BSN Student Resource Manual

Transcription

1 BSN Student Resource Manual

2 Welcome to Kwantlen Polytechnic University, Bachelor of Science in Nursing Program On behalf of the Faculty of Community and Health Studies (CAHS), I would like to welcome you to the exciting learning opportunities which await you in our Bachelor of Science in Nursing (BSN) program. Our faculty, who are experts within their nursing specialties and scholarly/research interests, are ready to mentor and support you through your learning experience, utilizing contemporary teaching methodologies. The BSN program at Kwantlen provides a unique learner-centered experience. We incorporate evidence-based theoretical content, innovative, high fidelity psychomotor labs, diverse interprofessional clinical practice, and the opportunity to engage in research/scholarship. Helping learners to think critically, communicate effectively, provide therapeutic intervention and health promotion are goals that underlay our BSN program. As a student nurse you will learn to provide evidence-based professional nursing care in Kwantlen s skills and simulation labs as well as in a variety of hospital, community, and public health settings. Simulation allows learners to practice assessment, critical thinking, psychomotor skills, decision-making and problem solving in a non-threatening environment. Our faculty members create scenarios related to theoretical content and will provide specific experiences to which learners may not otherwise be exposed in the clinical environment. Learners reflect on their experiences together in a process called Praxis that integrates knowledge from theory and practice. Through the development of knowledge and skills in leadership and client advocacy our student nurses learn to provide high quality care. Kwantlen Polytechnic University has a strong history of providing outstanding nurses who respect the unique differences of the diverse population they serve. Thank you for choosing Kwantlen for your nursing education experience and continuing the Kwantlen tradition with us. Tru Freeman, PhD Dean, CAHS 2

3 Section 1: Introduction to BSN Manual 3

4 Section 1 Introduction Welcome to the Bachelor of Science in Nursing (BSN) Program. We are pleased that you selected our program for your nursing education and hope that you will find the experience both challenging and enjoyable. Steps to success! There is a great deal of information in this manual that will be useful as you progress through the program. You are encouraged to familiarize yourself with its contents and use the materials over the course of your studies. The purpose of this manual is to help new and transferring students become familiar with selected information about Kwantlen Polytechnic University (Kwantlen), the Faculty of Community and Health Studies (CAHS) and the BSN Program specifically. Please take the time to read the manual and ask any faculty member to answer questions that may arise. The BSN Program is one of many within the Faculty of Community and Health Studies. The programs within CAHS are found at The Dean of the CAHS is Dr. Tru Freeman. The Associate Deans are Jean Nicolson-Church and Carolyn Robertson. Be sure to check out the Kwantlen website to find up-to-date information. Current students find the website s Online Self-Service and mykwantlen.ca to be the most helpful resources during their time at Kwantlen. Student services offered at Kwantlen: Kwantlen provides all students with a comprehensive handbook that has highly relevant information. The handbook is available at shared/assets/student_handbook_2010_ pdf A comprehensive list of contact information and services is included early in the handbook. These include a wide range of student services that are particularly useful to students within the BSN program for example: Bookstores Counseling Important dates Kwantlen policies Kwantlen Student Association (KSA) The Learning Centers Libraries Safety & Security Student Awards and Financial Assistance Study Skills Seminar 4

5 IET Services The IET department at Kwantlen provides technology services for students, staff and faculty. There is a useful resource including a Student Resource Handbook and Frequently Asked Questions Database located at Information includes: Creating a secure password Using My Kwantlen Accessing Online courses Accessing Library services Accessing calendar and course finder Accessing information Kwantlen s website is Main switchboard number is Mailing Address for all campuses: Kwantlen University College nd Ave. Surrey, BC V3W 2M8 Canada 5

