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Guest speaker emphasizes importance of academic language |
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| Written by Jack Weinstein, contributing writer | |||
| Monday, 04 May 2009 00:00 | |||
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Pamela Webber, Ph.D., APRN-BC, FNP, said a lack of consistency in terms hinders nurses' progress in the field of research. Webber spoke to more than 200 students and faculty at the April 24 Research College of Nursing Scholarship Day, which celebrates scholarly work of students, faculty and alumni. Webber, a professor in the division of nursing at Shenandoah University in Winchester, Va., said the nursing profession lacks proficiency in the language of theory, research and reasoning. "Right now, in a nutshell, research is marginalized in nursing," she said. "We have a few people doing it. We have a few people reading it. We have a few service nurses actually integrate it. But the vast majority of the 3 million nurses in the U.S. don't voluntarily involve themselves with different aspects of research on a regular basis." She said that stems from a lack of consistency at all levels, starting with classroom instruction. Webber said that inconsistency creates a language barrier. Without a grasp of the academic lingo, she said, nurses are not likely to engage in the research process. First, it may discourage nurses from getting into research as careers, which would stunt the scholarly evolution of the field. Second, that language barrier prevents nurses from applying new theory, research and reasoning to their practice. Webber said it is important that nurses, nursing faculty and students become proficient in the language of theory, research and reasoning because it will enhance their practices. "It's not just like we go to a magic hat and pull out the answer," she said. "We go to the evidence and the evidence tells us that's a good approach or that's not a good approach. It tells us what works and what doesn't work." Research School of Nursing Dean Nancy Debasio, Ph.D., RN, said Webber's presentation fit perfectly with the theme of scholarship day - promoting evidence-based practice. "We emphasize the importance of scholarly inquiry as a basis of nursing practice from our student base and then moving on into the profession," she said. Debasio said Webber challenged faculty to apply theory and research into their curriculums. But to do that there needs to be a consistency in the language students are taught, Debasio said. "Webber really makes the point that we have to be really aware of how we're utilizing terms, how we're teaching students and then as we're in practice, that we really look at how our care is the result of very critical analysis of both qualitative and quantitative research that's used as the foundation for our policies and practices in the clinical environment," she said. But how does that happen? Webber said she would like to see a national task force select definitions and words for nursing faculty to use when they teach research and theory. "If we could get all of nursing at least consistent on rudimentary definitions... I think you would see a receptivity to research that would be unparalled," Webber said.
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