Running head: CONCEPT ANALYSIS 1
Concept analysis: The Art and Science of Nursing
Edward Friedrich
University of Phoenix
Philosophy as science
NUR/701
Mary Tan
CONCEPT ANALYSIS 2
Concept analysis: The Art and Science of Nursing
The terms art and science are indispensable when discussing the practice of nursing.
These two concepts have a precise connotation and their defining uniqueness help to define the
characteristics of nursing. An awareness of each term is essential to the understanding of
similarities and differences and to the insight of the multifaceted function these terms play in
nursing practice. Nursing art and science has a unique perspective on patient interactions. The art
and science of nursing are indispensable in the accomplishment of nursing practice. This
skillfully transfer between the art and science of nursing by scholars and nurses is a tribute to the
skills exhibited by the nursing profession.
Nursing as an art has two major component as stated by Price (Cody 2006) that nursing
art involves the ability to, “Recognize the nursing needs of the patient and to develop skill,
through practice, and various procedures designed to answer their needs (p. 136). One important
tool available to nurses in recognizing the need of the patient is “The nursing process”.
This method ensures that each patient care is individualized to the patient's needs. The
process starts with a complete nursing assessment of the patient that includes collecting data in
order to identify the needs and problems of the patient. This data is collected by the nurse from
various resources such as medical record, family, friends, and patients themselves. This data is
validated, characterized and summarize. The data is then interpreted by the nurse who then
creates a nursing diagnosis of the patient needs. Nursing diagnoses are judgments based on data
supplied by the patient and family (Rankin & Stallings, 2001).
The second part of nursing process consists of the science of nursing. Andrest stated,
“Before nursing science can be defined a point about context must be addressed”(Andrist,
Nicholas, & Wolf, 2006, p. 59). Toomey has stated that nursing science “is an empirical science
CONCEPT ANALYSIS 3
and, like that of other sciences, it lies in phenomena central to its focus.” (Tomey &
Alligood, 2002, p. 229).
A nursing diagnosis is a standardized statement about the health of a client (who can be
an individual, a family, or a community) for the purpose of providing nursing care ( Wikipedia
diagnoses (2010). Nursing diagnoses are developed based on data obtained during the nursing
assessment, a critical part of the nursing process. According to Lee, Chan, and Phillips (2006),
“ With the introduction of the total patient care concepts, assessment, planning, implementation,
and the valuations become in such a framework and deliver a clinical nursing care to the
patient”(p. 57).
Lee, J., Chan, C.M., & Phillips, D.R. (2006). Diagnostic practice in nursing: a critical
review of the literature. Retrieved from Ebscohost.
1. Insert the paraphrased material] (Lee, Chan, & Phillips, 2006).
2. According to Lee, Chan, and Phillips (2006), [Insert the paraphrased material].
3. “[Insert the quotation ]” (Lee, Chan, & Phillips, 2006, para. ).
An important part of the nursing process is the practice of patient education and is an
essential part of the healthcare process. The definition of patient education according to
Wikipedia patient (2010),“Patient education is the process by which health professionals and
CONCEPT ANALYSIS 4
others impart information to patients that will alter their health behaviors or improve their health
status”. The type and amount of patient education is determined doing the initial nursing
assessment of the patient.
After providing medical care, educating the patient and their families are perhaps the most
important service provided by the nurse. It is important that the patient be aware of how to
follow-up on the medical treatment provided, the proper method and time of taken medications
prescribed and how to recognize and respond to medical problems (London. 2009)
Educating the patient's can be accomplished by utilizing the current motivation and
learning theories that provide a base that is needed to plan the education and be successful in
patient education (Redman, 2001).
One of Watson's theories for nursing practice is the promotion of interpersonal teaching –
learning in which she states, “ It allows the patient to be informed in shifts the responsibility for
wellness and Health to the patient. The nurse facilitates this process with teaching and learning
techniques that are designed to enable patients to provide self-care, determine personal needs,
and provide opportunities for their personal growth” (Tomey & Alligood, 2002, p. 150).
It is clear that patient education is essential in the recovery of the patient. This, in turn, will
assist in advancing the quality and efficiency of patient care. It is important that hospital
leadership continue to identify interventions that are directed at encouraging nurses to
participate in patient educational activities (Jones, 2010).
CONCEPT ANALYSIS 5
References
Andrist, L. C., Nicholas, P. K., & Wolf, K. A. (2006). A History of Nursing Ideas.
Sudbury, MA: Jones and Bartlett Publishers
Cody, W. K. (2006). Philosophical and Theoretical Perspectives for Advanced Nursing
Practice (4th ed.). Sudbury, MA: Jones and Bartlett Publishers
CONCEPT ANALYSIS 6
London, Fran. (2009) No Time To Teach: The Essence of Patient and Family
Educationfor Health Care Providers. Atlanta: Pritchett & Hull.
Jones,, R. A. (2010). Patient Education in Rural Community Hospitals:. Journal Of
Continuing Education In Nursing , 4(1), 41-8.
Retrieved from http://ehis.ebscohost.com/ehost/results?vid=2&hid=101&sid=7859fbd7-be66-
4293-8b8d-
6853036359e1%40sessionmgr112&bquery=(Patient+AND+education)&bdata=JmRiZ3JvdXA9
NTM3MyZjbGkwPUZUJmNsdjA9WSZ0eXBlPTEmc2l0ZT1laG9zdC1saXZl
Patient. (2010). In Wikipedia. Retrieved from
http://en.wikipedia.org/wiki/Patient_education
Redman, B. K. (2001). The practice of patient education (9th ed.). St.Louis, MI: Mosby.
Tomey, A. M., & Alligood, M. R. (2002). Nursing theorist and their work (5th ed.).
St.Louis, MI: Mosby.
Stallings, K. D., & Rankin, S. H. (2001). Patient Education (4th ed.). New York, NY:
Lippincott Williams & Wilkins.
CONCEPT ANALYSIS 7
References
CONCEPT ANALYSIS 8
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