GOLDFARB SCHOOL OF NURSING AT
Advanced Nursing Theory
3 (3 didactic/0 practicum)
This course focuses on the analysis of nursing and related non-nursing philosophies, theories, models, and concepts for the development of nursing knowledge to further holistic practice, research, and education. Theoretical concerns are examined in light of prevailing and shifting intellectual ideas, socio-cultural and/or historical circumstances, and trends in health care delivery. The relationships among knowledge, theory, research, and practice, as well as the role of empirics, ethics, aesthetics, and personal knowing in theory development are studied. Special emphasis is placed on identification of phenomena arising from the learner’s professional practice, in relationship to theoretical and epistemological concerns.
DAY, TIME, LOCATION: Tuesday 5-8:30 room 106
Holly Diesel, RN, PhD 542
firstname.lastname@example.org Associate Professor
The best way to reach me out of class is by email.
If you do not get a response from me within 24 hours on weekdays, unless I am traveling then please assume that I did not get the e-mail.
Upon completion of this course, the student will be able to:
Explore intrapersonal, interpersonal, and transpersonal theories and concepts as foundations for holistic healthcare. 2.
Evaluate nursing philosophies, theories, and models using selected criteria. 3.
Analyze the relationships among nursing knowledge development, theory, research, and evidence-based practice. 4.
Apply knowledge of nursing theories, models, or concepts to nursing 5.
Articulate the practice of nursing, its intellectual history, and the distinctive and complementary contributions of nurses to health care and society.
Ways of knowing
Sources of theory development
Theoretical development and analysis
Concepts, theories, conceptual frameworks
Structure and function
Evaluation of theory
Paradigms in nursing
Nursing and non nursing theories
Exemplars in nursing theory
Middle Range theory
Philosophy of Science
American Psychological Association. (2010). Publication manual for the American Psychological Association (6th ed.). Washington, DC: Author.
Chinn, P. & Kramer, M. (2011). Integrated theory and knowledge development
in nursing. (8th ed.). St. Louis: Elsevier Health Sciences.
Frankl, V. (2006). Man’s search for meaning. Boston: Houghton Mifflin or
Reed, P. & Shearer, N. (2012). Perspectives on nursing theory. (6th ed.).
Evaluation A grade below a B may prevent progression in the program.
Class attendance is mandatory and expected. All assignments will be due at the end of class on the due date given.
In addition to the specific criteria for evaluation with each graded assignment, the faculty looks at the five areas found below: 1. Level of thinking: (Adapted from Bloom, BS (Ed)). (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York: David McKay Co., Inc. a. Knowledge of specifics, language, facts, processes, solutions, trends, and sequences, principles, theories, etc. b. Comprehension: ability to give meaning to the knowledge that is acquired. c. Application: ability to break ideas, theories, processes, etc., into parts, examine these parts as they relate to each other and to the whole. d. Analysis: ability to analyze the parts as they relate to the whole and how the whole stands together. e. Synthesis: the putting together of pieces and processes that make a pattern that is new...
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