Journal articles: 'Nursing praxis'

1

Walter, Robin R. "Emancipatory Nursing Praxis." Advances in Nursing Science 40, no. 3 (2017): 225–43. http://dx.doi.org/10.1097/ans.0000000000000157.

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Greer,, Annette Grady. "In Nursing Praxis." International Journal of Human Caring 12, no. 3 (April 2008): 91.3–91. http://dx.doi.org/10.20467/1091-5710.12.3.91b.

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Thompson, Janice L. "Diaspora and nursing praxis*." Nursing Philosophy 2, no. 1 (March 2001): 83–86. http://dx.doi.org/10.1046/j.1466-769x.2001.00042.x.

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Holmes, Colin, and Philip Warelow. "Nursing as normative praxis." Nursing Inquiry 7, no. 3 (September 2000): 175–81. http://dx.doi.org/10.1046/j.1440-1800.2000.00066.x.

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Vilelas, José Manuel da Silva, and Paula Manuela Jorge Diogo. "Emotional labor in nursing praxis." Revista Gaúcha de Enfermagem 35, no. 3 (September 2014): 145–49. http://dx.doi.org/10.1590/1983-1447.2014.03.45784.

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Healthcare work is, by nature, an activity full of intense emotions and therefore, is opportune ground for exploring emotions in the workplace in different contexts of nursing care. It is a very fertile terrain if care is focused on the emotions of the client, nurses, healthcare teams, and on the interaction of all actors involved. This article presents a theoretical reflection exploring the concept of emotional labor in the context of nursing care. Theoretical references from several fields of knowledge, namely sociology and nursing, have been adopted to conceptualize the theme. Studies on emotional labor have contributed toward the understanding of the key issue of emotional management in healthcare institutions and both its positive and negative impact on clients and professionals. The development of the theme of emotional labor in nursing has given rise to numerous theoretical approaches and perspectives explaining this concept.

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Rolfe, Gary. "Nursing praxis: a Zealot responds." Journal of Advanced Nursing 25, no. 2 (February 1997): 426–27. http://dx.doi.org/10.1046/j.1365-2648.1997.1997025426.x.

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Ray, Marilyn A., and Marian C. Turkel. "Caring as Emancipatory Nursing Praxis." Advances in Nursing Science 37, no. 2 (2014): 132–46. http://dx.doi.org/10.1097/ans.0000000000000024.

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Muir-Cochrane, Eimear. "Mental Health Nursing: Dimensions of Praxis." International Journal of Mental Health Nursing 20, no. 4 (July 6, 2011): 305–6. http://dx.doi.org/10.1111/j.1447-0349.2011.00759.x.

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Warelow, Philip J. "A nursing journey through discursive praxis." Journal of Advanced Nursing 26, no. 5 (November 1997): 1020–27. http://dx.doi.org/10.1046/j.1365-2648.1997.00441.x.

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McCabe, Helen. "Nursing involvement in euthanasia: a ?nursing-as-healing-praxis? approach." Nursing Philosophy 8, no. 3 (July 2007): 176–86. http://dx.doi.org/10.1111/j.1466-769x.2007.00313.x.

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Kelsey, Catherine. "Praxis as a catalyst for nursing reform." Nurse Education Today 67 (August 2018): 90–92. http://dx.doi.org/10.1016/j.nedt.2018.03.019.

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Rodgers, Beth L. "Book Review: Nursing praxis: knowledge and action." Nursing Ethics 5, no. 2 (March 1998): 182–83. http://dx.doi.org/10.1177/096973309800500213.

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Pilkington, F. Beryl. "Book Review: Nursing Praxis: Knowledge and Action." Nursing Science Quarterly 11, no. 1 (January 1998): 40–41. http://dx.doi.org/10.1177/089431849801100109.

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Kidd, Jacquie, Heather Came, Sarah Herbert, and Tim McCreanor. "Māori and Tauiwi nurses’ perspectives of anti-racism praxis: findings from a qualitative pilot study." AlterNative: An International Journal of Indigenous Peoples 16, no. 4 (December 2020): 387–94. http://dx.doi.org/10.1177/1177180120974673.

