Women's ways of knowing in nursing and critical thinking.

Abstract

The purpose of this longitudinal qualitative study was (1) to extend the work of Belenky, Clinchy, Goldberger, and Tarule by interviewing female university nursing students to determine their "way of knowing" according to the Women's Ways of Knowing (WWK) schema and (2) to determine what relationship this way of knowing might have with critical thinking when accumulating a specific body of knowledge such as nursing. Interviews were conducted with 21 sophomore nursing students. Fourteen were reinterviewed their junior year, and 10 were interviewed or participated in a focus group their senior year. The procedural knowledge categories of separate and connected knowing became the focus of data analysis through the constant comparative method. Procedures for connected knowing were illuminated. Connected knowing was found to be congruent with nursing and the ways these women wanted to be as nurses. Separate knowing was found to be incongruent with nursing except for critical thinking purposes. Contrary to the notion that critical thinking is principled rather than procedural, procedural knowing, according to WWK, became the principle on which these women based their nursing actions, moving them to constructed knowers and caring, critical thinkers as they experienced nursing education.