Nursing Knowledge Development
NUR 901
Section 001
3 credits
Tuesdays: 2:00 pm – 4:50 pm A500 West Fee Hall
Fall 2011
Catalog Course Description: Development and growth of substantive knowledge within nursing. Middle
range theories. Strategies for concept development and theory testing in nursing research for understanding
health status and health outcomes for individuals, families and community-based primary care.
Course Objectives: At the end of this course, students will:
1.
2.
3.
4.
Analyze knowledge development in nursing.
Compare and contrast strategies for theory development.
Evaluate, compare and contrast middle range theories for their relevance to nursing science.
Develop a concept relevant to health status and health outcomes for individuals, families and
community-based primary health care.
Additional Course Objectives: In the course content each week, the student will be provided with specific
class objectives.
Prerequisites: None
Co-requisites: None
Professional Standards & Guidelines: The curriculum is guided by the following documents:
American Association of Colleges of Nursing. (2001). AACN Position Paper: Indicators of quality in doctoral
nursing. Washington, D.C.: Author.
Faculty:
Mildred A. Horodynski, PhD, RN, WHCNP
Office: 515 G West Fee Hall
Email: millie.horodynski@hc.msu.edu
Office Hours: Tuesdays-to be arranged
Note: Times can be arranged to accommodate
student schedules.
Nancy Ambrose Gallagher, PhD, RN, APRN
Office: 415 West Fee Hall
Email: galla169@msu.edu
Office Hours: By appointment
Note: Times can be arranged to accommodate
student schedules.
Telephone communication: Please conduct telephone communications during regular office hours when
possible or by appointment for times other than regular office hours.
Email communication: Instructors will be using student msu.edu email addresses. Our goal will be to respond
to your questions within 72 hours between 8 am and 5 pm as a general rule.
Please contact us by phone as soon as possible if you need particular accommodations due to a
disability so that we can make suitable arrangements.
1
Instruction:
a.
Methodology:
Presentation of course content is accomplished through three scheduled class hours weekly. The
course incorporates seminar and class discussion. Active learning by the student is emphasized.
Completion of required reading, activities, prior to class time is essential in order to facilitate
comprehension and synthesis of content.
b. Required Texts:
American Psychological Association. (2010). Publication manual of the American Psychological
th
Association (6 ed.). Washington, DC: Author.
Fawcett. J. (2005). Contemporary nursing knowledge: Analysis and evaluation of nursing models and theories
(2nd ed.). Philadelphia, PA: F.A. Davis.
Peterson, S.J., & Bredow, T.S. (2009). Middle range theories: Application to nursing research
(2nd ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Walker, L.O., & Avant, K.C. (2011). Strategies for theory construction in nursing (5th ed.).
Norwalk, CT: Appleton, Lange.
c. Optional Texts:
Glanz, K., Rimer, B.K., & Viswanath, K. (2008). Health behavior and health education: Theory,
research, and practice (4th ed.). San Francisco CA: Jossey-Bass.
Nicoll, H. (2011). Perspectives on nursing theory (5th ed.). Philadelphia, PA: Lippincott.
Rodgers, R.L., & Knafl, K.K. (2000). Concept development in nursing foundations, techniques, and
applications. Philadelphia, PA: Saunders.
d. Required Resources, References, Supplies:
ANGEL Help Line
1.800.500.1554 (24 hrs, 7 days/week)
517.355.2345 (24 hrs, 7 days/week)
www.angel.msu.edu (ANGEL Help link in upper right corner)
Always check with the ANGEL Help Line first!
Evaluation:
a. Learning Assessments and Grading:
Three written papers, classroom presentation and participation in classroom discussions.
Please see Part B of the syllabus for further details. There is no opportunity for “extra credit” in this
course.
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b. Course Grade Requirements:
1) As one of the nine required doctoral courses, a 3.0 grade must be attained in this course.
2) A student who fails or does not receive a 3.0 grade in this course must meet with the
Faculty of Record for this course. After the meeting with the Faculty of Record for
this course, the student is to meet with his/her Major Professor and guidance
committee to determine a remediation action to continue progression in the doctoral
program. This course may be repeated only once.
c. Course Grading Scale:
The standard College of Nursing grading scale will be utilized.
%
90 – 100%
GRADE
4.0
89 – 85%
3.5
84 – 80%
3.0
(Minimum passing grade)
< 79%
Not passing
d. Writing Requirements:
The College of Nursing requires that students refer to a style manual when writing required papers
and bibliographies. The reference format adopted by the College of Nursing is the Publication
Manual of the American Psychological Association (most recent edition).