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This pilot study explored Māori (Indigenous peoples of Aotearoa (New Zealand)) and Tauiwi (non-Māori) nurses’ perspectives of anti-racism. A critical qualitative design was utilised, informed by kaupapa Māori (Māori philosophical approaches). Senior nurses with more than 7 years experience were recruited for focus groups. Two focus groups, one Māori ( n = 5) and one Tauiwi ( n = 4), were conducted September 2019 in Auckland. Data were analysed using the framework of a continuum of praxis which included themes of (a) problematic or racist, (b) variable and (c) proactive or anti-racism. Problematic praxis included examples of racism and White fragility. Variable praxis included Māori language and commitment to professional development. Proactive praxis included Māori workforce and reflexivity. These overarching themes illustrate a broad spectrum of anti-racism praxis within nursing. This continuum illustrated with examples is a potentially useful tool to assess and build proactive anti-racism praxis in nursing.

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Finch, Linda P. "Research-As-Praxis: A Mode of Inquiry into Caring in Nursing." International Journal of Human Caring 10, no. 1 (February 2006): 28–31. http://dx.doi.org/10.20467/1091-5710.10.1.28.

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The nursing as caring theory asserts that knowing emerges from within the nursing situation and that knowledge can be transformed for nursing purposes into nursing science, which evolves from nurturing persons living caring and growing in caring. The purpose of this paper is to describe research-as-praxis methodology, as it was applied to the nursing as caring theory in a recent study, as an effective way to simultaneously engage in research, practice, and theory application. Because caring is a central exemplar of nursing, it is appropriate to consider the usefulness of this research-as-praxis methodology to examine questions that emerge from within any nursing situation, and it is cogent to suggest that this research methodology would be applicable and appropriate for generating nursing knowledge using the broad expanse of nursing theoretical perspectives.

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von Klitzing, Waltraut, Hansruedi Stoll, Edith Trachsel, Kurt Aldorf, Annelis Bernhard, Germaine Eze, and Rebecca Spirig. "Fachenglisch für Pflegende: Aus der Praxis für die Praxis." Pflege 20, no. 1 (February 1, 2007): 41–47. http://dx.doi.org/10.1024/1012-5302.20.1.41.

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Eine Voraussetzung für evidenzbasierte Pflege ist die Fähigkeit, Forschungsartikel auch in englischer Sprache zu verstehen. Um Pflegenden den sprachlichen Zugang zu erleichtern, wurde am Universitätsspital Basel ein fachspezifischer und praxisnaher Englischkurs in einem interdisziplinären Team entwickelt und durchgeführt. 15 Pflegefachpersonen aus dem Bereich Medizin, mit einer Spezialisierung in Onkologie, nahmen am Pilot-Kurs teil, der vom Pflegespezialisten für Onkologie geleitet wurde. Forschungsarbeiten zum Thema Management chronischer Krankheiten und Pflege von Krebspatienten mit chronischen Schmerzen wurden bearbeitet. Der Kurs bestand aus zehn Lektionen von je 1,5 Stunden Dauer. Der Kurs wurde wissenschaftlich evaluiert unter den Fragestellungen: 1. Verbessert sich bei den Kursteilnehmerinnen das onkologische Fachwissen durch den Kurs? 2. Verbessern sich ihre Sprachkenntnisse in Englisch? 3. Wie schätzen die Kursteilnehmerinnen das Kursniveau ein? 4. Können die Kursteilnehmerinnen das im Kurs Gelernte an Kollegen im Rahmen von Fortbildungsveranstaltungen vermitteln? Die Auswertung zeigte, dass die Kursteilnehmerinnen ihr Fachwissen signifikant erweitern konnten. Ihre Kompetenz in Englisch veränderte sich durch den Kurs jedoch nicht. Sie erlebten das Kursniveau als anspruchsvoll und waren in der Lage, aufgrund der bearbeiteten englischen Quellen eine Fortbildung für ihre Kolleginnen durchzuführen, die sowohl vom Kursleiter als auch von den Zuhörern gute Bewertungen erhielt.

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17

Rolfe, Gary. "Nursing Praxis and the Science of the Unique." Nursing Science Quarterly 19, no. 1 (January 2006): 39–43. http://dx.doi.org/10.1177/0894318405284128.

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Hanley, Mary Anne, Mary Enzman Hines, Mary Koithan, Victor Sierpina, and Mary Jo Kreitzer. "AHNA: Providing Transformative Innovations in Holistic Nursing Praxis." EXPLORE 6, no. 4 (July 2010): 271–74. http://dx.doi.org/10.1016/j.explore.2010.04.011.

