Nursing Knowledge: Science, Practice, and PhilosophyNurses who conduct research have a longstanding interest in questions of nursing knowledge. Nursing Knowledge is a clear and well-informed exposition of the philosophical background to nursing theory and research. Nursing Knowledge answers such fundamental questions as: How is nursing theory related to nursing practice? What are the core elements of nursing knowledge? What makes nursing research distinctive as nursing research? It examines the history of the philosophical debates within nursing, critiques the arguments, explains the implications and sets out to rethink the philosophical foundation of nursing science. Nursing Knowledge begins with philosophical problems that arise within nursing science. It then considers various solutions with the help of philosophical ideas arguingargues that nurses ought to adopt certain philosophical positions because they are the best solutions to the problems that nurses encounter. The book argues claims that the nursing standpoint has the potential to disclose a more complete understanding of human health than the common disease-and-dysfunction views. Because of the relationship to practice, nursing science may freely draw theory from other disciplines and nursing practice unifies nursing research. By redefining theory and philosophy,With a new philosophical perspective on nursing science, the so-called relevance gap between nursing theory and practice can be closed. The final chapter of the book ‘redraws the map’, to create a new picture of nursing science based on the following principles:
Key features
Dr. Mark Risjord is Associate Professor in Philosophy at Emory University, and has a faculty appointment in the Nell Hodgson Woodruff School of Nursing. His main research areas have been in the philosophy of social science and the philosophy of medicine. He was invited to has been teaching philosophy of science and theory development in the new PhD program in the Nell Hodgson School of Nursing at Emory University insince 1999. He has been awarded two competitive teaching prizes: Emory Williams Distinguished Teaching Award (2004) and the Excellence in Teaching Award (1997). He is presently serving as the Masse-Martin/NEH Distinguished Teaching Chair (2006-2010). |
Contents
Opening the relevance | |
Toward a philosophy of nursing science | |
VALUES AND THE NURSING | |
Models of valueladen science | |
Standpoint epistemology and nursing knowledge | |
The nursing standpoint | |
The structure of theory | |
Models mechanisms and middlerange theory | |
CONCEPTS AND THEORIES | |
Conceptual models and the fate of grand theory | |
PARADIGM THEORY | |
The rise of qualitative research | |
What is a paradigm? | |
Methodological separatism and reconciliation | |
NURSING THEORY AND | |
Echoes in nursing | |
Rejecting the received view | |
THE IDEA OF A NURSING | |
Redrawing the | |
References | |
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Common terms and phrases
abstract analysis answer argued arguments called Chapter character coherence commitment concepts conceptual models concern consequences context critical defined definition depends derived determine developed discipline discussion distinction domain early empirical essay ethical evaluation example experience explain expressed Fawcett fundamental given goals grand theory human idea identified important influence inquiry intervention issues kind laws literature logical meaning methodology methods middlerange theory moral natural nurse scholars nursing inquiry nursing knowledge nursing practice nursing research nursing science nursing standpoint nursing theory objects observation ofthe oftheory orientation pain paradigm particular patient pattern perspective phenomena philosophical philosophy of science political position problems profession professional qualitative and quantitative qualitative research questions received view relationship relevance gap requires response result role scientific theory sense social specific structure testing theoretical treated understanding unique values view of theory