Trnobranski P H
North Staffordshire College of Nursing and Midwifery, Stoke-on-Trent, England.
J Adv Nurs. 1993 Mar;18(3):493-9. doi: 10.1046/j.1365-2648.1993.18030493.x.
In recent years there has been considerable emphasis on the social and behavioural sciences in the nursing curriculum, with a corresponding tendency to devalue the role of the biological sciences. This paper argues the case for the biological sciences as being essential to the development of 'intelligent practitioners' and the progress of nursing. The notion of 'intelligent practice' is discussed against the background of a historical perspective which seeks to present a brief comparison of the traditional expectations of nursing practice with those for practice in the future. It is suggested that the application to nursing practice of relevant knowledge from the biological sciences is central to skillful practice and a 'caring' philosophy. Without such knowledge, nurses are unable to deliver safe, high-quality care and, in addition, 'handmaiden status' is perpetuated. In the past, the biological science component of the nursing curriculum was derived from medicine and the biomedical model: its teaching was, largely, inadequate and ineffective. If knowledge of biological science is crucial to 'intelligent practice' then there is an urgent need to review how this knowledge is structured and taught in the nursing curriculum. The conceptual model of 'bionursing' is suggested as a possible framework for developing a new approach to the structuring and teaching of biological sciences in the curriculum. Finally, consideration of biological sciences as an educational task, and the challenge of implementing a coherent, structured curriculum, are addressed.
近年来，护理课程相当重视社会和行为科学，相应地存在贬低生物科学作用的倾向。本文论证了生物科学对于培养“明智的从业者”和护理专业发展至关重要的观点。“明智实践”的概念是在历史视角的背景下进行讨论的，该视角旨在简要比较护理实践的传统期望与未来实践的期望。有人认为，将生物科学的相关知识应用于护理实践是熟练实践和“关怀”理念的核心。没有这些知识，护士就无法提供安全、高质量的护理，此外，“从属地位”也会持续存在。过去，护理课程中的生物科学部分源自医学和生物医学模式：其教学在很大程度上是不充分且无效的。如果生物科学知识对“明智实践”至关重要，那么迫切需要审视该知识在护理课程中的构建方式和教学方法。“生物护理”的概念模型被提议作为在课程中构建生物科学新教学方法的可能框架。最后，探讨了将生物科学视为一项教育任务以及实施连贯、结构化课程所面临的挑战。
