THE UNIVERSITY OF TEXAS
AT ARLINGTON
SCHOOL OF NURSING
NURSING 6301
THEORETICAL EVOLUTION IN
SCIENCE
SYLLABUS
Fall 2006
Classroom 209
Fall 2006, Nursing 6301 1
The University of Texas at Arlington School of Nursing PhD Program
NURS 6301 Theoretical Evolution in Science (3-0) Fall, 2006
Friday, 9:00 a.m. -11:50 noon Pickard Hall, Room 205 INSTRUCTOR: Faculty: Jennifer Gray, RN, PhD
George W. and Hazel M. Jay Professor Office: Pickard Hall 518
Office Hours: Monday morning; Friday afternoon; and By appointment
Office Phone: 817-272-5295; Office Fax: 817-272-2950 Home Phone: 817-467-0375; Mobile Phone: 817-994-9963 Campus Mail Box: 19407 Email: jgray@uta.edu
COURSE WEB SITE: http://www.uta.edu/nursing
Course materials available in WebCT
COURSE
PREREQUISITES:
Admission to the PhD Program
REQUIRED TEXTBOOKS & MATERIALS:
A.P.A. (2002). Publication manual of the American
Psychological Association (5th ed.).Washington, D.C.: APA.
Meleis, A. I. (2007). Theoretical nursing: Development and progress. Philadelphia, PA: Lippincott Williams & Wilkins.
Walker, L.O. & Avant, K.C. (2005). Strategies for theory construction in nursing (4th ed.). Norwalk, Ct: Appleton & Lange.
COURSE
DESCRIPTION:
Philosophies of science and epistemologies, their influence on knowledge development for nursing practice, and strategies for theory development and analysis
COURSE LEARNING GOALS/OUTCOME OBJECTIVES:
1. Explore the historical evolution of knowledge building in nursing and the relationship of nursing theories with other disciplines
2. Analyze the theoretical accomplishments in nursing within the context of a rapidly changing society
3. Explain the relationships among theory, research and practice
Fall 2006, Nursing 6301 2 4. Critique theories related to culturally diverse populations 5. Use knowledge of the major philosophies of science to select
or develop frameworks for research
6. Use the knowledge gained from analyzing and evaluating theories to formulate a framework for research
ATTENDANCE AND DROP POLICY:
• Regular class attendance and participation is expected of all students.
• Students are responsible for all missed course information. A PhD student who wishes to change a schedule by either dropping or adding a course must first consult with his or her PhD Advisor. The following regulations pertain to adds and drops:
1. A student may not add a course after the end of the late registration.
2. A PhD student dropping a course or resigning from the university after the Census Date but before the final
designated drop date for the enrolled semester will receive a grade of W only if at the time of dropping the student is passing the course (has a grade of A, B, or C); if the student has a D or F at the time of dropping, an F will be recorded. Students dropping a course must: (1) Complete a Course Drop Form (available online http://www.uta.edu/nursing/g-downloads.htm or PhD Office Room 512; (2) obtain faculty signature and current course grade; and (3) Submit the form to PhD Office Room 512.
3. A PhD student who desires to drop all courses for which he or she is enrolled is reminded that such action constitutes a withdrawal from the University. The student should indicate intention to withdraw from all courses by: (1) Completing a Registration Form (available online
http://www.uta.edu/nursing/g-downloads.htm or PhD Office Room 512; (2) Obtaining faculty signature for each course enrolled and current course grade; (3) Filing the registration form in the School of Nursing Office Room 512; and (4) Filing the Registration Form in the Office of the Registrar in Davis Hall Room 333.
4. PhD students may drop a course up to 12 weeks in the fall or spring semester and up to 8 weeks in a 10-week summer session. Under extreme circumstances, the Dean or Associate Dean of the PhD in Nursing Program may consider a petition to withdraw after the designated drop date, but in no case may a PhD student selectively drop a course after the drop date and remain enrolled in any other course.
Fall 2006, Nursing 6301 3
TENTATIVE LECTURE/TOPIC SCHEDULE (COURSE CONTENT):
I. Philosophies of science and epistemologies; logical empiricism and historicism; postmodernism
II. Nursing’s theoretical heritage. Contribution of theory to nursing science
III. Theory evaluation for application with vulnerable populations; validity and social congruence of theories IV. Concept clarification and development
V. Theory construction in nursing and other disciplines
SPECIFIC COURSE REQUIREMENTS:
1. Participation in class discussions and seminars 2. Refinement of succinct and clear writing 3. Presentation of a philosophy of science seminar 4. Exploration and clarification of selected concept 5. Development of a framework for study with a selected
population.
