Grambling State University. School of Nursing. Graduate Nursing Program. Syllabus NUR 501. Advanced Nursing Science Theory

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1 GramblingStateUniversity SchoolofNursing GraduateNursingProgram Syllabus NUR501 AdvancedNursingScienceTheory Faculty Dr.RhondaHensley DepartmentCode37 Fall2009

2 CREDIT: PLACEMENT: GramblingStateUniversitySchoolofNursing NURSING501 AdvancedNursingScienceTheory Three(3)semesterhours FirstSemester PREREQUISITE: AdmissiontotheSchoolofNursingGraduateProgram Faculty: Dr.RhondaHensley,APRN,BC Office: ;e CourseDescription Thiscourseisdesignedtocriticallyexaminetheconceptsofnursing,humanbeings,healthand theenvironmentasthebasisforthepracticeofadvancednursinginavarietyofhealthcaresettings. Majortheoriesofnursing,thenatureofnursingtheory,theprocessoftheoryconstruction,the implicationsoftheoreticalformulationsfornursingpracticeareevaluatedandreflectedinthe developmentofaconceptualmodelforuseinpractice. CourseObjectives: Uponcompletionofthiscourse,thegraduatestudentwillbeableto: 1. Explainthenatureofknowledge,science,concepts,models,theories,andtruth 2. Investigatethehistoryoftheorydevelopmentinnursing 3. Examinetheprocessoftheorydevelopment,evaluation,andtestinginclinicalnursing practice 4. Examinethedifferentstrategiesusedinthedevelopmentofnursingtheoriesandthe consequencesoftheuseofeachtheory 5. Integratetheacceptedcriteriausedtoanalyzeandcritiquetheory 6. Developaconceptualmodelforuseinpracticethatreflectspersonalvaluesandbeliefsand incorporatesavalidandreliableconceptortheoryofnursing Teachingmethods Methodsusedincludegroupdiscussion,assignedandselfgeneratedreadings,seminar participation,writtenassignments,classpresentations,andcomputerbasedassignments.asemester calendarsetsforththereadingassignments,presentations,projects,andwrittenassignmentsforthe course.

3 Evaluation Debateactivitiesinclass 40% Articlereview/critique 20% Concept/empiricalrelevancepaper 40% 1. APAformatistobeusedincompletingallwrittenassignments 2. Writtenassignmentsshouldbestapledatthetopleftcorner 3. Studentsareresponsibletomakeacopyoftheirassignmentpriortosubmissionforgrading. 4. Lateassignmentswillresultinalossof5pointsfromthegradeforeachdaylateafterthe postedduedate. GradingScale A B C D 0 69 F CourseTextbook Marriner TomeyNursingTheoristsandTheirWork(5 th ed.).elsevierscience/mosby

4 Fall2009CourseOutline Date ClassroomActivity LearnerResponsibilities Courseoverview Marrinerp3 49 Historyofnursingtheory Definitions Nursingknowledge/theory Marriner Theory&ResearchLinks Marriner ; ; ; EvidenceBasedPracticeIssues TheoryDebates Marriner ; ; ; TheoryDebates Marriner ; ; ; **Research/theorycritiquedue TheoryDebates ; ; ; TheoryDebates 65 83;98 111; ; TheoryDebates **Concept/empiricalrelevancepaperdue

5 NursingTheoristDebateTeams Date TeamA TeamB TeamC TeamD 9 25 Johnson Orem King Levine 10 2 Watson WildCard Neuman Mishel WildCard Pender Rogers Roy Orlando Parse WildCard Nightingale Henderson Leinenger Benner WildCard TeamMembers: TeamA TeamB TeamC TeamD WildCardDays:thedebateteammayselectatheoristoftheirownchoiceforpresentation.Theorist maybenursingorfromacloselyrelatedfield(socialscience,behaviorist,etc).donotselectatheorist whoisalreadyrepresentedonthecalendar. Examples:(thislistisnotexhaustive) Nursing SocialScience Huth/Moore PainManagement Fishbein/AjzenTheoryofReasonedAction Ulbrich ExerciseasSelfCare Osgood,TannebaumCongruityTheory Barnard schildinteraction Festinger CognitiveDissonanceTheory Ruland/Moore EndofLife Sherif/Havland SocialJudgment/Involvement Younger smasteryofstress Anderson InformationIntegrationTheory TheComplexityIntegrationNursing Petty/Cacioppo ElaborationLikelihoodModel Theory(Sell&Kalofissudis)

