in research negotiations, in contracting for patients to participate in research projects, and in providing support within the ranks. We do not often practice our "united we stand" routine nor do we often trust that our nurse colleagues will pull their weight to help get our project approved by the internal review committee. Too often as researchers we are the outsiders in the clinical home of our nurse colleagues, and instead
Applied Nursing Research, Vol. 8, No. 3 (August), 1995: p. 105
But
"
of being treated as the long lost relative and welcomed with open arms, we are viewed as the vacuum cleaner salesperson. In the past decade, many of our educational programs have moved closer to the clinical environments where we previously were visitors. Often, our research programs have followed. Yet, the nurses directing these research programs have much to learn to become as integrated as their clinical education colleagues. If we want research to be part of the everyday fabric of clinical nursing practice, we must develop ways for all nurses to value research and become involved in research. Nurses and their patients must know about the value of therapeutic nursing interventions and must use this knowledge wisely. Our nursing profession will reach the phase of maturity when our knowledge is valued for the benefits derived from its application. Moving beyond the "yes, but . . . " stage is an important development for the discipline but an even more important development for the people we serve. Joyce J. Fitzpatrick, PhD, F A A N Editor
105
Vol. 8, No. 3
EDITORIAL
"Yes "VES, BUT . . . it's not really my responsi.It bility to see that the clinical data collectors do their jobs . . ." "Yes, b u t . . . I never have time to complete the article for p u b l i c a t i o n . . , we barely have time for project m e e t i n g s . . . " " Y e s , but . . . the physicians do not really understand nursing research, or they would advise more of their patients to participate in our study..." " Y e s , but I'll never get funded. Everyone knows there will be a decrease in research support in the coming decade . . ." Count the number of times we do the "yes, but . . ." routine, primarily with other nurses. Ours is a profession used to counting its adversities and used to being the underdog in research negotiations, in contracting for patients to participate in research projects, and in providing support within the ranks. We do not often practice our "united we stand" routine nor do we often trust that our nurse colleagues will pull their weight to help get our project approved by the internal review committee. Too often as researchers we are the outsiders in the clinical home of our nurse colleagues, and instead
Applied Nursing Research, Vol. 8, No. 3 (August), 1995: p. 105
But
"
of being treated as the long lost relative and welcomed with open arms, we are viewed as the vacuum cleaner salesperson. In the past decade, many of our educational programs have moved closer to the clinical environments where we previously were visitors. Often, our research programs have followed. Yet, the nurses directing these research programs have much to learn to become as integrated as their clinical education colleagues. If we want research to be part of the everyday fabric of clinical nursing practice, we must develop ways for all nurses to value research and become involved in research. Nurses and their patients must know about the value of therapeutic nursing interventions and must use this knowledge wisely. Our nursing profession will reach the phase of maturity when our knowledge is valued for the benefits derived from its application. Moving beyond the "yes, but . . . " stage is an important development for the discipline but an even more important development for the people we serve. Joyce J. Fitzpatrick, PhD, F A A N Editor
105