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19

Egry, Emiko Yoshikawa, Rosa Maria Godoy Serpa da Fonseca, Maria Amélia de Campos Oliveira, and Maria Rita Bertolozzi. "Nursing in Collective Health: reinterpretation of objective reality by the praxis action." Revista Brasileira de Enfermagem 71, suppl 1 (2018): 710–15. http://dx.doi.org/10.1590/0034-7167-2017-0677.

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ABSTRACT Objective: To discuss the phase of reinterpretation of objective reality of the Theory of Praxis Intervention of Nursing in Collective Health (Tipesc), in search of the praxis that it promotes. Method: Analysis of interventions in projects that are based on Tipesc and its results, since the 1990s. Results: Developed and implemented projects show that praxis is the way to achieve the aimed changes. Conclusion: We concluded that Tipesc is currently the explanatory and interventional theory, since it is grounded on its theoretical bases, which arise from philosophical bases of dialectical and historical materialism.

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20

Koch, F. "Theorie-Praxis-Transfer in der Pflegeausbildung." PADUA 7, no. 3 (June 1, 2012): 149–53. http://dx.doi.org/10.1024/1861-6186/a000063.

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Die Kluft zwischen Theorie und Praxis im fachpraktischen Unterricht zu überwinden - dieses Ziel hat sich das Cedar Crest College Department of Nursing in Allentown, Pennsylvania gestellt. Wie diese Pflegeschule ihr Curriculum mithilfe evidenzbasierter Maßnahmen reformierte, zeigt der folgende Beitrag.

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21

Neill,, Jane. "From Practice to Caring Praxis Through Newman’s Theory of Health as Expanding Consciousness: A Personal Journey." International Journal of Human Caring 6, no. 2 (March 2002): 48–54. http://dx.doi.org/10.20467/1091-5710.6.2.48.

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The personal journey to caring actions informed by theory (praxis) that the author shares in this paper emerged from frustration with accepted nursing practice and changed her perspective on nursing encounters. She describes aspects of her doctoral research, in which she used Newman’s theory of health as expanding consciousness (HEC) to explore life patterns and underlying patterns of 7 women living with chronic illness. The mutual, caring relationships that she developed with these women show how a focus on pattern, transformation, and wholeness can make a difference in nursing. Aspects of this caring praxis are illuminated.

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22

Penney, Wendy, and Philip J. Warelow. "Understanding the prattle of praxis." Nursing Inquiry 6, no. 4 (December 1999): 259–68. http://dx.doi.org/10.1046/j.1440-1800.1999.00017.x.

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23

Georges, Jane M. "Suffering: Toward a Contextual Praxis." Advances in Nursing Science 25, no. 1 (September 2002): 79–86. http://dx.doi.org/10.1097/00012272-200209000-00009.

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24

Johnston, Nancy Elizabeth. "Strengthening a Praxis of Suffering." Nursing Science Quarterly 26, no. 3 (July 2013): 230–35. http://dx.doi.org/10.1177/0894318413489183.

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25

Richter, Brigitte, and Ralph Richter. "Alzheimer in der Praxis." Pflege 18, no. 01 (2005): 0063. http://dx.doi.org/10.1024/1012-5302.18.1.63b.

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Morse, Janice M. "Toward a Praxis Theory of Suffering." Advances in Nursing Science 24, no. 1 (September 2001): 47–59. http://dx.doi.org/10.1097/00012272-200109000-00007.

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27

Newman, Margaret A. "Newman's Theory of Health as Praxis." Nursing Science Quarterly 3, no. 1 (March 1990): 37–41. http://dx.doi.org/10.1177/089431849000300109.

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28

Santos, Bruna Pegorer, Flávia Mendes de Sá, Jessica Eugenio Pessan, Laudicéia Rodrigues Criveralo, Lívia Nogueira Bergamo, Viviane Cristina de Albuquerque Gimenez, Cassiana Mendes Bertoncello Fontes, and Gabriel Mendes Plantier. "The training and praxis of the nurse in the light of nursing theories." Revista Brasileira de Enfermagem 72, no. 2 (April 2019): 566–70. http://dx.doi.org/10.1590/0034-7167-2018-0394.

