Knowledge for Theory and Practice, Essay Example

Fawcett and Garity (2008) defines research as, a systematic and formal way to rigorously produce and test theories. The authors identify theory as knowledge located “at the relatively precise end of the knowledge spectrum” (Fawcett and Garity, 2008, p.4). They further find that theories are composed of ideas and concepts stemming from those ideas, stating that “when discussing theories, ideas are referred to as concepts, and statements are referred to as propositions. Examples of theory concepts are functional status and physical energy” (Fawcett & Garity, 2008, p4). Here the authors make reference to the Theory of Unpleasant symptoms, a theory commonly used within the medical field for diagnosis and treatment purposes within a clinical setting. For example, Barbacsy-MacDonald (2011) in his research on young pregnant women, he assesses their functional status and physical energy through asking them directly. Based on these interviews, he concludes that the more active they are the less physical fatigue they have and the higher their functional status while the less active they are the more physical fatigue they have and the lower their functional status. He concludes however this is entirely theoretical and based primarily on the patient’s perceptions of their own mental state. This is why Fawcett and Garity use functional status and physical energy as examples of theory.

I personally identify with this perspective on knowledge and theory, as well as evidence based practice and research. Fawcett and Garity do however provide an understanding of the emphasis on the interrelation between all of these concepts, which can be utilized to further my knowledge overall within the field.

In respect to the interrelation between research, knowledge, theory and evidence based practice, Fawcett and Garity (2008) note that research represents the process through which data, such as numbers and words are “converted into” theory which is directed towards the development of knowledge through the testing of these theories. They go on however to note that knowledge developed through theory is not the only type of knowledge. They acknowledge there is a certain sense of unsaid or subconscious theory formed through evidence based practice, like experiences that may occur in a hospital that provide medical practitioners with a base of knowledge not necessarily attributable to research.

Van De Ven and Johnson (2006) reaffirm this position by Fawcett and Garity (2008), as they note that, “the history of science and technology demonstrates that many extra ordinary advancements often have been initiated by problems and questions posed from outside the scientific enterprise. Necessity is indeed the mother of important invention” (Van De Ven and Johnson, 2006, p.816). Through their research they uncovered the fact that scholarship that incorporates knowledge gained by researchers and practitioners is more challenging to compile but provides more viable and productive knowledge capable of solving practical problems within the medical field.

The notion that there is an inherent value in both evidence based practice as well as scholarly application creates what is seemingly a gap between the two separate forms of knowledge production. In reality, as Van De Ven and Johnson reveal, infusing both enriches and enhances the efficiency and effectiveness of the medical practice.

The way this information on the interrelationship within research, theory, knowledge and evidence based practice helps to support or guide me through my Doctoral Nursing Practice is that it provides me with the foundation for better understanding any speculative gaps between theory and practice in order to narrow them and more effectively perform my duties. The act of being a medical practitioner in any aspect requires a constant awareness and knowledge of medical research while at the same time the ability to translate scholarly knowledge into protocols and concepts that can be utilized in a clinical setting (Melnyk and Fineout-Overholt, 2011). It is through understanding this relationship, that I can best optimize my performance as a Doctoral Nursing Practitioner in the field.

References

Barbacsy-MacDonald, I. (2011). Physical activity and postpartum functional status in primiparous women.

Fawcett, J., & Garity, J. (2008). Evaluating research for evidence-based nursing practice. FA Davis.

Melnyk, B. M., & Fineout-Overholt, E. (Eds.). (2011). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

Van De Ven, A. H., & Johnson, P. E. (2006). Knowledge for Theory and Practice. The Academy of Management Review, 802-821.