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Kritiske kommentarer til evidensbasert undervisning og praksis
Engelsk titel: Critical comments to evidence-based education and practice Läs online Författare: Boge J ; Martinsen K Språk: Nor Antal referenser: 29 Dokumenttyp: Artikel UI-nummer: 06073312

Tidskrift

Vård i Norden 2006;26(2)32-5 ISSN 0107-4083 E-ISSN 1890-4238 KIBs bestånd av denna tidskrift Denna tidskrift är expertgranskad (Peer-Reviewed)

Sammanfattning

We are uneasy about the implementation of evidence thinking in health institutions, universities and colleges. Health related evidence has its origin in the medical research practice that developed when it became legitimate to perform post-mortem examination. In this evidence thinking there is a hierarchy between different types of research methods. Certain forms of measurable, medical knowledge are placed on the top of the hierarchy, while humanistic knowledge from qualitative research and experience, is on the bottom. Most of the nursing knowledge is placed on lower levels. The idea behind evident knowledge is to make institutions more standardised, effective and easier to rule. The government can accomplish this through canalising research foundlings to evident research, and trough different kinds of production rewards. Our argument is that it is necessary with a wide range of knowledge to meet the wide range of ill and needy persons the health system is supposed to help. The hierarchy of knowledge can contribute to a hierarch between they who have medical evidence based illnesses and they who don’t have.