Description
Efnisyfirlit
- Nursing Knowledge
- Contents
- Preface
- Foreword
- PART I NURSING KNOWLEDGE AND THE CHALLENGE OF RELEVANCE
- Introduction to Part I
- Nursing knowledge
- Two kinds of theory–practice gap
- Philosophy of nursing science
- 1 Prehistory of the problem
- The domain of nursing
- Professionalization and the translation gap
- Nursing education reform in the United States
- Nursing research begins
- A philosophy of nursing
- What would a nursing science look like?
- Nursing theory and nursing knowledge
- Borrowed theory
- Uniqueness
- Conclusion: the relevance gap appears
- 2 Opening the relevance gap
- Two conceptions of nursing science
- The demise of practice theory
- The argument from value freedom
- The argument from theory structure
- The consensus emerges
- Carper’s patterns of knowledge
- Donaldson and Crowley on the discipline
- Fawcett on the levels of theory
- The relevance gap
- The qualitative research movement
- The middle-range theory movement
- Conclusion: the relevance gap endures
- 3 Toward a philosophy of nursing science
- Philosophical questions about nursing
- Questions about the discipline
- Questions of philosophy
- Science, value, and the nursing standpoint
- Qualitative research and value-freedom
- Standpoint epistemology
- Theory, science, and nursing knowledge
- The received view of theory
- Explanatory coherence and inter-level models
- Consequences for nursing knowledge
- Conclusion: closing the gap
- PART II VALUES AND THE NURSING STANDPOINT
- Introduction to Part II
- 4 Practice values and the disciplinary knowledge base
- Dickoff and James’ practice theory
- Values and theory testing
- Challenges to Dickoff and James’ criteria
- Beckstrand’s critique
- Fact and value
- Intrinsic and instrumental values
- Carper’s fact–value distinction
- Problems with patterns
- The disintegration of nursing knowledge
- The obfuscation of evaluative commitments
- The role of theory in ethical knowledge
- Sociopolitical knowing
- Conclusion: fact and value in nursing knowledge
- 5 Models of value-laden science
- The Johnson model: nursing values as guides for theory
- Constitutive and contextual values
- Constitutive values in science: Kuhn’s argument
- Epistemic and moral/political values
- Models of value-laden inquiry
- Value-laden concepts in nursing inquiry
- Conclusion: constitutive moral and political values in nursing inquiry
- 6 Standpoint epistemology and nursing knowledge
- Social role and epistemic privilege
- Feminist appropriation of standpoint epistemology
- Generalizing standpoints
- Knowledge and the division of labor in health care
- Nursing knowledge and nursing roles
- Conclusion: nursing knowledge as an epistemic standpoint
- 7 The nursing standpoint
- Top-down and bottom-up views of nursing
- Values in the nursing standpoint
- The philosophical questions revisited
- Questions and concerns
- What is the nursing role?
- How are the boundaries of the profession determined?
- Qualitative or quantitative?
- Is nursing an applied science?
- Conclusion: science and standpoint
- PART III NURSING THEORY AND THE PHILOSOPHY OF SCIENCE
- Introduction to Part III
- 8 Logical positivism and mid-century philosophy of science
- Some history and terminology
- Empiricism
- Logical positivism
- Conceptions of theory in nursing
- Theories and axiom systems
- Euclid and Newton
- Challenges to an axiomatic treatment of theory
- Implicit definition
- Theory structure: the received view
- Theoretical and experimental laws
- The hierarchy of theory
- Explanation and confirmation
- Explanation
- Theory testing
- Conclusion: logical positivism and scientific knowledge
- 9 Echoes in nursing
- Did logical positivism influence nursing?
- Three kinds of influence
- Positivism and the critique of nursing metatheory
- The metaparadigm of nursing
- Validity of the metaparadigm
- What is a “metaparadigm”?