Evaluation:
Required Activity
Percent of Course Grade
Paper #1 – Midrange theory evaluation
Paper #2 – Concept comparison between 2 different theories
Formal Student Presentation
Paper #3 – Concept Development within single theoretical
framework
15%
25%
20%
40%
Due Date
October 4
October 25
November 29
December 6
IMPORTANT: PLEASE READ!
Class participation is critical to a successful graduate-level course. Each student is expected to
prepare in advance to participate in group discussions and activities as assigned. Students are
responsible for all materials covered in class, assigned reading, and in-class activities. Due dates and
times are firm unless negotiated at least two weeks ahead of time.
Paper # 1 Guidelines –Mid-range Theory Analysis and Evaluation
The goal of this paper is to apply the principles of theory analysis and evaluation to a mid-range theory.
Select a mid-range theory. You might want to select a theory that has been used in the literature related to
your concept of interest. Evaluate the theory based on the Fawcett’s criteria listed below.
1. What antecedent knowledge from nursing and adjunctive disciplines was used in the development of
the theory?
2. Is the theory well described? What is the scope of the theory?
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3. Describe the concepts and propositions of the theory?
4. What are the philosophical claims on which the theory is based? Are they explicit?
5. Has the internal consistency of the theory been discussed in relation to the clarity of concepts, the
consistency of language, and the structural consistency of the theory?
6. Has the parsimony of the theory been addressed?
7. Has the testability of theory in relation to the observability and measurability of the concepts?
8. Has the empirical adequacy been discussed in relation to the congruence with empirical evidence?
9. Has the pragmatic adequacy of the theory for clinical practice been discussed?
Include a summary paragraph indicating if your intention to use this theory in your future nursing research or
not. Give rational for your choice.
APA manual guidelines are to be used for this paper. The paper length is not to exceed 10 pages.
Paper #2 Guidelines – Concept Comparison between Two Different Theories
The goal of this paper is to compare, contrast and evaluate mid-range theories for their relevance to nursing
science. Select a mid-range theory. You might want to select a theory that has been used in the literature
related to your concept of interest. You will use Fawcett’s criteria to compare, contrast and evaluate your
concept.
1. Identify a nursing research problem, and identify a theoretical concept appropriate to study within
that problem.
2. Identify and describe two mid-range theories that use your concept. Define the concept from each
of these theoretical points of view, and compare and contrast the concept.
3. Evaluate how these differing definitions for your concept affect the usefulness of the concept in the
study of your research problem?
4. Discuss your conclusions about your concept, the theory it is contained within, its usefulness for the
study of the clinical problem, and the usefulness of them in your potential research.
APA manual guidelines are to be used for this paper. The paper length is not to exceed 10 pages.
Formal Student Presentations—Concept Development with a Theoretical Framework.
1. Concept well described: Student is clear in the description of the concept that will be used for the
student’s work.
2. Significance of concept and appropriateness to nursing research: Student presents concept and
rationale for why this is an important concept to advance nursing science.
3. Strategies used for concept construction is outlined and adhered to.
4. Breadth of literature: Presents research on topic from at least two disciplines or bodies of literature
in a manner that demonstrates understanding of each viewpoint.
5. Synthesis of literature and depth of knowledge on topic: Student presents research literature in a
manner that demonstrates a depth of knowledge on the topic (in presentation this includes response
to questions). Critiques quality of research, identifying faulty thinking, gaps in literature, and
appropriateness to nursing. Comparing and contrasting conceptualizations from different
disciplines/bodies of literature throughout presentation or paper.
6. Develops concept within a theoretical framework. Develops a concept within an appropriate
theoretical framework and consistent with the framework.
7. Innovation: Presents own thinking related to concept and how conceptualization will be used in
research. Provides diagram of concept within the framework.
8. Presentation: Presentation is clear and logical using appropriate power point presentation; DUE day
before for students to download.
Early Feedback: Students are permitted to have a draft of their final paper read and critiqued before it is due.
Must allow at least 2 weeks for professor to read, critique and return to you. (DRAFT DUE NO LATER
THAN NOVEMBER 8, TO BE RETURNED BY NOVEMBER 22– IF DESIRE FEEDBACK).
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Paper #3 Guidelines—Concept Development with a Theoretical Framework
Final paper is the developed concept within a theoretical framework.
See Presentation Guidelines 1-6 (Pay special attention to synthesis of the literature) *
1.
2.
3.
4.
Writing is clear with logical presentation of ideas.
Appropriate use of English grammar.
