Jordan University of Science and Technology Faculty of Nursing Department of Maternal and Child Health Nursing Semester 2007 Course Syllabus Course Information Theoretical Foundation for Nursing Course Title Course Code NURS 701 Prerequisites No Prerequisites Course Website Instructor Dr. Muntaha Gharaibeh Office Location N3 Office Phone # 23719 Office Hours Office hours: Sunday 9-12 Tuesday: 12-3 E-mail muntaha@just.edu.jo Teaching Assistant(s) - Course Description Theoretical Foundation for Nursing is an exploration of the nature of theory development in nursing, analysis of selected nursing and related theories, and the relevance of theory to research, practice, and education in the field of nursing. The course provides an introduction to the nature of scientific knowledge in nursing through exposure to theoretical evolution, and selected nursing conceptual models. Critical thinking and scholarship are addressed through written papers, which require synthesis of the required readings and literature. Therapeutic nursing interventions are indirectly applied through depiction of use of the nursing models in nursing practice, education, research, and administration. Communication is employed via discussions among all students and the instructor, written papers, and an oral presentation. Textbook ( No single book is required) Reading Requirements - Chinn, P.L. and Kramer, M.K. (1999). Theory and nursing (5th ed.) St. Louis: Mosby - Fawcett, J (1995) Analysis and evaluation of conceptual models of nursing. Philadelphia: F.A Davis Company - Meleis, A. I. (1997). Theoretical nursing: Development and progress (3rd ed.). Philadelphia, PA: J.B. Lippincott - Nicoll, L (1997) Perspectives on nursing theory. (3rd edition) Lippincott. New York - Tomey, A. M., & Alligood, M. R. (2002). Nursing theorists and their work (5th ed.). St. Louis, MO: Mosby. - Rodgers, B & Knafl, K (2000) Concept development in nursing : foundation, techniques and applications. Philadelphia W.B Saunders Company - Walker, L. O., & Avant, K. C. (2004). Concept analysis. In L. Walker & K. Avant, Strategies for theory construction in nursing (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. Recommended Book for Writing Guidelines Publication Manual of the American Psychological Association. (5th ed.). (2001). Washington, DC: American Psychological Association. Assessment Assessment Expected Due Date Midterm Exam NA Second Exam NA Final Exam Concept Analysis Paper Clinical reflection paper 30% 20% Class Participation 20% Theorist Presentation 20% Contribution to Theorist Presentation 10% Assignments 1. Course Objectives Analyze the historical evolution and philosophy tenets of theory and science development in nursing. Percentage - Percentage 5% 2. Analyze terminology associated with theory development 5% 3. Discuss the relevance of explorations of nursing knowledge for the 5% discipline of nursing and one's own nursing practice. 4. Describe the purposes of theory in nursing and concepts common to all 5% nursing theories. 5. Relate ways of thinking about nursing knowledge to grand, mid-range, 15% and situation specific nursing theories. 6. Describe the process of theory development in nursing. 5% 7. Critique a concept using the process of concept analysis. 15% 8. Evaluate selected nursing and related theories for their potential utilization 15% in nursing practice, education, and research. 9. Analyze nursing phenomena from a variety of paradigmatic/theoretical 15% perspectives. 10. Analyze the linkages between theory, practice, and research in nursing. 15% Teaching & Learning Methods Group work Student Presentations Readings from required texts and journal articles study questions and terminology Reflection Computerized library search to facilitate completion of written concept analysis paper. Evaluation of theory and research articles Electronic mail exchange Discussion Student paper/presentations Learning Outcomes: Upon successful completion of this course, students will be able to Related Objective(s) Reference(s) 1 No single text book is required 1,2 1-6 3,4 5,6 6 5 Useful Resources Course Content (to be Arranged with students enrolled in the first semester 20072008 Week number Topic Wk1 Wk2 Wk3 Wk3 Wk4 Wk5 Wk6 Wk7 Wk8 Wk9 Wk 10 Wk 11 Wk 12 Wk 13 Wk 14 TBA Additional Notes Students will be given the opportunity to evaluate the course and faculty at the end of the semester. Students will be evaluated through: 1. Class participation (20%) The class participation grade will be determined by judgment of the instructor based on regular weekly participation. Students will be expected to respond to the week's readings and to peer comments/questions in a scholarly manner. Grading criteria are as follows: 1. You will get ten points/week for asking a substantive question, correctly answering someone else's question with a thoughtful response, or offering a substantive opinion based upon the readings. Statements and questions should have a reference cited from the assigned readings or from the extra article you read. 2. You will get seven points for doing any of the above with less depth or without a citation. 