- Levels of theory
- How the levels are distinguished
- How the levels are related
- Why the levels are supposed to be necessary
- Borrowed theory
- Conclusion: the relevance gap and the philosophy of science
- 10 Rejecting the received view
- Holistic confirmation
- The necessity of auxiliary hypotheses
- Auxiliary hypotheses and borrowed theory
- Consequences for nursing
- Failure of the theory–observation distinction
- The vagueness of the distinction
- The role of training
- Observation and theory testing
- Levels of theory and interdisciplinary research
- Theory change and level mixing
- Theoretical integration
- Consequences for nursing
- Conclusion: rejecting the received view of nursing science
- PART IV THE IDEA OF A NURSING SCIENCE
- Introduction to Part IV
- 11 Postnursing theory inquiry
- Passion for substance
- Situation-specific theories
- Postnursing theory inquiry
- Research example: mastectomy
- Background
- Patient responses to radical mastectomy
- Research example: pain management
- Background
- Sensory and distress components of pain
- Breakthrough research and situation-specific theory
- Conclusion: revisioning nursing theory
- 12 The structure of theory
- Walls and webs
- Questions and answers
- Coherence and confirmation
- Horizontal and vertical questions
- Breakthrough research revisited
- Radical mastectomy
- Pain research
- Borrowed theory
- Research example: pain intervention
- Borrowed theory and the nursing standpoint
- Conclusion: piecing the quilt
- 13 Models, mechanisms, and middle-range theory
- What is middle-range theory?
- An old, new definition of middle-range theory
- The semantic conception and the received view
- Middle-range theories as theoretical models
- Physical and nonphysical theoretical models
- The challenge of precision in nursing models
- Interlevel models in nursing science
- Theoretical models and explanatory coherence
- Holism, reductionism, and the nursing standpoint
- The holistic patient care argument
- The inconsistency argument
- The causation and control argument
- Causality, holism, and professional values
- Conclusion: causal models and nursing science
- PART V CONCEPTS AND THEORIES
- Introduction to Part V
- 14 Consequences of contextualism
- Concepts: theory-formed or theory-forming?
- Public and personal concepts
- The priority of theory
- Linguistic arguments for contextualism
- Scientific and colloquial contexts
- Contextualism and realism
- Moderate realism
- Contextualism and antirealism
- Realism and representation
- Concept analysis and borrowed theory
- Conclusion: philosophical foundations of multifaceted concepts
- Theory development and multifaceted concepts
- Concepts, borrowed theory, and interlevel models
- 15 Conceptual models and the fate of grand theory
- Models and theories
- The orientation and abstraction pictures
- Arguments against the abstraction picture
- Harmful effects of the abstraction picture
- Advantages of the orientation picture
- Rereading the early theorists
- Nursing pedagogy and early theory
- Conceptualizing the nurses’ role
- Models of nursing and models for nursing
- Conceptual models as nursing philosophy
- Philosophical criticism of conceptual models
- Conclusion: science, practice, and philosophy
- PART VI PARADIGM, THEORY, AND METHOD
- Introduction to Part VI
- Terminological preliminaries
- 16 The rise of qualitative research
- Making space for qualitative methodology: Carper, Benner, and Watson
- The triangulation problem
- Triangulation and confirmation
- Objections to triangulation
- Two paradigms of nursing inquiry
- Conclusion: method, theory, and paradigm
- 17 What is a paradigm?
- Components of a paradigm
- Theory and ontology
- Theory and method
- Values
- Incommensurability
- Pulling paradigms apart
- Theory and method (reprise)
- Theory and ontology (reprise)
- Against paradigms
- Conclusion: nursing science without paradigms
- 18 Methodological separatism and reconciliation
- Reality and realities
- Idealism
- Meaning and reality
- Static and dynamic
- Objective and subjective
- Deduction and induction
- Reductionism and value-freedom
- The unity of nursing knowledge
- Reconciling qualitative and quantitative research
- Methods as bridges
- The objective support
- The query support
- Method in the middle
- Conclusion: local methodological decision-making
- PART VII CONCLUSION
- 19 Redrawing the map
- Theory
- Criteria for theory evaluation
- A new perspective on theory
- Evaluating theoretical models
- Evaluating intervention research
- Evaluating interpretations
- New questions about nursing theory
- Professional values and disciplinary knowledge
- Nursing knowledge and the relevance gap
- New questions about evidence-based nursing practice
- New maps, new directions
- References
- Index