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n this article, authors contend that a lack of familiarity with philosophical thinking undermines the ability of students and subsequently practicing nurses to theorize for themselves. Engagement with philosophical ideas propels nurses well beyond the unthinking �application� of extant theory, to theorizing, that is, using theoretical formulations to engage with the significant phenomena we encounter in the world of human health. The authors present a framework to guide philosophical interrogation of knowledge, with a focus on the utility of both disciplinary knowledge and knowledge from the social sciences and humanities