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ABSTRACT Objective: to report the experience of the development of nursing knowledge from nursing theories and points of contact with the nurse’s praxis. Method: case report on the reflections on contents addressed in the discipline offered in the Graduate Program in Nursing in a federal public university. The students presented seminars approaching the main nursing theories, generating extensive discussion and correlating them with the nurse’s practice. Review and reflection on the contents addressed. Result: two themes were defined: the training of nursing undergraduate students and the development of knowledge in relation to the concepts of nursing theories; and care models and nurses’ critical reasoning about the applicability of nursing theories. Final Consideration: the reflections produced permeated the development and acquisition of knowledge and of representative meanings of healthcare practice from the assumptions and constructs of the theories.

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Müller Staub, Maria. "Quality of nursing diagnostics and patient satisfaction." Pflege 14, no. 4 (August 1, 2001): 230–38. http://dx.doi.org/10.1024/1012-5302.14.4.230.

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Der vorliegende Artikel stellt eine Literaturübersicht zur Frage nach dem Zusammenhang zwischen Pflegediagnostik und Patientinnen-Zufriedenheit dar. Neunzehn der 98 bearbeiteten Studien entsprachen den Einschlusskriterien und wurden inhaltlich analysiert. Um die Zusammenhangsfrage beantworten zu können ist vorerst zu klären, wie weit die beiden Konzepte Pflegediagnostik und Patientinnen-Zufriedenheit analysiert worden sind. Die Resultate beschreiben Konzeptdefinitionen und Begründungen dieser Konzepte. Pflegende, welche eine den Patientinnen-Bedürfnissen gerechte Pflege anbieten, setzen Pflegediagnostik ein. Pflegediagnostik ermöglicht eine gezielte Erfassung der Pflegeprobleme und bildet die Basis für Pflegeinterventionen. Pflegediagnostik beeinflusst alle Elemente professioneller Praxis und ist für Patientinnen-Klassifikations-Systeme unerlässlich. Patientinnen-Zufriedenheit wurde vor allem bezüglich des Pflegeprozesses erforscht und ergab oft hohe Gesamtwerte. Zur Patientinnen-Zufriedenheit tragen die interaktiven, sozialen und unterstützenden Fähigkeiten Pflegender am meisten bei. Pflegediagnostik und Patientinnen-Zufriedenheit wurden vielfach evaluiert, jedoch liegen kaum Studien vor, die Aussagen zu deren Zusammenhang machen. Der Forschungsstand und Grundlagen für die weitere Forschung werden diskutiert. Die Literaturübersicht schließt mit Empfehlungen für Ausbildung und Praxis.

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Hines,, Mary Enzman, and Jennifer Gaughan,. "Pediatric Nurses Acknowledging Praxis: Recognizing Caring in Reflective Narratives." International Journal of Human Caring 18, no. 3 (April 2014): 26–35. http://dx.doi.org/10.20467/1091-5710.18.3.26.

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Nurses are identified as caregivers, but caring and the work of nursing are often difficult to describe. This study explored caring within pediatric nursing practice, specifically how reflective narrative can be used to capture the essence of caring within practice. How nurses revealed praxis in the narratives is also explicated. Nine nurses’ narratives were analyzed by the participants using Johns’s (2009) model for structured reflection (MSR). Researchers then analyzed the narratives to identify the common themes of caring. Seven themes emerged: normalizing the environment, creating sacred space, being rooted in compassion, the art of being present, establishing trust-caring, coaching the family as caregiver, and inspiration for the future.

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Hanson, Karla J., and Thomas E. Stenvig. "The Good Clinical Nursing Educator and the Baccalaureate Nursing Clinical Experience: Attributes and Praxis." Journal of Nursing Education 47, no. 1 (January 1, 2008): 38–42. http://dx.doi.org/10.3928/01484834-20080101-04.

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32

Nunes, Emanuelle Caires Dias Araújo, Luzia Wilma Santana da Silva, and Eulina Patricia Oliveira Ramos Pires. "Nursing professional education: implications of education for transpersonal care." Revista Latino-Americana de Enfermagem 19, no. 2 (April 2011): 252–60. http://dx.doi.org/10.1590/s0104-11692011000200005.

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This study identifies the perceptions of undergraduate nursing students concerning their education to provide transpersonal care. This qualitative study was conducted in four public universities in Bahia, Brazil with 16 seniors (non-probabilistic sampling) through semi-structured interviews, analyzed through the Collective Subject Discourse. The results expressed the students’ feelings in the face of the challenge to provide transpersonal care; the psycho-cognitive competencies required by inter-subjective praxis; their perceptions concerning the curriculum in relation to the psycho-emotional dimension of being, untying critical knots; strategies suggested. The final reflections indicate the need to implement changes in the professional education of nurses in order to recover the humanistic view while preserving the scientific view. Undergraduate courses should develop an interactive methodology capable of supporting a more humane, sensitive and inter-subjective care praxis.