TEACHING
METHODS/STRATEGIE S:
Lecture, discussion, seminar, presentations, reading, reflection on practice and readings, preparation of course products
GRADE CALCULATION (COURSE EVALUATION & FINAL GRADING):
Due Date Assignment Points
Sept. 8, Sept. 22, & Oct.6
Mini-Papers (3) 15 Sept. 15, 22, 29
(assigned)
Philosophy of science group seminar
25 Oct. 20 Concept Analysis/
Clarification Paper
30 Dec. 7,
midnight
Research Framework Paper 30
Total 100
After all assignments are completed and evaluated, course grades will be assigned using this scale.
Letter Grade Points
A 90 to 100 B 80 to 89 C 70 to 79 D 60 to 69 F Below 59 STATUS OF RN LICENSURE:
All graduate nursing students must have an unencumbered license as designated by the Board of Nurse Examiners (BNE). It is imperative that any student whose license becomes
encumbered by the BNE must immediately notify the Associate Dean for the PhD Program, Dr. Jennifer Gray. Failure to do so will result in dismissal from the PhD Program. The complete policy about encumbered RN license is available online at:
Fall 2006, Nursing 6301 4
CONFIDENTIALITY AGREEMENT:
You signed a Confidentiality Form in orientation and were provided a copy of the form. Please take your copy of this
Confidentiality Form with you to your clinical sites. Please do not sign other agency confidentiality forms. Contact your faculty if the agency requires you to sign their confidentiality form.
AMERICANS WITH DISABILITIES ACT:
The University of Texas at Arlington is on record as being
committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 93112 -- The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans With Disabilities Act - (ADA), pursuant to section 504 of The Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.
As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to
discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for
accommodation and in providing authorized documentation
through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www.uta.edu/disability. Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364.
STUDENT SUPPORT SERVICES
The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.
STUDENT CODE OF ETHICS
The University of Texas at Arlington School of Nursing supports the Student Code of Ethics Policy. Students are responsible for knowing and complying with the Code. The Code can be found in the Student Handbook online:
Fall 2006, Nursing 6301 5
ACADEMIC DISHONESTY:
It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.
"Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents’ Rules and Regulations, Series 50101, Section 2.2)
PLAGIARISM: Copying another student’s paper or any portion of it is plagiarism. Additionally, copying a portion of
published material (e.g., books or journals) without adequately documenting the source is plagiarism. If five or more words in sequence are taken from a source, those words must be placed in quotes and the source referenced with author’s name, date of publication, and page number of publication. If the author’s ideas are rephrased, by transposing words or expressing the same idea using different words, the idea must be attributed to the author by proper referencing, giving the author’s name and date of publication. If a single author’s ideas are discussed in more than one paragraph, the author
must be referenced in each paragraph. Authors whose words or ideas have been used in the preparation of a paper must be listed in the references cited at the end of the paper. Students are
encouraged to review the plagiarism module from the UT Arlington Central Library via
http://library.uta.edu/tutorials/Plagiarism
BOMB THREATS: If anyone is tempted to call in a bomb threat, be aware that UTA will attempt to trace the phone call and prosecute all responsible parties. Every effort will be made to avoid cancellation of
presentations/tests caused by bomb threats. Unannounced alternate sites will be available for these classes. Your instructor will make you aware of alternate class sites in the event that your classroom is not available.
Fall 2006, Nursing 6301 6
E-CULTURE POLICY: The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning
department requirements, registration, financial aid and scholarships, payment of bills, and graduation may be sent to students through email. All students are assigned an email account and information about activating and using it is available at
www.uta.edu/email. Students are responsible for checking their email regularly.
NO GIFT POLICY: In accordance with Regent Rules and Regulations and the UTA Standards of Conduct, the School of Nursing has a “no gift” policy. A donation to one of the UTA School of Nursing Scholarship Funds, found at the following link: Nursing Scholarship List
would be an appropriate way to recognize a faculty member’s contribution to your learning. For information regarding Scholarship Funds, please contact the Dean’s office.
