Rocco Gennaro, Stievano Alessandro
Direttore corso di Laurea in Infermieristica Università di Tor Vergata _ Sede IDI _ IRCCS Roma.
Ig Sanita Pubbl. 2007 May-Jun;63(3):319-37.
Until the early Eighties, critical social theory as a philosophical orientation informing nursing science, theory development and practice did not exist. Interest on this topic began to arise only after the mid-Eighties. In fact, nursing scholars questioned the validity of empiricism as the historical foundation for nursing science and the limitations of interpretivism in strengthening nursing knowledge, and thus started to focus on the lack of epistemological perspectives in nursing, giving particular prominence to the peculiar social, political, historical and economic conditions involving those who needed nursing care. The theoretical reflection began to develop, like the empirical paradigm, the post-positivist paradigm and, later, the interpretative paradigm, expanded thanks to the early works by Martha Rogers and Rosemarie Rizzo Parse, were seen as unable to address issues related to power inequities, structural constraints and oppression suffered by vulnerable groups such as the homeless, mental health individuals, people affected by HIV+ and other infectious diseases, unemployed, etc.. Empiricism and interpretative paradigms did not manage to bridge the gap between theory and praxis, and a new theoretical and philosophical approach gradually gained ground. This paradigm, based on critical social theory, was developed by distinguished scholars and intellectuals, such as Max Horkheimer, Theodor Adorno, Herbert Marcuse of the Frankfurt School in the Thirties, and, in recent years, by Giddens, Bourdieu, Foucault, Habermas. On this social field the first works of Allen, Thompson, Stevens, Campbell and Bunting, Kendall, allowed to work out a new paradigmatic nursing approach that would have predicted the employment of the critical theory for particular nursing aspects, as a conceptual framework for nursing education, as a paradigm to carry out participatory action-research and for the development of the discipline. The purpose of this article was to describe this new paradigmatic nursing approach. In this way, we hope to give emphasis to the epistemological debate that should characterize a discipline that has undertaken by now, also in Italy, the characteristics of a scientific and a fully epistemological validity.
直到八十年代初，作为一种为护理科学、理论发展和实践提供指导的哲学取向的批判社会理论并不存在。对这一主题的兴趣直到八十年代中期之后才开始出现。事实上，护理学者质疑经验主义作为护理科学历史基础的有效性以及解释主义在强化护理知识方面的局限性，从而开始关注护理领域中认识论视角的缺失，特别突出了涉及那些需要护理的人群的特殊社会、政治、历史和经济状况。理论反思开始发展起来，像经验主义范式、后实证主义范式，以及后来因玛莎·罗杰斯和罗斯玛丽·里佐·帕斯的早期著作而得以扩展的解释性范式，都被认为无法解决与弱势群体（如无家可归者、精神健康患者、感染艾滋病毒及其他传染病的人、失业者等）所遭受的权力不平等、结构限制和压迫相关的问题。经验主义和解释性范式未能弥合理论与实践之间的差距，一种新的理论和哲学方法逐渐占据了主导地位。这种基于批判社会理论的范式是由杰出的学者和知识分子发展而来的，比如三十年代法兰克福学派的马克斯·霍克海默、西奥多·阿多诺、赫伯特·马尔库塞，以及近年来的吉登斯、布迪厄、福柯、哈贝马斯。在这个社会领域，艾伦、汤普森、史蒂文斯、坎贝尔和邦廷、肯德尔的首批著作促成了一种新的范式性护理方法的形成，这种方法将把批判理论应用于特定的护理方面，作为护理教育的概念框架，作为开展参与式行动研究和学科发展的范式。本文的目的就是描述这种新的范式性护理方法。通过这种方式，我们希望强调认识论辩论，这种辩论应该成为一门学科的特征，而如今在意大利，这门学科也已具备科学和完全认识论有效性的特征。
