Nursing Theory

Nursing Theory
Name
Institution

Benner, P. (2016). Discourse Links Between Philosophy, Theory, Practice, and Research. Canadian Journal of Nursing Research Archive, 32(2).
Patricia Benner further contributes to nursing learning through various forms of philosophical inquiry that amounts to worthwhile practice. She alienates the hypothetical philosophical aspects with more realistic approaches that use these philosophical aspects to extract practicepolicy. Critical thinking, creativity and articulation were her principle areas of research in trying to muster the practice of nursing.
In undermining the abstract nature of the learning process, Benner realizes that she is treadingin tricky waters that threaten the foundations of any practice. Therefore, she ascertains the relevance of philosophical constructs of practice only in their significance to actual practice instead of their latent value in nurses. Her perspective is wholesome and could inform theresearch into the extents of learning and knowledge.
Ingham-Broomfield, R. (2015). A nurses’ guide to qualitative research. Australian Journal of Advanced Nursing, The, 32(3), 34.
In her article, Ingham-Broomfield explored Benner’s theory in relation to learning about qualitative research. Evidence-based practice makes research the fodder for nursing practice. Assuch, in trying to enact theoretical expectations of training, Ingham-Broomfield used Benner’s model to educate on the subject with finality.
Having distinguished the various aspects of qualitative research, the author exhausts the field inall its teachable aspects.

However, for a comprehensive background, trainees require the wholesome piece on other research types and methods. This way, training nurses would truly beexperts with the entire knowledge of research.
Marañón, A. A., & Pera, M. P. I. (2015). Theory and practice in the construction of professional identity in nursing students: a qualitative study. Nurse education today, 35(7), 859-863
In this qualitative ethnographic study, the authors researched the development of a professional There was limited literature to correlate with the findings of this research; however, in its specific contexts, the methodology and findings could be replicated comfortably to providefurther insight into similar phenomena. Thereafter, the results from different contextual backgrounds could be correlated to enable extrapolation of the findings to the larger community.
Oshvandi, K., Sadeghi Moghadam, A., Khatiban, M., Cheraghi, F., Borzu, R., & Moradi, Y. (2016). On the application of novice to expert theory in nursing; a systematic review. Journal of Chemical and Pharmaceutical Sciences.
The author’s of this systematic review dug up an array of credible documentation to prove that Benner’s theory indeed estimated the performance of a nurse in their practice. They combed through various databases to find 11 articles that aided the research into the efficacy of Benner’stheory on nursing practice.
The review narrowed the relevance of its research topic effectively to have ended up only with 11 articles from the wide array of databases. Moreover, the correlation of the results was categorized into the various sections of nursing practice to avoid overlapping of theeffectiveness of the theorem on different fields of nursing.
Thomas, C. M., Sievers, L. D., Kellgren, M., Manning, S. J., Rojas, D. E., & Gamblian, V. C. (2015). Developing a theory-based simulation educator resource. Nursing education perspectives, 36(5), 340-342.
This article documents an attempt by the National League for Nursing (NLN) Leadership Development Program for Simulation Educators at improving nursing education with Benner’s novice-to-expert model. This analysis resulted in a new framework of faculty development thatcould be improved on to reach expertise levels.
As a machination of the faculty educators, the theory-based framework of improving simulation programs, the research bore the strength of having an informed and engaged background. Theymet the expectations of tangibility, achievability and adding to the science by remaining practical and objective. Therefore, the credibility of the article emanates from its theoretical backing byresearchers that are aware of contemporary nursing education issues.

References
Benner, P. (2016). Discourse Links Between Philosophy, Theory, Practice, and Research. Canadian Journal of Nursing Research Archive, 32(2).
Ingham-Broomfield, R. (2015). A nurses’ guide to qualitative research. Australian Journal of Advanced Nursing, The, 32(3), 34.
Marañón, A. A., & Pera, M. P. I. (2015). Theory and practice in the construction of professional
Oshvandi, K., Sadeghi Moghadam, A., Khatiban, M., Cheraghi, F., Borzu, R., & Moradi, Y. (2016). On the application of novice to expert theory in nursing; a systematic review. Journal of Chemical and Pharmaceutical Sciences.
Thomas, C. M., Sievers, L. D., Kellgren, M., Manning, S. J., Rojas, D. E., & Gamblian, V. C. (2015). Developing a theory-based simulation educator resource. Nursing education perspectives, 36(5), 340-342.