A Social Realist Investigation of Academic Nursing: Specialisation and Semantics

2.50
Hdl Handle:
http://hdl.handle.net/10755/154863
Type:
Presentation
Title:
A Social Realist Investigation of Academic Nursing: Specialisation and Semantics
Abstract:
A Social Realist Investigation of Academic Nursing: Specialisation and Semantics
Conference Sponsor:Sigma Theta Tau International
Conference Year:2011
Author:McNamara, Martin S., EdD, MA, MSc, MEd, BSc, RN
P.I. Institution Name:UCD Dublin
Title:Dean of Nursing & Head of School
Co-Authors:Gerard Fealy PhD, MEd, BNS, RGN, RPN, RNT, Associate Professor
Ruth Geraghty MSc, MA, BA, Research Assistant
[2nd International Nursing Research Conference for the World Academy of Nursing Science - Presentation] Aim: To analyse the implications for the field of academic nursing of its knowledge structure, drawing on social realist inspired developments in the sociology of education and, specifically, Maton's Legitimation Code Theory (LCT), which extends and integrates the work of Bourdieu and Bernstein.  Irish academic nursing is used as an illustrative case to demonstrate the relevance and utility of this form of analysis and, in particular, of the concepts of knower and knowledge specialization, verticality, grammaticality, and semantic density and gravity.   
Background: Nursing education transferred to Irish higher education in 2002, yet its place in the academy, the academic legitimacy of its faculty and the field's relevance to its professional base remain contested.
Method: Using Wengraf?s Biographic Narrative Interpretive Method, interviews were conducted with a purposive sample of former nurse tutors (n= 15) that assumed faculty positions in 2002. The aim was to elicit 'languages of legitimation' by which respondents discursively attempted to carve out and maintain an intellectual and institutional space for their discipline, and for themselves, in academia, and through which they constructed a particular representation of their field.  This construction was then analysed using key concepts of LCT.
Findings: The field of academic nursing in Ireland exhibits weak verticality ? it possesses limited stimuli for cumulative and integrative knowledge building, and weak grammaticality ? it?s theories and concepts relate only ambiguously to its professional base.  The field focuses more on the axiological ? the dispositions or gazes of knowers, than the epistemological ? powerful and cumulative knowledge.
Conclusions: LCT provides a means of analyzing the knowledge structure of academic fields and assessing its implications for their progression and development.  For academic nursing, LCT points to the need to focus on the stimuli that encourage cumulative and relevant knowledge building and to consider the reasons for the enduring appeal of knower-centred discourses.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleA Social Realist Investigation of Academic Nursing: Specialisation and Semanticsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154863-
dc.description.abstract<table><tr><td colspan="2" class="item-title">A Social Realist Investigation of Academic Nursing: Specialisation and Semantics</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2011</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">McNamara, Martin S., EdD, MA, MSc, MEd, BSc, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">UCD Dublin</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Dean of Nursing &amp; Head of School</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">martin.mcnamara@ucd.ie</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Gerard Fealy PhD, MEd, BNS, RGN, RPN, RNT, Associate Professor<br/>Ruth Geraghty MSc, MA, BA, Research Assistant</td></tr><tr><td colspan="2" class="item-abstract">[2nd International Nursing Research Conference for the World Academy of Nursing Science - Presentation] Aim: To analyse the implications for the field of academic nursing of its knowledge structure, drawing on social realist inspired developments in the sociology of education and,&nbsp;specifically, Maton's Legitimation&nbsp;Code&nbsp;Theory (LCT), which extends and integrates the work of Bourdieu and Bernstein.&nbsp;&nbsp;Irish academic nursing is used as an illustrative case to demonstrate the relevance and utility of this form of analysis and, in particular, of the concepts of knower and knowledge specialization, verticality, grammaticality, and semantic density and gravity. &nbsp;&nbsp; <br/>Background: Nursing education transferred to Irish higher education in 2002, yet its place in the academy, the academic legitimacy of its faculty and the field's relevance to its professional base remain contested. <br/>Method: Using Wengraf?s Biographic Narrative Interpretive Method, interviews were conducted with a purposive sample of former nurse tutors (n= 15) that assumed faculty positions in 2002.&nbsp;The aim was to elicit 'languages of legitimation'&nbsp;by which respondents discursively attempted to carve out and maintain an intellectual and institutional space for their discipline, and for themselves, in academia, and through which they constructed a particular representation of their field.&nbsp;&nbsp;This construction was then analysed using key concepts of LCT. <br/>Findings:&nbsp;The field of academic nursing in Ireland exhibits weak verticality ? it possesses limited stimuli for cumulative and integrative knowledge building, and weak grammaticality ? it?s theories and concepts relate only ambiguously to its professional base. &nbsp;The field focuses more on the axiological ? the dispositions or gazes of knowers, than the epistemological ? powerful and cumulative knowledge. <br/>Conclusions: LCT provides a means of analyzing the knowledge structure of academic fields and assessing its implications for their progression and development.&nbsp; For academic nursing, LCT points to the need to focus on the stimuli that encourage cumulative and relevant knowledge building and to consider the reasons for the enduring appeal of knower-centred discourses.</td></tr></table>en_GB
dc.date.available2011-10-26T13:20:24Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:20:24Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.