Nursing Knowledge: Science, Practice, and Philosophy

Höfundur Mark Risjord

Útgefandi Wiley Global Research (STMS)

Snið Page Fidelity

Print ISBN 9781405184342

Útgáfa 1

Útgáfuár 2010

6.190 kr.

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
Show More

Additional information

Veldu vöru

Rafbók til eignar

Aðrar vörur

0
    0
    Karfan þín
    Karfan þín er tómAftur í búð