6 Overview of Courses by Semester: Fall 2011 intake Semester 1: Personal Meaning of Health NRSG 1111 Health 1: Health Styles NRSG 1121 Professional Growth 1: Nurses Work NRSG 1130 Self and Others 1: Self-Awareness NRSG 1141 Nursing Practice 1 BIOL 1160 Anatomy and Physiology 1 ENGL 1100 Writing, Reading and Thinking: An Introduction Semester 2: Chronic Health Challenges NRSG 1210 Health 2: Facilitating Health and Healing in Families NRSG 1231 Self and Others 2: Creating Health-Promoting Relationships NRSG 1241 Nursing Practice 2 BIOL 1260 Anatomy and Physiology 2 ENGL 1202 Reading and Writing about Selected Topics: An Introduction to Literature NRSG 1350 Consolidated Practice Experience 1* Semester 3: Episodic Health Challenges NRSG 2111 Healing 1: Episodic Health Challenges NRSG 2141 Nursing Practice 3 NRSG 2160 Health Science 3: Pathophysiology 1 Elective Semester 4: Complex Episodic Health Challenges NRSG 2211 Healing 2: Complex Episodic Health Challenges NRSG 2220 Professional Growth 2: The Nursing Profession NRSG 2241 Nursing Practice 4 NRSG 2260 Health Science 4: Pathophysiology 2 NRSG 2350 Consolidated Practice Experience 2* Semester 5: Prevention NRSG 3111 Health 3: Teaching and Learning for Prevention NRSG 3141 Nursing Practice 5 NRSG 3160 Health Science 5: Advanced Health Challenges PHIL 3010 Healthcare Ethics 6

7 Semester 6: Health Promotion & Community Empowerment NRSG 3211 Health 4: Health Promotion & Community Empowerment NRSG 3231 Self and Others 3: Reflection on Caring Practice NRSG 3241 Nursing Practice 6 NRSG 3220 Professional Growth 4: Research NRSG 3225 Professional Growth 3: Nursing Inquiry NRSG 3350 NRSG 3355 Consolidated Practice Experience 3 Consolidated Practice Experience 4* Semester 7: Societal Health NRSG 4111 Professional Growth 5: Nurses Influencing Change NRSG 4120 Qualitative & Quantitative Analysis NRSG 4141 Nursing Practice 7 Elective Semester 8: Transitions NRSG 4211 Health/Professional Growth: Transitions NRSG 4242 Consolidated Nursing Practice 8 *Due to curricular changes, these courses will be offered for the last time for the students entering the BSN program in September Annually, Kwantlen has two intakes of 32 nursing students into Semester 1. The intakes occur in January and September. January 2012 marks the beginning of curricular changes whereby some of the CPE courses will be eliminated and nursing practice hours in other courses will be altered to reflect this change. 7

8 Section 2: Nursing Lab and CRNBC 8

9 Section 2: Student Resources: The Nursing/Health Laboratory: The Laboratory (Lab) can be found in several rooms on the second floor of the Fir building of the Surrey Campus. These areas are used on a regular basis by students across Community and Health Studies, including BSN. There are a variety of resources to assist you as you progress through the program. The Lab is a simulated client care area consisting of hospital beds and various simulators (low, medium and high-fidelity). This area is used for acquisition of psychomotor skills prior to and during your nursing practice experiences (i.e., clinical experience). Here you will have opportunities to not only learn new psychomotor skills, but also integrate your knowledge from all courses. Laboratory Staff and Faculty: Lab Coordinator The Coordinator of the Lab is responsible for the overall management of the area. Any suggestions or concerns related to the operation of the Lab should be directed to him/her. Lab Instructors Lab instructors are available to assist you with psychomotor skill practice. They oversee your scheduled supervised practice sessions. Student Assistants Student assistants are paid employees whose responsibilities are to assist lab instructors with Lab maintenance. Please avoid asking them for help with course work as this is beyond the scope of their responsibility. Lab Hours of Operation: Monday to Friday hrs. Please note that the Lab is used heavily during all semesters. Supervised Practice is a designated time that is reserved for students to practice specific skills that have been taught in the lab by Faculty with a Lab instructor. This is a perfect time for you to review the theory taught by a nursing faculty in previous Nursing Practice labs, and receive feedback or guidance on your performance. Students are expected to come well prepared to practice and engage in a peer-review process. This peer review process will be explained further by the faculty teaching in Semester one or by the Lab Coordinator. Psychomotor Skill Practice: In your course calendar, Year one and Year two Nursing Practice courses includes a designated time for Supervised Practice. Please arrive at the scheduled start time in order to enable the lab instructors to provide any information regarding the specific skill(s) you will be practicing. It is also a sign of respect to arrive on time. Although Supervised Practice has a designated end time, you are permitted to leave when you feel you have completed the ends-in-view for this designated experience. However, the more 9