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Dangel, Bärbel, and Johannes Korporal. "Quality assurance in Nursing – An approach and implementation of a profession-overlapping and inter-institutional quality assurance project." Pflege 14, no. 5 (October 1, 2001): 317–26. http://dx.doi.org/10.1024/1012-5302.14.5.317.

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In Zusammenarbeit zwischen einem Studienprojekt eines pflegewissenschaftlichen Studiengangs, ambulanten und stationären pflegerischen Einrichtungen und einer kommunalen Verwaltung wird in Form von moderierten berufeübergreifenden und überinstitutionell zusammengesetzten Qualitätszirkeln Qualitätssicherung entwickelt. Grundlage des innovativen Ansatzes ist die für dieses Projekt modifizierte Methode der «stationsgebundenen Qualitätssicherung». Der Ansatz intendiert eine Verknüpfung interner mit externer Qualitätssicherung. Nach den bisher vorliegenden Erfahrungen in der qualitätssichernden Arbeit erscheint das Theorie-Praxis-Vorhaben produktiv und erfolgreich für die Praxis, den Studienerfolg und den Transfer.1 Im vorliegenden Bericht wird der Theorie-Praxis-Transfer beschrieben.

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34

Deakin, Gordon. "Praxis Cognitive-Behaviour Therapy (CBT) Training Package." Journal of Advanced Nursing 50, no. 5 (June 2005): 569. http://dx.doi.org/10.1111/j.1365-2648.2005.03436_3.x.

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35

Fahy, Kathleen. "Praxis methodology: action research without a group." Contemporary Nurse 5, no. 2 (June 1996): 54–58. http://dx.doi.org/10.5172/conu.5.2.54.

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36

Coleman, Tesiah. "Anti-Racism in Nursing Education: Recommendations for Racial Justice Praxis." Journal of Nursing Education 59, no. 11 (November 1, 2020): 642–45. http://dx.doi.org/10.3928/01484834-20201020-08.

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37

Connor, Margaret J. "Expanding the Dialogue on Praxis in Nursing Research and Practice." Nursing Science Quarterly 11, no. 2 (April 1998): 51–55. http://dx.doi.org/10.1177/089431849801100205.

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38

Lindsay, Gail M. "Reading Journals: Recovery and Reconstruction of Meaning for Nursing Praxis." Journal of Nursing Education 45, no. 3 (March 1, 2006): 143. http://dx.doi.org/10.3928/01484834-20060301-10.

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39

Seng, Julia S. "Praxis as a Conceptual Framework for Participatory Research in Nursing." Advances in Nursing Science 20, no. 4 (June 1998): 37–48. http://dx.doi.org/10.1097/00012272-199806000-00005.

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40

Enzman Hines, Mary, and Jennifer Gaughan. "Advanced Holistic Nursing Practice Narratives: A View of Caring Praxis." Journal of Holistic Nursing 35, no. 4 (July 3, 2017): 328–41. http://dx.doi.org/10.1177/0898010117715849.

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41

ROLFE, GARY. "Closing the theory—practice gap: a model of nursing praxis." Journal of Clinical Nursing 2, no. 3 (May 1993): 173–77. http://dx.doi.org/10.1111/j.1365-2702.1993.tb00157.x.

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42

Fry, Margaret, Casimir MacGregor, Kate Ruperto, Kate Jarrett, Janet Wheeler, Jacqueline Fong, and Wendy Fetchet. "Nursing praxis, compassionate caring and interpersonal relations: An observational study." Australasian Emergency Nursing Journal 16, no. 2 (May 2013): 37–44. http://dx.doi.org/10.1016/j.aenj.2013.02.003.

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43

Bent, Katherine N. "Perspectives on critical and feminist theory in developing nursing praxis." Journal of Professional Nursing 9, no. 5 (September 1993): 296–303. http://dx.doi.org/10.1016/8755-7223(93)90056-i.

