We draw on our recent research that has convinced us of the importance of nurses' participating in re-forming health care on their own terms. The empirical evidence we present here shows how “boardroom knowledge” of health care is constructed with different priorities than is the knowledge of direct care on which nurses' safe, efficient, and effective work relies. The 2 forms of knowledge are not the same. Nurses' knowledge is routinely transposed through a procrustean process of “working up” direct care nurses' knowledge into new informational forms without attention to the importance of the full range of what nurses know from their unique standpoint.
Midwestern State University, Wichita, Falls, Texas (Dr Hamilton) and University of Victoria, Victoria, Canada (Dr Campbell).
Correspondence: Patti Hamilton, PhD, RN, Midwestern State University, 3410 Taft Blvd., Wichita Falls, TX 76308 (firstname.lastname@example.org).
The authors thank Gretchen Gemeinhardt and Sondip Mathur for their collaboration on the project. They also thank all the nurses who participated in the study.
Funding for the project was provided by the Robert Wood Johnson Foundation's Interdisciplinary Nursing Quality Research Initiative.
The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article.