護理哲理與知識建構

Course Objectives Upon completion of the course, the student will be able to: 1. Investigate the nature of nursing phenomenon by using philosophical perspectives 2. Understand the knowledge development trend and strategies 3. Study major patterns of knowing in nursing 4. Ascertain the relationships between knowledge synthesis and concept development 5. Analyze the process of concept development in nursing 6. Conduct a concept analysis 7. Develop a beginning theory using inductive or hypothetic-deductive approaches. 1. 運用哲學觀點探討護理現象的本質。 2. 理解知識發展的趨勢與策略。 3. 學習並掌握護理中的主要致知型態(patterns of knowing)。 4. 釐清知識整合與概念發展之間的關係。 5. 分析護理概念發展的過程。 6. 進行概念分析。 7. 以歸納法或假設演繹法發展初步的理論。

Course Description The purpose of this course is to enable doctoral nursing students to understand the development and history of scientific knowledge, guiding them to reflect on the nature and philosophy of nursing phenomena, and to explore the essence of nursing knowledge as well as potential models for constructing new knowledge. The course expects students to apply methods of scientific inquiry and the philosophical foundations of nursing phenomena to practice, while learning to develop innovative theoretical frameworks based on nursing phenomena of personal interest. In class, students will engage in philosophical discussions related to nursing phenomena, analyze the patterns of knowing in nursing knowledge development, and explore the structure, potential developmental models, meanings, and values of nursing phenomena, as well as the interrelationships between theory and practice. Accordingly, this course will examine major methods of nursing concept analysis, and, through the relationship between knowledge integration and concept development, guide students to critically evaluate selected nursing concepts and interventions. Ultimately, students will learn how to develop an innovative theoretical framework grounded in a nursing phenomenon of their own interest. 此課程目的是讓護理博士生認識科學知識的發展與歷史,引導學生反思護理現象的本質與哲理,以及探究護理知識的內涵與新知建構可能的發展模式,期望學生將科學探究(scientific inquiry)的方法與護理現象相關哲理應用於實務上,並學習在自己有興趣的護理現象中發展具創新性的理論架構。 課室中將透過護理現象相關哲理的討論,分析護理知識發展的致知型態(patterns of knowing),探究護理現象的結構與可能的發展模式、意義和價值、理論與實踐活動之間的關係等。因此,本課程將探討護理概念分析的主要方法,並經由知識整合與概念發展之間的關係,由學生對所選擇的護理概念和介入措施進行批判,並學習在自己有興趣的護理現象中發展一個具創新性的理論架構。

Mode of Instruction|課程進行方式 The course will be conducted through the following methods: 本課程將透過以下方式進行: 1. Lectures 講授 – Introducing theoretical foundations / 介紹理論基礎 2. Life and Career Mapping, Theater, Narrative Storytelling, and Reflection 人生職志繪圖、演劇、生活經驗之敘事述說與反思 3. Group Discussions 小組討論 – Fostering peer learning and reflection / 促進同儕學習與反思 4. Case Studies 個案研討 – Applying concepts to real-world scenarios / 將概念應用於真實情境 5. Student Presentations 學生報告 – Enhancing communication and leadership skills / 強化溝通與領導能力 6. Interactive Activities 互動活動 – Encouraging critical thinking and practical application / 激發批判思考與實務應用 7. Team-based Creation and Individual/Collective Expression and Creation 團隊創作、個人與集體的表達與創作 Web Resources for Philosophy of Science: 1.Stanford Encyclopedia of Philosophy : https://plato.stanford.edu/ 2.The Internet Encyclopedia of Philosophy: https://www.iep.utm.edu/ 3.台大開放式課程 哲學概論:知識論(上)(下)、形上學與心靈哲學、科學哲學(上)(下)網址: http://ocw.aca.ntu.edu.tw/ntu-ocw/index.php/ocw/cou/099S103/6 Recommended Textbook Web Sources of Nursing Science: Nightingale Initiative for Global Health. (2019). Home. Retrieved from https://www.nighvision.net Nursing Now. (n.d.). A global campaign to raise the profile of nursing. Retrieved from https://www.icn.ch/what-we-do/campaigns/nursing-now