6 ConceptPaper/EmpiricalRelevance Aconceptanalysisisanexercisedesignedtomaketheresearcherasfamiliarwiththeconcept(variable) withwhichhe/sheisworkingasispossible.aconceptisusuallyone,nomorethantwowordsinlength whichconveysameaning,afeeling,oranunderstandingbetweenandamongindividualswithinthe samediscipline.examplesofconceptsmightinclude:health,parenting,healthcare,sorrow,quality assurance,joy,pain,patientteaching,maternalbonding,sorrow,learning,etc.theconceptanalysisis thefirststepincommunicatingthesemeanings,feelings,orunderstandingstoothers. Aconceptisusuallyameasurablevariableinahypothesis,assumption,orproposition.Forexample: whatistheeffectofbreastfeedingamongprimiparaswhohavehadtwomethodsofinstruction?. Isthereadifferenceinparentingbehaviorsbetweenlowerincomefamiliesandmiddleincome families? Donursesusesearchstrategieswhenassessingclientsforcuetoformulateanursing diagnosis? Selectaconceptwitharelationshiporrelevanceforcommunity,society,ororganization.Forexampleif youweretodoaprojecton assistedliving settings,itwouldbeusefultodoaconceptanalysistohelp understandwhatthetermassistedlivingreallymeans. Todotheconceptanalysis,followthesesteps: 1. Introducetheconcept,includewhatitis,thesignificanceoftheconcept 2. Reviewtheliteraturefordefinitions,cluestodefinitions.Developyourdefinitionofyour conceptbasedonliterature,dictionary,andothersources 3. Determinedefiningcriteriafortheconcept(I llknowitwheniseeitbecause..formulate alistofcharacteristicsorcriteriawhichdescribeyourconceptinmeasurabletermssothey canbeunderstoodbytheempiricalworld. 4. Discussantecedentsandpotentialoutcomesfortheconcept 5. Givereallifeexamplesinsocietyofamodelcase,acontrarycase,andrelatedcase 6. Identifyhowwelltheconceptisaddressedintheliterature.Isthereresearchvalidationof theconcept?aretheretoolsavailableformeasuringtheconceptasyouhavedefinedit? 7. Discussrelevantsocietalissuesyoulearnaboutthisconcept.Consideryouconcept,at minimum,intermsofthefollowing:ethicalissues,legalissues,politicalissues 8. Presentactualorpotentialimplicationsfornursingand/orhealthcarerelevanttothis concept 9. Identifyandsupportyourargumentforapplicationtoanursingtheoryalreadyinexistence. Whatarethekeycomponentsofthetheoryandhowdotheyapplytothisconcept. 10. Prepareaonepageconceptmapwhichillustrateskeycomponentsoryourconcept.

7 Formatforpaper 1. APAformalpaper10 12pagesinlength 2. Minimumof8referencesfrommultipledisciplines Examplesconcept:chair Definition: afourleggedplatformwithabacksupportandusedforsittingdown Characteristics a.fourlegsofthesamelength b.flatorplatformsurfacehorizontaltothefloor c.asinglebackrestorsupport Cases a. Modelcaseisabriefsituationaldescriptioninwhichyourconceptisusedorisinevidence andmustincludeallofthecharacteristicsyouhavelistedwhichdescribeandmakeupthe concept.onemustbeabletosayaboutthemodelcase Ifthisisnotanexampleofachair, thennothingis Example:considertheconceptofpunishment:onecouldtakethecaseofapersonwho willfullybrokethelawandwasmadetosufferatthehandsoftheauthorities.this certainlyisanexampleofpunishment b. Contrarycaseisabriefsituationaldescriptioninwhichaninstanceofyourconceptisan exactlyoppositeofyourintendedmeaning.inotherwords whatevertheconceptis,thisis certainlynotaninstanceoftheconcept.ithasnoneofthecharacteristicsoftheconcept. Forexample:JUSTICE:thecontrarycasewoulddefinitelyillustratesomeonewhowas treatedunjustly. c. Relatedcasesexamineothercloselyrelatedconcepts.Ifoneislookingatjustice,thenone mightrightacaseexaminingtheconceptofdeservingwhichiscertainlyanessentialfeature ofjustice.whenweareclearabouttherelatedconceptofdeserving,itmaybemucheasier togetaclearthoughtabouttheoriginalconceptofjusticeorpunishment

8 Theory/ResearchCritique Selectaresearchjournalarticlefromanypeerreviewedjournal.Becertainthatthearticleincorporates atheoreticalframework.readthearticle.critiquewiththefollowingquestions. 1. Isthetheoreticalframeworkclearlyidentified? 2. Doestheauthorincludepertinentcomponentsoftheframeworkinthearticle?Ifnot,what piecesoftheframeworkareexcluded? 3. Inyouropinion,doesthisframework fit theconceptsbeinganalyzed?explainyourresponse. 4. Whatistheresearchdesignselectedforthisstudy.Brieflydescribethestudy. 5. Wasthestudy/procedure/designthe best waytostudythephenomenainthissample?how wouldyouhavedesignedthestudydifferentlytostudytheconceptsandphenomena?explain yourresponses. 6. Whatsignificantfindingswereidentifiedinthestudy? 7. Doesthetheoreticalframeworkmatchwiththeresearchdesign? 8. Whataretheimplicationsfornursingpracticefromthisstudy?Doestheimplicationsfor practicematchwiththetheoreticalframework? 9. Inyouropinion,didthetheoreticalframework drive thestudy,orwasitjustanaddedon piecetomeettherequirementsoftheresearchprocess?ifitwas addedon howwouldyou havedesignedthestudytoallowthetheorytotruly drive theprocess? TypethereferenceforthearticleinAPAformatatthetopofthepage,thenanswerthequestionsas theyarelisted.typethequestion,usingboldfacefont,doublespace,thenanswerthequestioninyour ownwords.usecompletesentences,citereferencesasappropriate.yourresponsesshouldreflect thoughtandscholarliness. Attachacopyofthejournalarticletoyourpaper. Note:therearesomejournalarticlesavailableinthegraduateresourceroom(blacknotebook).DoNOT takethearticlehomewithyou,makeacopyforyouruseinthecritique,leavetheoriginalinthe notebook.