PhD COURSE SUPPORT STAFF:
Vivian Lail-Davis, Admin. Assistant, Room 512; Phone: (817) 272-1038; Fax: (817) 272-2950;
Email: vivian@uta.edu
LIBRARY
INFORMATION:
Helen Hough, Nursing Librarian (817) 272-7429
hough@uta.edu
Research Information on Nursing:
http://www.uta.edu/library/research/rt-nursing.html
MISCELLANEOUS INFORMATION:
Inclement Weather (School Closing) Inquiries: Metro (972) 601-2049
Fax Number - UTA School of Nursing: (817) 272-2950 Attn: PhD in Nursing Office
UTA Police (Emergency Only): (817) 272-3003 Mailing Address for Packages:
UTA School of Nursing C/O (insert faculty name)
411 S. Nedderman Drive, Pickard Hall Arlington, Texas 76019-0407
Fall 2006, Nursing 6301 7
The University of Texas at Arlington
School of Nursing
PhD in Nursing Program
PHD IN NURSING WEBSITES
Description Website
University of Texas Home Page http://www.uta.edu
Graduate Catalog & Faculty http://www.uta.edu/gradcatalog/nursing
Graduate Nursing Programs http://www.uta.edu/nursing/sonpg10.htm http://www.uta.edu/nursing/sonpg9.htm
PhD Nursing Courses & Syllabi http://www.uta.edu/nursing/grad/phd-crsdescriptions
Faculty and Staff Email Contacts and Biosketches http://www.uta.edu/nursing/directory
Graduate Student Handbook http://www.uta.edu/nursing/hbk/toc.htm
Preceptor (Clinical) Sites Numbers http://www.uta.edu/nursing/grad/page11
Criminal Background Check (Group One) http://www.dfwhc.org/GroupOne/
Criminal Background Check (TDPS) http://www.txdps.state.tx.us
Instructions for E-Reserves http://www.uta.edu/library/
Select under Library Catalogs (UTA Library Catalogs) Select Course Reserves
Look for Instructor’s Name Click Search
Select Article
Password is course abbreviation and course number.
ALL CAPS no spaces (ex. NURS5340).
Fall 2006, Nursing 6301 8
Complete Citations for Assigned Readings
References
Andershed, B., & Ternestedt., B. M. (2000). Development of a theoretical framework describing relatives’ involvement in palliative care. Journal of Advanced Nursing, 34 (4), 554-562.
Barrett, E. A. M. (2002). What is nursing science? Nursing Science Quarterly, 15 (1), 51-60.
Cody, W. K. (2003). Nursing theory a guide to practice. Nursing Science Quarterly, 16 (3), 225-231.
Flaskerud, J. H., & Winslow, B. J. (1998). Conceptualizing vulnerable populations health-related research. Nursing Research, 47(2), 69-78.
Henderson, V. (2006). The concept of nursing. Journal of Advanced Nursing, 53(1), 21-34.
Hilton, P. A. (1997). Theoretical perspectives of nursing: A review of the literature. Journal of Advanced Nursing, 26(6), 1211-1220.
Kulig, J. C. (2000). Community resilience: The potential for community health nursing theory development. Public Health Nursing, 17(5), 374-385.
Morse, J. M., Mitcham, C., Hupcey, J. E., & Tason, M. C. (1996). Criteria for concept evaluation. Journal of Advanced Nursing, 24(2), 385-390.
Ponterotto, J. G. (2005). Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science. Journal of Counseling Psychology, 52(2), 126-136.
Ridner, S. H. (2004). Psychological distress: A concept analysis. Journal of Advanced Nursing, 45(5), 536-545.
Rodgers, B. L. (1989). Concepts, analysis, and the development of nursing knowledge: The evolutionary cycle. Journal of Advanced Nursing, 14, 330-335.
Rutty, J. E. (1998). The nature of philosophy of science, theory, and knowledge relating to nursing and professionalism. Journal of Advanced Nursing, 28(2), 243-250.
Smith, J. A. (1981). The idea of health: A philosophical inquiry. Advances in Nursing Science, 3
(4), 43-50.
Van Ryn, M., & Fu, S. S., (2003). Paved with good intentions: Do public health and human service providers contribute to racial/ethnic disparities in health? American Journal of Public Health, 93(2), 248-255.
Fall 2006, Nursing 6301 9
Philosophy of Science Group Seminar September 15, 22, or 29 (assigned)
Two to three students will be work together to give a 30-minute presentation of an assigned philosophy. Following the short presentation, you will lead a 20-minute discussion of how the philosophy is applicable to nursing theory, research, and practice. Provide your colleagues with a handout that includes key facts about the philosophy, thought leaders, at least one primary source, and other pertinent references.
