Doctoral programmes in nursing are charged with developing
the next generation of nurse scholars, scientists, and healthcare leaders. The
American Association of Colleges of Nursing (AACN) endorses the inclusion of
philosophy of science content in research-focused doctoral programmes. Because
a philosophy course circumscribed to the natural or social sciences does not
address the broad forms of knowledge that are relevant to nursing practice, we
have developed and co-taught a course on the philosophy of knowledge that
introduces students to competing claims regarding the nature of knowledge,
truth, and rationality. In addressing broad themes related to science and
knowledge of the body, health and illness, and ethics, the course equips
students to tread the rough and shifting ground of nursing scholarship and
practice. Providing doctoral students with this philosophical footing is
intended to give future scholars, researchers, and healthcare leaders the
intellectual skills to critically reflect on knowledge claims, to challenge the
hegemony of science, and to recognize the disciplinary forms of knowledge that
are left out or trivialized. Our pedagogical approach to knowledge development
does not denigrate scientific knowledge, but elevates forms of inquiry and
notions of clinical knowledge that are too often marginalized in doctoral
education and the academy in general.
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