as an Academic Discipline

 Public understanding of nursing tends to be very limited.

If the average person is asked what a nurse does, he or she is most likely to
respond that the nurse follows the doctor’s orders.
They rarely realize that nurses
assess the patient’s condition,
make critical decisions,
provide life – saving
interventions, teach patients
and families about caring for
themselves, provide comfort
and support, and remain with
patients during some of the
worst and best moments in
human existence.
.. .for better or for worst, in sickness and in
health.. A. N U R S E S T A N D S B E S I D E S O M E O N E
 Nurses can earn advanced
degrees that prepare them to
provide primary care, be
leaders in health care agencies,
influence the formation of
health care policy, and do
research that can determine
best health care practices.. .
“Sometimes all that is possible
is to embrace the mystery, the
unknown, of a situation and
allow it to be beyond reach or
understanding for a while”
(p.425 Porter-O’Grady & Malloch, 2007).
While the practice of
nursing is as OLD as
humanity, the
discipline of nursing
is quite young.
Disciplines are
distinctions
between bodies of
knowledge found in
academic settings.

A discipline is “a branch of
knowledge ordered through
the theories and methods
evolving from more than one
worldview of the phenomenon
of concern” (Parse, 1997, p.74).
 Academic discipline (or field of study)
– branch of knowledge that is taught and
researched as part of higher education.

Distinctions may also be made between academic disciplines

(eg, physics, physiology, sociology, mathematics, history, philosophy)
and professional disciplines (eg, medicine, law, nursing, social work).
— Disciplines are organized by structure and tradition.
— The structure of the discipline provides organization and determines the amount,
relationship, and ratio of each type of knowledge that comprises the discipline.
CHARACTERISTICS OF A DISCIPLINE
(Donaldson & Crowley, 1978)

 a distinct perspective and syntax

 determination of what phenomena are of interest
 determination of the context in which the
phenomena are viewed
 determination of what questions to ask
 determination of what methods of study are used
 determination of what evidence is proof
What distinguishes one academic discipline from another?
 Structure and tradition
 Language
 Worldview
 Professional disciplines practical; research is prescriptive and descriptive
 Methods of knowledge development

Knowledge development
within a discipline proceeds from
several philosophical and scientific
perspectives or worldviews.
(Newman, Sime, & Corcoran – Perry, 1991;
Parse, 1997; Parse 1999).
These worldviews may serve to
divide or segregate members of a
discipline.
 Nursing’s knowledge base draws from many disciplines. In the past,
nursing has depended heavily on physiology, sociology, psychology, and
medicine to provide academic standing and to inform practice.
 In recent years, however, nursing has
been seeking what is unique to nursing
and developing those aspects into an
academic discipline.

Areas that identify nursing as a distinct discipline are as follows: (Oldnall, 1995)
 An identifiable philosophy
 At least one conceptual framework (perspective) for delineation of what can
be defined as nursing
 Acceptable methodologic approaches for the pursuit and development of
knowledge
 HISTORY OF NURSING EDUCATION
 In 1860 Nightingale set up the first nurse training school at St Thomas' Hospital,
London. Nightingale's curriculum was largely base around nursing practice, with
instruction focused upon the need for hygiene and task competence.

 Nursing education moved from hospitals to universities in the mid – 1920s, and the
number of baccalaureate programs in nursing remained small until the 1960s.

 The first doctoral programs in nursing were established in the early 1920s, but they
were housed in schools of education and focused on preparing nurse faculty and
administrators.

 1970s was a significant period for theory development and new nursing knowledge
for nursing practice

 While in the late 1800’s and 1900’s, those looking to become nurses would simply
go to school and achieve a certification in nursing, it’s now possible to attend
nursing school and choose any number of degrees to graduate with
 "Florence Nightingale and Sir Harry Verney, along with nurses of the Nightingale
School, at Claydon House. Photograph courtesy of the Wellcome Library, London."
Lynn McDonald.
 Nowadays, nurses with advanced – practice (graduate) degrees tend to fare
better due to a level of expertise that gives them both credibility and
autonomy. These nurses also tend to be better able to work effectively with
physicians and other health care professionals.

Nursing CONCEPTUAL
FRAMEWORKS begin to be
used to organize curricula in
nursing programs and were
recognized as MODELS that
address the values and
concepts of nursing
The goal of developing knowledge as a BASIS for
nursing practice was realized when nurses
entered baccalaureate and higher – degrees
during the last half of 20th century.
 While the role of nurses in the world has expanded
dramatically within the last 2 centuries, it’s clear that nursing
will continue to grow into an even more important aspect of
the health care industry within the years to come.
 as an Academic Discipline

Jules Antonette S. Alamin, MSN

COURSE INTRUCTOR, NCM 100

REFERENCES:
 Alligood, Martha Raile. (2018). Nursing Theorists and their work (9 th ed).
Winsland House I, Singapore. Elsevier Pte. Ltd.
 McEwen, Melanie & Wills, Evelyn M. (2018). Theoretical Basis for Nursing
(5th ed). Wolters Kluwer.
 Berman, Audrey et. al. (2016). Kozier & Erb’s Fundamentals of Nursing
Concepts, Process and Practice (10th ed). England. Pearson Education
Limited.
 Lukhi, Gopi (2015). The Lady With the Lamp: The Legacy of Florence
Nightingale and the Evolution of Nursing. https://87414007.weebly.com/