Depth of knowledge of literature demonstrated in writing.
Meets deadline for date and time due.
*University & College Policies:
The College of Nursing expects that students will demonstrate professional behavior in all situations. Specific
expectations for clinical and other professional venues can be found in the appropriate handbook. You are
responsible for reviewing and acting in accordance with the policies and procedures found in the following
sources, including the following topics: Professionalism, Academic Integrity, Accommodations for Students
with Disabilities, Disruptive Behavior, Attendance, Compliance, and Progression.
•
•
•
•
CON Student handbook http://nursing.msu.edu/handbooks.asp
MSU Spartan Life Student Handbook and Resource Guide
http://www.vps.msu.edu/SpLife/index.htm
Information for Current Students—including Rights, Responsibilities and Regulations for
Students http://www.msu.edu/current/index.html
Academic Programs http://www.reg.msu.edu/UCC/AcademicPrograms.asp
Professionalism:
All graduate students at Michigan State University should be fully familiar with the Graduate Student Rights
and Responsibilities Articles (published by the Graduate School; available at
http://www.vps.msu.edu/SpLife/gradrights.htm); University guidelines for ethical research (published by the
University committee on Research Involving Human Subjects [UCRIHS]; available at
http://www.msu.edu/user/ucrihs/); The MSU Guidelines for Integrity in Research and Creative Activities,
http://grad.msu.edu/all/ris04activities.pdf and specific principles for informal conflict management, in the
Graduate Student Resource Guide (published by the Graduate School; available at
http://grad.msu.edu/conflict.htm).
The Graduate Student Rights and Responsibilities (GSRR) Articles address professional standards for
graduate students as follows: “Each department/school and college shall communicate to graduate students, at the time of
their enrollment in a degree program or course in the unit, any specific codes of professional and academic standards covering the
conduct expected of them.” (Article 2.4.7). “The graduate student shares with the faculty the responsibility for maintaining the
integrity of scholarship, grades, and professional standards” (Article 2.3.8).
In addition to meeting academic standards included in the Academic Progression Guidelines, students and
faculty in the Doctoral Program in Nursing have shared responsibility for adherence to the professional
standards referred to the Doctoral Student Handbook of the CON.
Professional expectations are rooted in the maintenance of high quality working relationships with faculty,
peers, research participants, staff, and all others with whom the graduate student interacts. Aspects of high
quality working relationships that are addressed in the GSSR as shared faculty-student responsibilities include:
mutual respect, understanding, and dedication to the education process (2.1.2); maintenance of a collegial atmosphere (2.3.7);
and mutual trust and civility (2.3.1.2).
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Policies
Academic Integrity:
Academic Honesty: Article 2.3.3 of the Academic Freedom Report states: “The student shares with the
faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In
addition, the College of Nursing adheres to the policies on academic honesty specified in General Student
Regulation 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades;
and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU
Web site www.msu.edu.)
Therefore, unless authorized by your instructor, you are expected to complete all course assignments,
including homework, lab work, quizzes, tests and exams, without assistance from any source. You are
expected to develop original work for this course; therefore, you may not submit course work you completed
for another course to satisfy the requirements for this course. Also, you are not authorized to use the
www.allmsu.com Web site to complete any course work NUR 901. Students who violate MSU rules may
receive a penalty grade, including but not limited to--a failing grade on the assignment or in the course.
Contact your instructor if you are unsure about the appropriateness of your course work. (See also
https://www.msu.edu/unit/ombud/RegsOrdsPolicies.html).
Students engaged in scholarly activities (e.g. dissertation, scholarly projects) should follow the guidelines of
scholarly writings as outlined in the Publication Manual of the American Psychological Association (most recent
edition). Ethical principles ensure the accuracy of scientific and scholarly knowledge and protect intellectual
rights. Principles include reporting of results, plagiarism, publication credit, sharing data, and copyright.
Please read each part of the following site to fully understand your responsibilities and the position
of the University regarding:
•
•
•
Cheating
Plagiarism
MSU regulations, ordinances, and policies regarding academic honesty and integrity
Academic dishonesty in any form will not be tolerated in the College of Nursing. Any student involved in
academic dishonesty will be reported to the Office of Academic Affairs and the Office of Student Services in
the College of Nursing and a grade of 0.0 may be issued for the course.
Research Misconduct and Questionable Research Practices within the college are defined consistently with
the Interim University Document on Intellectual Integrity approved by the President of Michigan State
University on August 5, 1994 and revised June 29, 1995. Refer to the CON Doctoral Student Handbook.