Grading Guidelines
Description Evaluative Standard Possible Points
Your Points Overview of Main Premises of the
Philosophy
Accuracy and completeness of information
25 Context of the philosophy- time,
place, major thought leaders
Insight into the influences of the thought leaders’ backgrounds and historical context
15
Influence of this philosophy on contemporary science and theory
Give a contemporary example of how this philosophy affects current science and theory
Implications clearly stated
15
Strengths and challenges of using this philosophy of science when studying vulnerable
persons/populations
Strengths Challenges
15
Presentation Visual aids Participation of all group members
20 Class Discussion Ability to engage the class and
elicit participation
10
100
Philosophies of Science to be assigned (followed one or two philosophers) Empiricism/Positivism: Locke, Mill, and Carnap; Vienna Circle
Phenomenology: Husserl; Heidegger Social Constructivism: Kant, Dilthey
Critical-ideological: Horkheimer, Adorno, Marcuse, Frankfurt School Pragmatism and/or scientific realism: James, Kune, Hempel
Fall 2006, Nursing 6301 10
Mini-Papers
Purpose: To provide an opportunity to clarify your thinking on the building blocks (vulnerable population, key concept, nursing theory) that you will use in your framework for research and to obtain faculty feedback on your writing.
Format: Cover page. Body consisting of 500 words or less (about two double-spaced pages). Word count provided at the end of the text. Reference page.
Grading: 75% content, 25% format (APA and writing)
Mini Paper #1 Due 9/8
Vulnerable Population and Health Issue/Problem
Description Evaluative Standard Possible Points
Your Points Describe your vulnerable
population
Size 10
What makes this group vulnerable?
Presented in the context of Flaskerud and Winslow's model of vulnerability
30
What is the health problem/issue in this group that you want to study?
Brief description
Significance of this problem or issue for the population
How aspects of vulnerability affect the problem or issue
35
Format Correct grammar, punctuation, and spelling References cited correctly
Reference list correct according to APA
25
Fall 2006, Nursing 6301 11
Mini Paper #2 Due 9/22
Concept and Health Problem/Issue of the Vulnerable Population
Description Evaluative Standard Possible Points
Your Points Key concept to be studied Definition of the concept 15 Rationale for selecting
this concept
Why this concept is related to this health problem
30
Fit of concept to vulnerability
How does this concept fit within the model of vulnerability
30
Format Correct grammar, punctuation, and spelling References cited correctly
Reference list correct according to APA
25
100
Mini Paper #3 Due 10/6
Nursing Theory related to the Vulnerable Population and Health Problem/Issue
Description Evaluative Standard Possible Points
Your Points Main ideas of theory Key ideas stated clearly. 20 Why this theory is a good fit
with your health problem/ issue and vulnerable population
Logical links between concept, problem, and population
25
Why this theory is a good fit with your personal and professional values
Personal and cultural values that support selection of this philosophy
30
Format Correct grammar, punctuation, and spelling
References cited correctly
Reference list correct according to APA
25
Fall 2006, Nursing 6301 12
Concept Clarification Paper Due October 20
Section Description Possible
Points
Your Points
Concept What is the concept of interest?
Rationale for why you selected the concept
What is the philosophical and theoretical context of the concept?
10
Method Which method of concept analysis did you use? (Walker & Avant;
Rodgers; Morse)
Identify the uses of the concept that you explored. What bodies of knowledge were used?
5
Presentation of Analysis: Discipline #1
How does this discipline define the concept?
What conditions or phenomena precede the concept? (antecedents) What is the essence of the concept (criteria)?
What conditions or phenomena occur as a result of the concept? (consequences)
20
Presentation of Analysis: Discipline #2
How does this discipline define the concept?
What conditions or phenomena precede the concept? (antecedents) What is the essence of the concept (criteria)?
What conditions or phenomena occur as a result of the concept? (consequences)
20
Presentation of Analysis: Discipline #3
How does this discipline define the concept?
What conditions or phenomena precede the concept? (antecedents) What is the essence of the concept (criteria)?
What conditions or phenomena occur as a result of the concept? (consequences)
20
Clarification of concept
[What you have integrated and synthesized from the 3 disciplines; what you mean when you use the concept]
What conditions or phenomena precede the concept? (antecedents) What is the essence of the concept (criteria)?
What conditions or phenomena occur as a result of the concept? (consequences)
How can the concept be distinguished from related concepts?
20
Future Direction What additional literature review or other work is needed to be able to use this concept?
Will you use this concept in your framework for research?
5
Format Body of the paper is 10 to 20 pages.
APA format for referencing in the text and in the reference list was correctly followed.
