Akinsanya J A
J Adv Nurs. 1987 May;12(3):267-74. doi: 10.1111/j.1365-2648.1987.tb01332.x.
This paper explores the relationship between the life sciences of anatomy, physiology, microbiology and pharmacology and the teaching/learning problems of their application in nursing. A theoretical model is proposed derived from a conceptual consideration of nursing tasks and of nursing actions developed to account for a direct link between these sciences and nursing. It is argued that a 'bio-nursing' approach to the use of the life sciences in nursing is comparable to that of a 'bio-medical' approach in medical education and practice. The paper suggests that an appropriate examination of the contributions of the life sciences to nursing education will provide a more concentrated and illuminating exercise with regard to making possible the identification of a body of knowledge of direct relevance to nursing practice. The teaching/learning implications for nurse education and the development of a distinctive knowledge base derived from these sciences are discussed.
本文探讨了解剖学、生理学、微生物学和药理学等生命科学与它们在护理应用中的教学问题之间的关系。从对护理任务的概念性思考以及为解释这些科学与护理之间的直接联系而发展出的护理行动中，推导出一个理论模型。有人认为，在护理中运用生命科学的“生物 - 护理”方法可与医学教育和实践中的“生物医学”方法相媲美。本文表明，对生命科学在护理教育中的贡献进行适当审视，将为确定与护理实践直接相关的知识体系提供更集中且具启发性的实践。文中还讨论了对护理教育的教学启示以及源自这些科学的独特知识库的发展。