9 TheoryDebates Ontheclasssessionsidentifiedfortheorydebates,eachstudentgroupwillmaketheirpresentationof theassignedtheorist.includethetheoristbackgroundinformationandtheirwritingsonthenursing paradigmsofhealth,person,nursing,andenvironment. Otheritemsthatmaybecoveredinthedebatepresentationincludes: a. Explanationofthenatureoftherelationshipbetweenanytwoofthemajorconcepts presentedinthetheory. b. Relevancetonursingpractice c. Evidenceofapplicationinpractice d. Testabilityofconceptualframeworkinresearch e. Adequacyformeasurementofconceptsortheoreticalstatements f. Contributiontothedisciplineofnursing Eachgroupwillpresenttheirtheoryinformation.Attheconclusionofpresentations,acasescenariowill bepresentedfortheentireclass.eachgroupwillbeallowedafewmomentstocollaborateandthen defendtheirtheoristapplicationtothescenario. Groupsareencouragedtouseliberalcreativityinpresentingtheoristsinformationtotheclass.Feelfree toincorporateroleplaying,games,songs,quizzes,fooditems,oranytypeactivitytomakethe presentationsmemorable.

10 BriefBibliographyofNursingTheoryTexts Barrett,E.(Ed.)(1990).VisionsofRoger sscience BasedNursing.NewYork:NationalLeagueforNursing Barnum,B.(1994).Nursingtheory:Analysis,application,evaluation.(4 th ed.).philadelphia:j.b. LippincottCompany Benner,P.(1984).Fromnovicetoexpert:Excellenceandpowerinclinicalnursingpractice.MenloPark, CA:AddisonWesleyPublishers Chinn,P.&Kramer,M.(1991).Theoryandnursing:Asystematicapproach.(3 rd ed.).st.louis:mosby Erickson,H.,Tomlin,E.,&Swain,M.(1983).Modelingandrolemodeling:Atheoryandparadigmfor nursing.englewoodcliffs,nj:prenticehall Fawcett,J.(1992).Therelationshipoftheoryandresearch.(3 rd ed.).philadelphia:fadavis Fawcett,J.(1993).Analysisandevaluationofnursingtheories.Philadelphia:FADavis Fawcett,J.(1995).Analysisandevaluationofconceptualmodelsofnursing(3 rd ed.).philadelphia:f.a. Davis King,I.,(1981).Atheoryfornursing:Systems,concepts,process.DelmarPublishers,Inc. Lutjens,L.(1991).MarthaRogers:Thescienceofunitaryhumanbeings.NewburyPark:London.Sage Publications. Madrid,M.(Ed.)(1997).PatternsofRogerianknowing.NewYork:NLNPress Newman,M.(1995).Adevelopingdiscipline:SelectedworksofMargaretNewman.NewYork:NLNPress Neuman,B.&Fawcett,J.(2002).TheNeumansystemsmodel.(4 th ed.).uppersaddleriver,nj:prentice Hall Nightingale,F.(1969).Notesonnursing:Whatisisandwhatitisnot.NewYork:DoverPublications O Brien,M.(1999).Spiritualityinnursing:Standingonholyground.Boston:Jones&BartlettPublishers Orem,D.(2001).Nursingconceptsofpractice(6 th ed.).st.louis:mosby Parse,R.(1999).Hope:Aninternationalhumanbecomingperspective.Boston:Jones&Bartlett Parker,M.(2001).Nursingtheoriesandnursingpractice.Philadelphia:F.A.Davis Pender,N.,Murdaugh,C.&Parsons,M.(2006).Healthpromotioninnursingpractice(5 th ed).upper SaddleRiver,NJ:PearsonPrenticeHall Reed,P.&Shearer,N.(2009).Perspectivesonnursingtheory(5 th ed.).philadelphia:wolterskluwer LippincottWilliams&Wilkins

11 Rodgers,B.&Knafl,K.(2000).Conceptdevelopmentinnursing:Foundations,techniques,and applications.(2 nd ed.).phildelphia:w.b.saunders. Roper,N,Logan,W.,&Tierney,A.(2000).TheRoperLoganTierneymodelofnursing:Basedon activitiesofliving.newyork:churchilllivingstonepublishers Roy,C.&Andrews,H.(1991).TheRoyadaptationmodel:Thedefinitivestatement.Norwalk,CT: AppletonLange Sitzman,K.&Eichelberger,L.(2004).Understandingtheworkofnursetheorists:Acreativebeginning. Boston:Jones&BartlettPublishers Walker,P.&Neuman,B.(1996).Blueprintforuseofnursingmodels:Education,research,practiceand administration.newyork:nlnpress