10 time you spend on practicing your skills and integrating your knowledge the more confident you will feel in clinical practice. Simulations using Human Patient Simulators (HPS): When simulations using the HPS are scheduled, the faculty member teaching the lab will provide the necessary In Preparation direction. Please note that some faculty expect students to dress in uniform (scrubs and nametag only) during a scheduled HPS simulation. Please exercise caution when using the HPS by ensuring that no ink, tape, or other marks are put on an HPS as these cannot be removed. It is noteworthy that the lab faculty and Lab instructors may choose to use moulage on the HPS; this includes such products as simulated blood, make-up etc. but has a consistency that is safely removable. Special Considerations while in the Lab: Certain equipment may be loaned out through a sign-out process. Please check with the Lab instructor if you wish to borrow specific equipment. Note that a refundable deposit may apply. Please note that there are several skills kits that must be purchased prior to select Nursing Practice labs. The faculty member teaching the lab will provide you with the details on how to purchase these; Kit fees are nominal, but the kits are essential for increasing your ability to practice safely in the clinical area. In your course schedule for Year one and Year two, you will notice a designated time for the Nursing Practice labs, which are taught by a faculty member(s). It is the student s responsibility to ensure that he/she prepares well for the lab. It is recommended that students wear comfortable clothing and appropriate footwear when practicing. Non-skid, flat-soled shoes should be worn. Please be considerate and remove shoes before lying on the beds. When in the Lab please ensure you demonstrate respect for this learning environment. It is the student s responsibility to leave the Lab clean and tidy. Beds should be returned to their lowest position and furniture to their proper place. All equipment should be returned to the cart or area designated for that purpose. Behave in the lab as you would behave in the clinical environment. Please note: The Lab must be vacated ten minutes prior to the start of the next Nursing Practice lab. Food and drink may be allowed in the Lab, at the discretion of the faculty. Please take all beverage containers, garbage, etc. with you when you leave, and re-cycle when appropriate. Since space in the Lab is limited, it is recommended that you store backpacks, coats, etc. away from the working area when a nursing practice lab is in progress. Please respect all Kwantlen-wide policies, as well as the BSN Guidelines. Note that all policies and guidelines, such as one relating to social networking and professional conduct, are applicable when students are in the Lab. The Lab instructors and Coordinator hope to see you utilizing the resources available to you. Feel free to call upon any of them for any help with your skills and other learning needs at the following locals ( /

11 CRNBC (College of Registered Nurses of BC): Upon successful completion of the BSN program, students will be recommended to write the Canadian Registered Nurse Examination (CRNE ). Success on the CRNE will enable graduates to become eligible to become members of CRNBC. For more information on CRNBC, please see the website CRNBC Mandate To ensure that all individuals seeking entry to practice and maintaining registration are competent and ethical professionals. The College does this by setting standards, supporting registered nurses to meet standards and acting if standards are not met. Retrieved June 11, 2011 from You will learn more about Professional Standards and Practice Standards as you progress through the program as these standards are used to inform the BSN Curriculum. CRNBC Purpose It is the duty of College of Registered Nurses of British Columbia to protect the public through the regulation of registered nurses, nurse practitioners and licensed graduate nurses. CRNBC's legal obligation is to protect the public through the regulation of registered nurses and nurse practitioners. Learn more about the mandate, regulation of registered nurses, and careers at ( Students will have an opportunity to assume a role of Student Representative Program for CRNBC. For more information contact the program at 11

12 Section 3: BSN Program Guidelines 12

13 Section 3: Policies and Guidelines It is the student s responsibility to review and understand the relevant Kwantlen policies, BSN Guidelines, as well as Hospital and Community Agency Policies. Kwantlen Policies The University-wide policies are available at Some policies that are of particular use to students in the BSN program include: Appeals of Academic Decisions Confidentiality Criminal Record Review Final Examinations and Grade Reporting for Courses Plagiarism and Cheating Violence in the workplace Attendance and Performance in Semester and Other Term Based Courses Student Conduct You may access these or any other University policies through at Hospital and Community Agency Policies Hospitals, health authorities, and other community agencies also have their own set of policies. You will find many similarities and some differences among the hospitals, as well as between community agencies. It is expected that you provide nursing care that is consistent with the policies of the institution in which you are assigned for Nursing Practice. Therefore, it is essential that you become familiar with the policies relevant to the nursing care of clients. Nursing Program Guidelines It is an expectation that students adhere to the current BSN Program Guidelines as they progress through the program. These guidelines are specific to the program and will be invaluable as you develop professionally. There are a number of BSN Guidelines specific to your Nursing Practice experiences and it is suggested that you keep a hard copy of these with you while engaged in Nursing Practice. These include: Attendance Cardiopulmonary Resuscitation Dress & Appearance: Nursing Practice Experiences Nursing Practice Experiences Professional Conduct Progression of Students Through the Program Readmission to the Bachelor of Science in Nursing Program These BSN Program Guidelines can be found on Mykwantlen through the BSN Program on the left hand side of the screen under Course Tools and select Files listed under Policies. 13

