Identifying other similar works, Rolfe (2011) emphasizes that Christensen’s (2011) typology of ‘knowing-why’ is virtually identical to both his and Brenner’s concept of ‘knowing that’. In like manner, Barbara Carper (1997), develops a similar typology that she denotes as empirical. Carper’s (1997) description of her empirical concept closely aligns to the ‘knowing-that’ components of Rolfe and Brenner’s. Her empirical model consists of retention of facts, descriptors, and exemplars just as one might describe many of the academic learning outcomes of the novice nurse (Carper, 1997). An additional author, Dr. M. Luntley (2011) incorporates 'knowing-that' in the foundations of his nursing knowledge concept of epistemic conservatism. He declares
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Nursing, known as “the oldest art, and newest profession” (Burbano, 2007, p. 105) must put forth the effort to push forward as a profession that demands and deserves recognition as an art, a science, and a profession. Even though there are identifiable conflicting points incorporated in each of the aforementioned authors’ concepts, the cornerstone of Nightingale’s concept of professional nursing: factual, scientific, unique nursing knowledge, is sound. Just as disciplines such as psychology that contain both science and art have found their foothold in practice and theory, so nursing must persist and establish itself. The reality is that current nursing knowledge requires the inclusion of all points of the continuum of art to science and novice to expert. It also requires the flexibility to respond to the constantly changing needs of the patient, values of society and revelations in healthcare science. Analyzing these investigations and integrating them into the explanation of what nurses know, and how they know it will distinguish the continuum of nursing knowledge as less of a barrier to nursing’s future and more like a
Nursing, known as “the oldest art, and newest profession” (Burbano, 2007, p. 105) must put forth the effort to push forward as a profession that demands and deserves recognition as an art, a science, and a profession. Even though there are identifiable conflicting points incorporated in each of the aforementioned authors’ concepts, the cornerstone of Nightingale’s concept of professional nursing: factual, scientific, unique nursing knowledge, is sound. Just as disciplines such as psychology that contain both science and art have found their foothold in practice and theory, so nursing must persist and establish itself. The reality is that current nursing knowledge requires the inclusion of all points of the continuum of art to science and novice to expert. It also requires the flexibility to respond to the constantly changing needs of the patient, values of society and revelations in healthcare science. Analyzing these investigations and integrating them into the explanation of what nurses know, and how they know it will distinguish the continuum of nursing knowledge as less of a barrier to nursing’s future and more like a