3. You will get 0 points for not participating or for stating only non-substantiated opinions (for example, "I agree with you.") in the discussion. 2. Concept Analysis paper 30% This paper represents a major objective for this course. The process for conducting a concept analysis is described by Walker & Avant. The maximum length of the paper is 10-15 typed, double-spaced pages (not including references and appendices) using APA format. 3. Theorist Presentation and paper (20%& 20%) Students will select a nursing theory to analyze using Meleis or Walker & Avant’s criteria. Time limits will be determined based on the number of students in the class. Each student will be expected to stay within the given time limit. Based on the previous analysis and presentation of the theory, each student will reflect by applying concepts in the theory to their nursing practice. Choose a clinical situation and examine how nursing care can be applied using this theory. 4. Contribution to theorist presentation (bringing articles and questions) 10% The last classes are designated as presentation classes. In order to gain the maximal benefit from each presentation, the audience needs to be prepared to ask scholarly questions of the presenter. Each student is to bring a relevant abstract or article and at least one question in writing. Students will take notes on a form provided, and will be prepared to compare and contrast the theories presented in group format at the conclusion of each of the presentation classes. The instructor will observe individuals within the groups for evidence of active participation. Students should be able to spontaneously discuss the presentations in a scholarly manner. Guidelines for Theory Critique/paper Assignment A. Background (10 points) Theory/Author Name and Background 1. Give the name of the theory and give crucial references for the original and/or current work of the theorist and other authors writing about the theory. Describe the theorist's background as much as possible and how it impacted the theory development. (5 points) 2. Describe the theory in your own words. What phenomenon of concern or problems are addressed by the theory (5 points) B. Theory Description (50 points) 1. Development - How was the theory developed? Explain whether it is induction, deduction, or retroduction. Give evidence for your judgment. (5 points) 2. Concepts - What are the major concepts of the theory? How are they defined? (theoretically and/or operationally) Is the author consistent in the use of the concepts and other terms in the theory? (10 points) 3. Propositions - Identify the relationships (propositions) among the major concepts (15 points). 4. Diagram - Provide a diagram including all concepts. (20 point) C. Evaluation (25 points) 1. Assumptions a. List explicit and implicit assumptions (values/beliefs) underlying the theory. Provide sources for explicit assumptions. (5 points) b. What world view does the theorist or theory reflect - per Fawcett chapter 1, tables 1-4 & 1-5? Support your judgment with examples. Discuss the assumptions related to the dominant world view the theorist holds. (5 points) 2. Metaparadigm - If critiquing a nursing theory, does it have a description of the four metaparadigm concepts of nursing and how are they explained in the theory? If it is a nonnursing theory, what metaparadigm elements do you see as relevant to the theory and why? (5 points) 3. Clarity - How clear is the theory? Did it have lucidness and consistency? Address semantic and structural clarity and consistency (see McEwen & Wills) (5 points) 4. Congruence - Explain/discuss the logical congruence of the internal structure of the theory. (5 points) D. Application (15 points) 1. Level - What level best reflects this theory, i.e. describe, explain, predict, and/or control (prescribe)? How would the theory guide nursing actions? (5 points) 2. Use - Describe specifically how you can use this theory in your area of nursing (Practice, Education, or Administration). Keep in mind that some theories are not at a level that allows higher level functions such as prediction or control. (5 points) 3. Future - Is this a theory for the future? Explain your response. (5 points) Guidelines for Concept Analysis Due date for Selection of Concept is 8/10/2006 Paper Due: What is a Concept Analysis? A concept analysis is a process of examining written and unwritten sources of information on a concept to clarify its uses and meaning. Several nurse scholars have written and described the process in relation to building theory (McEwen & Wills, 2007; Chinn & Kramer, 1999; Rodgers, 1993; Schwartz-Barcott & Kim, 1993; Walker & Avant, 2005). The process is usually done in early theory building efforts or when the literature on the concept is unclear. A concept analysis, as used in this course assignment, is a rigorous process whereby a concept is examined using published written sources. The student conducting the analysis chooses a concept of interest to her/him and progresses through a number of steps in analyzing and synthesizing the literature to arrive at a complete picture of what the concept looks like: its causes, characteristics, and consequences. Requirements 1. Background (15 points) A. Choose a concept that represents an area/problem of interest to you in your clinical practice. The table below gives you some possible choices. In the introduction to the paper describe the concept being analyzed then follow with brief summary which speaks to the significance of the concept either to you personally, professionally, or to health (or all). Think about why it is important for you to look at this concept in depth.