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44

Trapé, Carla Andrea, and Cássia Baldini Soares. "Educative practice of community health agents analyzed through the category of praxis." Revista Latino-Americana de Enfermagem 15, no. 1 (February 2007): 142–49. http://dx.doi.org/10.1590/s0104-11692007000100021.

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This study aimed to: analyze the conceptions of health education that guide educational practices of community health agents in the Family Health Program of the Butantã Health Coordination, São Paulo, Brazil, and analyze the character of these educational activities. Data were collected through focus groups and in-depth semi-structured interviews with 39 agents. The analysis procedures followed the recommendations of thematic content analysis, and praxis was the analytical category. Regarding theoretical activity as a component of praxis, we found that most health education conceptions were based on the transmission of normative information learned from health technicians. This theoretical activity ended up guiding a practical activity typical of repetitive praxis, in which the agents do not participate in the health work planning process and do not dominate the "ideal object", reproducing tasks planned by others.

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45

Weskamm, Andrea. "„Advanced Nursing Practice“: Pflegerische Expertise für eine leistungsfähige Gesundheitsversorgung." PADUA 8, no. 3 (June 1, 2013): 157–58. http://dx.doi.org/10.1024/1861-6186/a000126.

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Ambulante Versorgungszentren leiten, Patienten zu Gesundheitsthemen beraten, Entlassungen begleiten und Angehörige schulen – was im Ausland schon lange gängige Praxis ist, steckt in Deutschland noch in den Kinderschuhen. Aber auch hier werden sowohl in Krankenhäusern als auch in der ambulanten Pflege verstärkt Pflegeexpertinnen APN („Advanced Practice Nurses“, APNs) eingesetzt.

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Stricker, Cornelia, Anna-Barbara Schlüer, and Daniela Händler-Schuster. "Eine Aufgabe mit Schlüsselfunktion." JuKiP - Ihr Fachmagazin für Gesundheits- und Kinderkrankenpflege 06, no. 03 (June 2017): 105–9. http://dx.doi.org/10.1055/s-0043-105404.

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Zusammenfassung Erfahrungsbericht Im Rahmen ihres Studiums Master of Science in Nursing an der Zürcher Hochschule für Angewandte Wissenschaften in Winterthur absolvierte Cornelia Stricker ein Workshadowing im Pflegedienst des Universitätskinderspitals Zürich. Innerhalb von zwei Wochen erhielt sie einen direkten Einblick in die Pflegepraxis der Pflegeexpertinnen APN Kardiologie, APN Onkologie und APN Kontinenz und über ihre Verankerung in der klinischen Praxis. Hier beschreibt sie die vielfältigen Aufgaben pädiatrischer Pflegeexperten APN in der klinischen Praxis und zeigt Möglichkeiten des Umgangs auf.

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47

Habermann, Monika. "From the strange to the own: The discourse of intercultural nursing and its impulses for the nursing sciences." Pflege 12, no. 5 (October 1, 1999): 278–82. http://dx.doi.org/10.1024/1012-5302.12.5.278.

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In dem Beitrag werden Impulse des Diskurses zur interkulturellen Pflege für die Weiterentwicklung von Pflegetheorie und -praxis erörtert. Zunächst werden einige wesentliche inhaltliche und formale Aspekte des Diskurses zusammengefaßt. Die Diskussion von Überschneidungen und Vernetzungen mit sozialwissenschaftlichen und gesellschaftlichen Diskursen zur Migration führt zu der Überlegung, daß der pflegewissenschaftliche Diskurs, will er eine «Kulturalisierung» vermeiden, zukünftig einen deutlicheren Rückbezug auf allgemeine pflegetheoretische Grundlagen wie auf den politischen und gesellschaftlichen Kontext der Migration bedarf.

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48

Zanolin. "Alter und Technik - Theorie und Praxis." Pflege 25, no. 3 (June 1, 2012): 222–23. http://dx.doi.org/10.1024/1012-5302/a000206.

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49

Panfil, Eva-Maria. "Wundbeurteilung und Wundbehandlung.Arbeitsbuch für die Praxis." Pflege 26, no. 1 (January 1, 2013): 71. http://dx.doi.org/10.1024/1012-5302/a000267.

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50

Huber, Yvonne. "Praxis und Theorie – die gegenseitige Wertschöpfung." Pflege 26, no. 1 (January 1, 2013): 3–5. http://dx.doi.org/10.1024/1012-5302/a000258.

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Journal articles on the topic 'Nursing praxis'

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