14 Section 4: Philosophical Foundations of the BSN Program 14

15 Section 4: BSN Curriculum Philosophy and Indigenous Knowledge The Philosophy of the Bachelor of Science in Nursing (BSN) Program The philosophy of the BSN Program is informed by humanistic, feminist, phenomenological, and socially critical orientations. These orientations are reflected in the way in which the program views persons, health, health care, nursing, and curriculum. This philosophy is based on the former Collaborative Nursing Program in BC (Collaborative Curriculum Guide, 2002), and is described below. 1. Philosophical Foundations in the Curriculum 2 Phenomenology 2. The central tenet of phenomenology is the understanding of human experience as it is lived. The aim in phenomenology is to gain a greater understanding of the meaning of experience. Rather than focusing on the facts of a situation, the emphasis in phenomenology is to understand what meaning those facts had for the person. This focus requires a phenomenological attitude that compels people to raise questions about the nature of human experiences in an effort to uncover the deeper meaning structures within them. It is understood that the meaning structures that are uncovered are integrally related to the knower. That is, in phenomenology, the knower and the known are not separate, and there is no objective truth. Rather, knowing is very individual. At the same time, because we are all situated in the world, we can gain understanding of another s knowing because we share some common meaning. In this sense, phenomenology is both a way of being (ontology) and a way of doing (practicing nursing). As Ray (1990) suggests, phenomenology offers a means by which human phenomena or the lived experiences of nurses and the people with whom they interact can be understood. 3. Phenomenology focuses on the relationship of the person in the world, not separate from it. As Heidegger (1962) explains, phenomenology is the study of being-in-the-world. World in this sense goes beyond environment to include the meaningful sets of relationships, practices, and language that we have by virtue of being born into a culture (Leonard, 1989). This world, in phenomenology, is neither considered as held exclusively in the mind nor is it considered to be out there. Rather, people and their world are one. 4. From a phenomenological perspective, reality exists only as it is created through experience. Each person s reality is created and lived as a result of the meaning the experience has for that person. This meaning evolves out of the person s being-in-the-world. In this sense, experience is not something that happens to us, but rather something we create in relation with our world. The importance of this philosophical position is that, for each person, being-in-theworld is unique. Although we may experience some shared meanings, no assumptions can be 2 Authors: Gwen Hartrick (1994), Professional Growth: Bridge-In Distance Course Writer, and Elizabeth Lindsey (1995), Collaborative Nursing Program in B.C. - Liaison Coordinator, University of Victoria, School of Nursing. 15

16 made that we can fully understand another. In the student/teacher relationship, the experiences of the nurse (both personal and professional) come together with the experiences of the client so that, through a conversational relationship, a shared understanding can be cocreated. 5. In order to understand human experience as it is lived, this experience must first be mediated through expression (Van Manen, 1990). According to Van Manen, people cannot access experience in its immediate manifestation, but only as past experience. In this sense, as people reflect on their experience, they assign meaning to that experience, and this meaning making process becomes an act of interpretation. The important element here is that in order to access people s experiences, the nurse and the client engage in a conversational relationship in which people s experiences, and the meanings they attribute to those experiences, are drawn forth. 6. Some essential assumptions underlie the philosophy of phenomenology. a. Holistic Perspective: to study the whole phenomenon, and to avoid breaking it down into ever-smaller segments or parts. There are multiple constructed realities that can be studied only holistically. In nursing, the medical model of client care has compartmentalized people into bio-psycho-social beings. Even the physical dimensions of a client have been compartmentalized, so that clients are often described by their medical diagnosis. Such segmentation directs client care to a particular diagnosis, without taking into consideration the whole person. A holistic perspective provides an opportunity to open up to a deeper understanding of the whole, experiencing being. b. Subject-Object Inseparability: the inquirer and the object of inquiry interact and influence one another. That is, the nurse and the client engage in a conversational relationship in which there is a fusion of the subject of inquiry (often the client) with the object of inquiry (often the nurse). This inseparability allows for a co-creation of meaning in which a shared understanding of experience is drawn forth. c. Cause and Effect: all entities are in a state of mutual, simultaneous shaping so that it is impossible to distinguish causes from effects. That is, cause and effect are not linear, but each influences the other to become a whole experience. The nurse and the client embark on a quest for shared meaning wherein understanding the whole experience is undertaken, not compartmentalized into categories of cause and effect. d. Truth and Reality: there is no ultimate and essential truth out there which is divorced from the knower. Therefore, assertions of truth and reality are inextricably bound by people s biographies, their culture, and their history. In this sense, all assertions of truth are relative. For nursing, the essential notion here is that all knowing (personal and professional) is only one form of truth and reality. Nurses cannot make judgments about clients in isolation from the client s experiences. Only through dialogue with clients can nurses come to understand the reality of that experience for a particular client. The curriculum themes of people s experience of health and healing, people s experience of self and others, and people s experience of professional growth, derive from this phenomenological perspective. 16

