Sociology and the nursing curriculum: a defence.
This paper is a response to Keith Sharp's (1994) argument in the Journal of Advanced Nursing that sociology cannot in principle provide a knowledge base for nursing work. The aim here is to reassert the appropriateness of including sociology in the nursing curriculum. Three arguments put forward by Sharp are engaged with. First, he questions nursing's need for any theoretical basis at all. This hypothesis is rejected on the grounds that any occupation that is involved in complex decision-making requires some sort of theoretical guidance. Second, Sharp argues that the multi-paradigmatic nature of sociology makes it inappropriate for nurses who require more certain knowledge as a basis for their actions. Two responses to this argument are made: first, that the fissures within sociology are not as great as Sharp portrays them and, second, that nurses possess adequate criteria to be able to judge between different sociological propositions. Sharp's final argument is that the reflexive approach of sociology is an inappropriate way of thinking for nurses, whose approach is instrumental. In reply, it is noted that Sharp's instrumental model of nursing action does not adequately reflect the manner in which nurses interact with patients, and that 'new nursing' practices require reflexivity on the part of the nurse.
Porter
S
S
Department of Sociology and Social Policy, Queen's University of Belfast, Northern Ireland.
D003479:Curriculum; D004506:Education, Nursing / Q000379:methods*; D006801:Humans; D009723:Nurse-Patient Relations; D015402:Nursing Education Research; D010687:Philosophy, Nursing; D012961:Sociology / Q000193:education*