Guideline for Course Evaluation A. Class participation: 5% All students are expected to participate in the weekly scholarly discussion. Demonstrate your participation in discussion, raise critical questions, and preparation prior to the class by reading class materials. The successful session will be the responsibility of each student. B. Weekly assignment report: 30% Submit at least 2 pages of the report by next Wednesday night. C. Assigned readings and presentation: 15% Your individual participation will be evaluated according to the following criteria: a. Demonstrate integrating competence of reading b. Contributing scholarly comments that demonstrate knowledge of the material, not just your own opinions- this is an opportunity to demonstrate that you are reading and learning c. Offer critical questions/comments/suggestions at a professional and scholarly level d. Actively contributing to the discussion D. Team-based Creation and Individual/Collective Expression and Creation: 20% Your performance will be evaluated according to the following criteria: a. Demonstrate effective collaboration in team-based creation, including active participation and clear role-taking b. Integrate individual contributions into the collective work to produce a coherent and meaningful outcome c. Express personal perspectives with clarity, creativity, and authenticity while respecting and incorporating diverse viewpoints d. Employ multiple forms of expression (oral, written, visual, performative) to enhance both individual and collective impact E. Concept analysis or theory development: 30% (oral presentation 15%; written report 15%) Concept analysis is a means for clarifying the meaning of concepts for various purposes. It is a strategy to examine the characteristics or attributes of concepts. Use some Concept analysis as a guide to complete this assignment. 1. Background: Select a concept that represents an area/problem of interest in your future research. Discuss your aims or purposes of the concept analysis. Follow with a brief summary about the significance of the selected concept either to you personally and professionally, or to health (or all). Address why the selected concept is important for you to explore it in depth. Describe all the uses of the selected concept that you could identify in literature. 2. Actual analysis: Conduct a complete review of literature to analyze the selected concept. Use a variety of sources, including nursing and non-nursing literature, text, or non-text resources. Emphasize classic and primary sources. (a) Definitions: Provide a minimum of five definitions of the selected concept used in literature. You may start with standard dictionary definitions, but also examine theoretical narratives, research/measurement sources, and other relevant professional literature. Compare and contrast the definitions. Identify related concepts in literature and describe/define them. Discuss the inconsistencies presented in previous literature and the needs for a concept analysis. (b) Antecedents: List, define, and discuss all the antecedents found in literature. Identify the most relevant antecedents for the selected concept. (c) Defining characteristics: List, define, and discuss all the defining characteristics found in literature. Discuss how the defining criteria have been validated or demonstrated in research. [Tips: How the selected concept has been measured? Have scales/tools been developed to measure the selected concept (phenomena)?] (d) Consequences: List, define, and discuss all the consequences found in literature. Describe the significance of these consequences. (e) Empirical referents: Identify how the selected concept has been measured. Describe how well the existing instruments fit with the selected concept. 3. Length of paper Page length varies by the complexity of selected concept, but should be 12-15 pages of text (double-spaced; not including reference list). Correct APA format is required. Presentation of a selected theory Discuss with instructors your outline of the materials at least one month prior to the presentation. 1. Develop a conceptual model/theory that could guide research on your topic 2. Provide a brief description of the background and significance to the nursing phenomenon 3. Draw upon your reading of the class, your work in concept analysis, and your thinking and knowledge of substantive domain for guidance in choosing and developing a theoretical approach. 4. Descript the parent model and the process you used to derive your model 5. Describe your proposed conceptual model/theory and present your ideas logically: (a) Identify ad explain the key concepts in your conceptual model and provide definitions (b) Integrate and critically evaluate the literature (c) Identify and explain the relationships between your concepts (d) Identify the level of theory that you have developed (practice, middle, grand) (e) Discuss how this theory can be used (f) Construct a visual model of your work that reflects how your major concepts are linked (g) Develop three research questions that you can address using your conceptual model/theory (h) Written paper: Adhere APA style (latest edition), including abstract, reference format. Length should be 12-15 pages, excluding reference and appendices. Attach the figures in appendix.

Required Textbooks 1. Kuhn, T. S. (2021). The Structure of Scientific Revolutions (50th Anniversary Edition) 程樹德, 傅大為, 王道還。科學革命的結構。遠流。 2. Chinn, P. L., & Kramer, M. K. (2021). Knowledge development in nursing: Theory and process (11th. ed.). Mosby. https://www.amazon.com/-/zh_TW/Peggy-L-Chinn-ebook-dp-B07LBSYRW7/dp/B07LBSYRW7/ref=mt_other?_encoding=UTF8&me=&qid= 3. Rodgers, B. L., Knafl, K. A. (2000). Concepts development in nursing: Foundations, techniques, and applications (2nd. ed). W.B. Saunders Company. https://www.amazon.com/Concept-Development-Nursing-Foundations-Applications/dp/072168243X 4. Walker, L. O., & Avant, K. C. (2018). Strategies for theory construction in nursing (6th. Ed.). Pearson Education. https://www.amazon.com/-/zh_TW/Lorraine-Walker/dp/0134754077/ref=sr_1_2?dchild=1&keywords=Strategies+for+theory+construction+in+nursing&qid=1630549895&sr=8-2 Recommended Textbook 5. Rodgers, B. L. (2004). Developing nursing knowledge: Philosophical traditions and influences. Lippincott Williams & Wilkins. https://www.amazon.com/-/zh_TW/Beth-L-Rodgers-dp-B019NDTM30/dp/B019NDTM30/ref=mt_other?_encoding=UTF8&me=&qid=1630550008 6. 陳瑞麟(2010)。科學哲學:理論與歷史。群學。 7. 陳瑞麟(2017)。科學哲學:假設的推理(2版)。五南。 8. Alligood, M. R. (2013). Nursing theory: Utilization & application. Elsevier Health Sciences. 9. Meleis A. I. (2018). Theoretical nursing: Development and progress (6th ed.). Wolters Kluwer. 10. Meleis A. I. (2010). Transitions theory: Middle range and situation specific theories in nursing research and practice. Springer. 11. Leininger M. (1970). Nursing and anthropology: Two worlds to blend. John Wiley & Sons. 12. McCarthy, C. T., & Aquino-Russell, C. (2009). A comparison of two nursing theories in practice: Peplau and Parse. Nursing Science Quarterly, 22(1), 34-40. 13. McFarland M., Wehbe-Alamah H. B. (Eds.). (2018). Leininger’s transcultural nursing: Concepts, theories, research, & practice (4th ed.). McGraw-Hill. 14. Parse, R. R. (2013). Living quality: A human becoming phenomenon. Nursing Science Quarterly, 26(2), 111-115. 15. Ray M. A. (2016). Transcultural caring dynamics in nursing and health care (2nd ed.). F.A. Davis. 16. Watson J. (2012). Human caring science: A theory of nursing (2nd ed.). Jones & Bartlett. 17. Watson J. (2018). Unitary caring science: Philosophy and praxis of nursing. University Press of Colorado.

地點

辦公室

時間

週五上午 七八堂 by appointment

聯絡方式

劉影梅 老師 Office: R604A TEL: 2826-7361 E-mail: ymliou@nycu.edu.tw 張秀如老師 Office: R505 TEL: 2826-7347 E-mail: hsiuju26@nycu.edu.tw