17 References Heidegger, M. (1962). Being and time. (J. MacQuarrie & E. Robinson, Trans.). New York: Harper & Row. Leonard, V.W. (1989). A Heideggerian phenomenological perspective on the concept of the person. Advances in Nursing Science, 11(4), Nyberg, J. (1989). The elements of caring in nursing administration. Nursing Administrator Quarterly, 13(3), Ray, M. (1990). Phenomenological method for nursing research. In N.L. Chaska (Ed.), The Nursing Profession: Turning points (pp ). St. Louis: C.V. Mosby. Van Manen, M. (1990). Researching lived experience. London. N: Althouse. Watson, J. (1988). Nursing: Human science and human care: A theory of nursing. New York: National League for Nursing. Bibliography Munhall, P. (1989). Philosophical ponderings on qualitative research methods in nursing. Nursing Science Quarterly, 2(1), Oiler Boyd, C. (1988). Phenomenology: A foundation for nursing curriculum. In Curriculum revolution. Mandate for change (pp ). New York: National League for Nursing. 17

18 Feminism Feminism can be conceptualized as a dynamic, evolving ideology (Hamlin, et al., 1992). Historically, feminism focused on valuing women and confronting systematic injustices based on gender. Since that time, Hamlin, et al. (1992) contend that feminism has developed into an inclusive model of liberation for all people, with particular attention given to the status of women. Feminism includes a number of perspectives. Categories of feminism identified by Sherwin (1992) include liberal feminism, socialist feminism, cultural feminism, and postmodern feminism. Between these different perspectives, there is some disagreement as to the origin of sexist structures and the changes that should be pursued. However, there is a common thread relating to the oppression of women. Liberal feminism is probably the most common variety of feminist thought and represents a set of views that are widely held in Western society. Liberal feminists believe that equality for women can be achieved within the systems of the existing social structure. Based on this belief, liberal feminists are committed to making the formal legal and political changes necessary to guarantee women s rights are equal to those of men. Criticisms of liberal feminism include its limited capacity for feminist transformation (Sherwin, 1992), and its failure to pay adequate attention to the economic and social structures in the patterns of oppression. Socialist feminists view persons and their relationships as socially constructed. Based on this belief, socialist feminists argue that it is important to look for the historical roots of the oppression women now experience and to attend to the structures of economic organization that support that oppression. In particular, socialist feminists identify the sexual division of labour both inside and outside the home and the unequal division of power organized through the social relations of gender, class, race, and sexual orientation as the source of oppression (Adamson, Breskin, & McPhail, 1988). Criticisms of socialist feminism include its failure to attend closely enough to the sexual nature of women s oppression. Some feminists argue that sex differences function explicitly as power differences and structure dominance-relations. Cultural feminism presumes that there is an essential female nature common to all women which should be identified, developed, and celebrated (Sherwin, 1992). Cultural feminists contend that patriarchal structures value male characteristics such as rationality, independence, and autonomy over female traits such as caring, nurturing, relationship, and so forth. Accordingly, cultural feminists focus on processes that identify, articulate, and value women s differences. Criticisms of cultural feminism include the contention that a universal nature shared by all women is nothing more than an example of their subordinate position in a sexist society. Other feminists raise concerns that this focus on difference will merely serve to perpetuate the already existing exploitation of women (Sherwin, 1992). Postmodern feminism focuses on the concept of power and the social implications of power. According to postmodern feminism, the oppression of women results from the existence of male-dominated power relations (Doering, 1992). Postmodern feminists contend that power generates and is served by knowledge, and that knowledge reinforces and supports existing power relations (Doering, 1992). These feminists contend that a change in power relations is possible since the balance of power and resistance is not fixed, but that change occurs through knowledge. Critics of postmodern feminism argue that 18