Correct grammar, punctuation, and spelling.
Adequacy of literature and other knowledge sources will be evaluated in each content section.
10
Fall 2006, Nursing 6301 13
Research Framework Paper Due December 7 Section Possible Points Your Points Philosophical Perspective
Identify your philosophy of science.
Describe the congruence of this perspective to your vulnerable population and research problem.
5
Vulnerable Population
What is the size and characteristics of this population? Why are they vulnerable?
5
Research Problem
What is the gap in knowledge that you hope to address? Why is this problem significant for your population?
5
Theory Development
Describe which method of theory development you used. What are the theories from which you are drawing your concepts and theoretical statements?
15
Model of Framework
Present a schematic diagram of your research framework. 15
Framework Description
Define the concepts. Cite literature support for these definitions.
Describe the relationships among concepts. Cite literature support for these relationships.
What points of intervention are presented by this model?
30
Evaluation What are the strengths and weaknesses of the model?
Is the evidence for the theoretical relationships strong? What do you need to do to increase your knowledge of the research problem, the selected population, and the theoretical basis for your framework?
15
Format Body of the paper is 10 to 20 pages.
APA format for referencing in the text and in the reference list was correctly followed.
Correct grammar, punctuation, and spelling.
Adequacy of literature and other knowledge sources will be evaluated in each content section.
10
Fall 2006, Nursing 6301 14
Course Calendar
Week Read prior to Class [Complete citations on Reference List] Class Date Topics Assignments Due Aug. 27 to Sept. 2
Flaskerud & Winslow(1998) Meleis (2007), Chap. 1-3
Walker & Avant (2005) Chap. 1, 2
Sept. 1 Introduction to Course
Review syllabus Assignments Nursing science Vulnerable Populations
Sept. 3-9 Meleis (2007), Chap. 4-6, 17
Ponterotto (2005) [selected sections]
Rutty (1998)
Sept. 8 Nursing's theoretical heritage
Philosophical overview
Mini-Paper #1
Sept. 10-17 Rutty (1998) Sept. 15 Philosophy of Science
Seminars
Feedback on scholarly writing Sept. 17-23 Meleis (2007), Chap. 8
Morse et al. (1996) Ridner (2004) Rodgers (1989)
Walker & Avant (2005), Chap. 3, 4, 5
Sept. 22 Philosophy of Science
Seminars
Strategies for Concept Analysis and Clarification
Mini-Paper #2
Sept. 24-30 Henderson (2006) Hilton (1997)
Sept. 29 Philosophy of Science
Seminars
Domain concepts: nursing, patient
Oct. 1-7 Kulig (2000)
Smith (1981)
Van Ryn & Fu (2003)
Oct. 6 Domain concepts: health,
environment Health Disparities
Mini-Paper #3
Oct. 8-14 Barrett (2002)
Readings related to own concept and framework
Oct. 13 No Class- Dr. Gray out of
town, attending nursing science conference Discussion board topic: Is nursing a science?
Oct. 15-21 Meleis (2007), Chap. 9,10
Walker & Avant (2005), Chap. 9 and 10
Oct. 20 Theory Construction
Methods: Walker & Avant’s process
Research/theory methods
Concept Paper Due
Oct. 22-28 Cody (2003)
Gather references for framework paper
Oct. 27 No Class- Dr. Gray out of
town, attending national HIV/AIDS meeting Discussion board topic: Is theory disconnected from practice?
Oct. 29-Nov. 4
Andreshed & Ternestedt (2000) Nov. 3 Theory Synthesis
Fall 2006, Nursing 6301 15
Week Read prior to Class [Complete citations on Reference List] Class Date Topics Assignments Due
Nov. 5-11 Readings related to own
framework
Nov. 10 Theoretical Structures
IMB: Information, Motivation, Behavior SPO: Structure, Process, Outcome
Nov. 13-19 Readings related to own framework
Nov. 18 Theory Construction
Methods: Stinchcombe’s method
Gibbs’ s method
Nov. 20-26 Work on framework Nov. 24 Thanksgiving Holiday
Nov. 27-Dec. 2
Meleis (2007), Chap. 11
Walker & Avant (2005), Chap. 8 and 11
Dec. 1 Theory of Chocolate Chip
Cookies
Statement analysis
Theory Evaluation Methods
Dec. 3-9 Flaskerud & Winslow (1998) Dec. 8 Congruency of available
theories for problems of vulnerable populations Review of key principles learned
Group work on frameworks
Dec. 11 Research Framework Papers Due by