The integration of various models and theoretical frameworks in nursing practice plays a vital role in influencing the process of achieving different professional objectives as well as the promotion of health around the world. Besides, such theories and models are expected to demonstrate congruency with the philosophical perspectives held by nurses with the objective of increasing the knowledge and capabilities (Grace & Perry, 2013). The concept of philosophical approaches to the development of knowledge in nursing is often linked to the transformation of perspectives among nurses, articulation of the rationales for their decision-making process and enhancement of the critical thinking.
According to Kim (1999), the technique of Critical Reflective Inquiry is regarded as being appropriate in providing desirable analysis and evaluation of the development of nursing in nursing. The basis of Critical Reflective Inquiry includes action science that focuses on reflective practice as well as the incorporation of critical reflection through critical philosophy. It is noteworthy that the application of Critical Reflective Inquiry in the development of knowledge involving the nursing profession has been found to facilitate self-correction and self-monitoring. CRI is not just engaged in the provision of opportunities for students in the nursing profession to analyze and evaluate their knowledge but focuses on their interaction with patients as well as the incorporation of knowledge in their practice. The assimilation of nurses and nurses into the CRI technique makes it more convenient for them to identify exemplary clinical knowledge through the influence of nursing.
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The overall result of the CRI method is to offer assistance to individuals in nursing to use philosophy in developing their knowledge and becoming astute in the identification of ineffective versus effective practice. Besides, there are possibilities of generating and developing knowledge that appears to have emerged from the nursing practices. Different categories established through the analysis of CRI would be expected to offer appropriate guidance to the nursing students and researchers to interact with various clinical experiences (Grace & Perry, 2013). Moreover, it is necessary to have a further examination of the CRI impacts CRI as well as other reflective processes involved in the development of nursing knowledge.
As clarified by McCurry et al., (2010), t he nursing profession is charged with social responsibility in ensuring that society becomes a better place through the enhancement of the aspect of knowledge-based practice. Theories are usually responsible for the constitution of answers to different problems and questions. Individuals in the nursing profession often harbor a strong belief concerning the promotion of their dignity throughout their practices. Thus, there is a strong desire and a need to incorporate the concept of a philosophical approach in articulating and synthesizing different beliefs to the nursing practice and subsequent development of knowledge. Theory-guided nursing practice plays a crucial role in ensuring that nurses are provided with appropriate frameworks for accountability and critical decision-making processes thereby improving transparency.
It is clear that the development of knowledge in nursing may be advanced when theory, disciplinary goals, philosophy, and practice are interconnected. Different philosophical approaches are critical in acquiring a broader and deeper understanding of the common good for individual nurses and the entire society. The contribution by individual nurses to the social and individual good based on philosophical considerations not only helps in their development of knowledge but also assists in the facilitation of humanization in the society and throughout the universe. The synthesis of nursing goals with the general good of the society helps in facilitating the achievement of the nursing's moral and social mandate more efficiently and effectively owing to the linkage between disciplinary goals and philosophy of practice ( Pamela & Donna, 2013).
References
Grace, P., & Perry, D. (2013). Philosophical Inquiry and the Goals of Nursing. Advances In
Nursing Science , 36 (2), 64-79. doi: 10.1097/ans.0b013e3182901921
Kim, H. (1999). Critical reflective inquiry for knowledge development in nursing practice.
Journal Of Advanced Nursing , 29 (5), 1205-1212. doi: 10.1046/j.1365
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McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and
society: linking philosophy, disciplinary goals, theory, and practice. Nursing
Philosophy , 11 (1), 42-52. doi: 10.1111/j.1466-769x.2009.00423.x
Pamela & Donna, P. (2013). Philosophical inquiry and the goals of nursing: a critical
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