19 women require a more proactive and politically active perspective than post-modernism can offer (Di Stefano, 1990). Collaborative Curriculum Guide September 2002 (Revised) There are variations in the different conceptions of feminism. In a concept analysis of feminism, Allan (1993) describes three attributes that define feminism: 1. A concern with gender equality and the promotion of equal rights for men and women. 2. The expression of this equality through theory and action. 3. A concern with the individual rather than sexual and/or biological characteristics and roles. Similarly, Bricker-Jenkins and Hooyman (1986) outline seven feminist ideological themes that capture the different elements within feminism: 1. Emphasis on an end to patriarchy. 2. Egalitarian relationships whereby power is reconceptualized as limitless, collective, and transactive. The central tenet is empowerment. 3. Emphasis on process where process is not a means to an end, but rather the product itself (the end is the means). 4. The personal is political. There is a strong orientation to structural change in society. 5. Valuing unity and diversity feminists emphasize the need for sisterhood and solidarity while simultaneously respecting differences. 6. Valuing the existence of multiple realities and the subjective and contextual nature of human experience, as well as valuing nonlinear multidimensional thinking. 7. Consciousness-raising/praxis. The transformation of social structures requires a process of consciousness-raising about the hegemony that constrains us. This process involves a praxis whereby liberation occurs through people s own actions. Theorists that have influenced a feminist perspective in the CNP are Belenky, et al. (1986), Chinn and Wheeler (1985), Gilligan (1981), Harding (1986), Roberts (1981), Sherwin (1987), and others. Within the Collaborative Curriculum, a feminist philosophy attends to the reality of women s oppression. Traditionally, women have been oppressed and nursing, as a predominantly female profession, has been particularly affected by the oppression of women. Thus, from a feminist perspective, questions are raised regarding the power relationships that have existed in the context of nursing. Feminist critique of the health care system, of relationships with other health care professionals, and of the role of women in helping professions are integrated throughout the curriculum. Feminism is about change. The curriculum embraces a feminist stance whereby nursing and its context become transformed through action. A feminist perspective also attends to the experiences of women in society. Societal oppression of women is examined and questions are raised about the role of women in society. The roots of oppression are examined and changes are sought that advance equality. Such changes foster the empowerment of women and promote the end of patriarchy. 19

20 References Adamson, N., Breskin, L., & McPhail, M. (1988). Feminist organizing for change: The contemporary women s movement in Canada. Toronto: Oxford University Press. Allan, H. (1993). Feminism: A concept analysis. Journal of Advanced Nursing 18, Collaborative Curriculum Guide September 2002 (Revised) Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). Women s ways of knowing. New York: Basic Books. Bricker-Jenkins, M., & Hooyman, N. (1986). Not for women only. Silverspring, MA: NASW. Chinn, P.L., & Wheeler, C.E. (1985). Feminism and nursing: Can nursing afford to remain aloof from the women s movement? Nursing Outlook, 33(2), Di Stefano, C. (1990) Dilemmas of difference: Feminism, modernity and post modernism. In L. Nicholson, (Ed.), Feminism/Postmodernism (pp ). New York: Routledge. Doering, L. (1992). Power and knowledge in nursing: A feminist poststructuralist view. Advances in Nursing Science, 14(4), Gilligan, C. (1982). In a different voice: Psychological theory and women s development. Cambridge, MA: Harvard University Press. Hamlin, R., Loukas, K., Forehlich, J., & MacRae, N. (1992). Feminism: An inclusive perspective. The American Journal of Occupational Therapy, 46, Harding, S. (1986). The science question in feminism. Ithaca, NY: Cornell University Press. Roberts, H. (1981). Doing feminist research. London: Routledge & Kegan Paul. Sherwin, S. (1992). No longer patient: Feminist ethics and health care. Philadelphia: Temple University Press. Bibliography Grant, J. (1993). Fundamental feminism, contesting the core concepts of feminist theory. New York: Routledge. 20