(5 points) hardiness self-efficacy mentorship attachment wellness chronicity separation influence health coersion self-concept responsibility crisis integrity self-care pain growth fatigue grief adaptation power hope caring anxiety reflection resilience death B. Then speak to your specific goals in carrying out this concept analysis and relate to your practice. Finally, what are the underlying assumptions for this analysis? Speak to what your beliefs are about this phenomenon prior to conducting the analysis. If your assumptions are also reflected in the literature, reference the sources. Clearly identify your assumptions as well as assumptions in the literature. (10 points) 2 Actual Analysis (60 points) The actual analysis of the concept is carried out through a review of the literature which should consist of a minimum of ten (10) references, three (3) of which are research articles. (10 points) Dictionary definitions are over and above the 10 required references. Use a variety of sources in your search. Use of classic and primary sources on the concept is encouraged. Research articles should be from varied fields if applicable to your concept, however, nursing research should be included if it is available. As you write each section of the paper incorporate definitions and information about the concept analysis process. For example, define what the process of concept analysis is early in the paper. Tell the reader about the steps and describe each. For example, in the antecedent section, start by telling what an antecedent is. A. Definitions: provide at least five definitions of the concept found in the literature. Include a variety of sources including standard dictionaries, medical-nursing dictionaries, theoretical narratives, and research/measurement sources. Compare (differences and similarities) the definitions either as you present them or provide a summary. Dictionary definitions are only a starting point. Present and discuss definitions from relevant professional literature. Identify related concepts in the literature describe/define them in this section of the paper. Discuss the inconsistencies in the literature and the need for concept analysis. (10 points) B. Antecedents: Define and list and discuss all of the antecedents found in the literature. Which are the most relevant to the analysis of the concept?(10 points). C. Defining Characteristics: 1) List, define, and discuss all of the defining characteristics found in the literature (10 points). 2) Discuss how the defining criteria have been validated or demonstrated in research. Tip: how has the concept been measured? Have tools been developed to measure the phenomena? The list of all defining characteristics appears in this section of the paper and also should be included in the model case later (10 points). (Total 20 points) D. Consequences: Define and list all of the consequences found in the literature What is the significance of these consequences? (10 points). 3. Application to Nursing (20 points) A. Describe client case and provide a short summary of how each exemplifies the presence or absence of the defining criteria for model (5 pts.), related (5 pts.), borderline (5 pts.), and contrary cases (5 pts.) (total 20 points). When presenting the model case bold the defining characteristics, underline the antecedents and use italics for the consequences. Identify the source(s) of definition of cases. 4. Length of paper, APA Format, and Grammar (5 points) The following is in reference to the final paper. Page length varies by complexity of concept. Generally papers should be double-spaced, and from 12 to 16 pages in length, before the reference list. Consistently use APA format and submit in error-free, typewritten form. Significant deviations from APA format, multiple spelling errors, incorrect grammar and quotations without proper credit attribution will be evaluated negatively by deduction of points from total score. http://www.apastyle.org/ Evaluation of each part of the paper will be made according to the designated percentages and the following criteria. Writing help tips 1. Consistent use of gender-free plurals 2. Consistent past tense for review of literature 3. Appropriate use of that and which 4. Repeated use of nouns to avoid "this," "that," "those," "it," 5. Increased use of paraphrasing and citation of multiple authors with fewer direct quotes 6. Consistent use of headings and subheadings with at least two paragraphs per page 7. Consistent use of authors' last names only 8. Consistent use of full spelling to avoid abbreviations