Jordan University of Science & Technology

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