Accommodations for Students with Disabilities: Students with disabilities should contact the Resource
Center for Person with Disabilities to establish reasonable accommodations. For an appointment with a
disability specialist, call 353-9642 (voice, 355-1293 (TTY), or visit MyProfile.rcpd.msu.edu
Disruptive Behavior: Article 2.3.5 of the Academic Freedom Report (AFR) for students at Michigan State
University states: "The student's behavior in the classroom shall be conducive to the teaching and learning
process for all concerned." Article 2.3.10 of the AFR states that "The student has a right to scholarly
relationships with faculty based on mutual trust and civility." General Student Regulation 5.02 states: "No
student shall . . . interfere with the functions and services of the University (for example, but not limited to,
classes . . .) such that the function or service is obstructed or disrupted. Students whose conduct adversely
affects the learning environment in this classroom may be subject to disciplinary action through the Student
Faculty Judiciary process.
Attendance: Students whose names do not appear on the official class list for this course may not attend this
class. Students who fail to attend the first four class sessions or class by the fifth day of the semester,
whichever occurs first, may be dropped from the course. (Attendance policy, if different from the University
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attendance policy and especially when the attendance policy affects students’ grades. For details, see
Attendance Policy, Excused Absences and Make-up Work on the Ombudsman’s Web site. This site includes
discussion of student observance of major religious holidays, student-athlete participation in athletic
competition, student participation in university-approved field trips, medical excuses and a dean’s drop for
students who fail to attend class sessions at the beginning of the semester).
College of Nursing Policies regarding Professional Development Guidelines [found in the CON Student
Handbook at the CON website]. Students are responsible for the information found in the CON Doctoral
Student Handbook. Effective conflict management/negotiation skills are essential for navigating the graduate
school experience and maintaining high quality working relationships. Specific principles for conflict are
responsible for making concerted good faith efforts to resolve conflicts with others in a constructive and
informal fashion, prior to proceeding to formal conflict resolution options as consistent with the GSRR
statement on informal conflict resolution (Article 5.3.2.). Doctoral students who have specific questions or
concerns about professional standards or conflict resolution issues should consult with their Major Professor,
the Associate Dean for Research and Doctoral Programs, and/or the University Ombudsman for guidance,
as appropriate.
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NUR 901 FS 2011 Course Calendar
(Subject to Change: Check weekly)
Week
1
Date
9/6/11
Topic
Introduction to the course
Readings:
Marrs, J., & Lowry, L.W. (2009). Nursing theory and practice: Connecting the dots. In P.
Reed & N. Shearer (Eds.), Perspectives on nursing theory (5th ed.), pp. 3-12.
Kim, H.S. (2009). Theoretical thinking in nursing: problems and prospects. In P. Reed & N.
Shearer (Eds.), Perspectives on nursing theory (5th ed.), pp.38-48.
Higgins, P.A., & Moore, S.M. (2009). Levels of theoretical thinking in nursing. In P. Reed &
N. Shearer (Eds.), Perspectives on nursing theory (5th ed.), pp. 49-56.
Mark, B.A., Hughes, L.C., & Jones, C.B. (2009). The role of theory in improving patient
safety and quality health care. In P. Reed & N. Shearer (Eds.), Perspectives on nursing
theory (5th ed.), pp. 170-178.
Hupcey, J.E., & Penrod, J. (2009). Concept analysis: Examining the state of the science. In P.
Reed & N. Shearer (Eds.), Perspectives on nursing theory (5th ed.), pp. 434-443.
Penrod, J., & Hypcey, J.E. (2009). Concept advancement: Extending science
through concept-driven research. In P. Reed & N. Shearer (Eds.), Perspectives on
nursing theory (5th ed.), pp. 444-452.
Peterson, S.J. (2009). Introduction to the nature of nursing knowledge. In S.J. Peterson &
T.S. Bredow (Eds.). Middle range theories: Application to nursing research (2nd ed.),
Philadelphia, PA: Wolters Kluwer, pp. 3-45.
Walker, L.O., & Avant, K.C. (2011). Strategies for theory construction in nursing, (5th ed.). Upper
Saddle River, NJ: Pearson/Prentice Hall. (Chapter 1).
Assignment:
Introductions-concept identification, research interests. Read required readings; bring one
discussion question to class; be prepared to respond to your question.
Week
2
Date
9/13/11
Readings:
Walker, L.O., & Avant, K.C. Strategies for theory construction in nursing, (5th ed.). Upper Saddle
River, NJ: Pearson/Prentice Hall. (Chapter 3).
Topic
Concepts & Theoretical Frameworks
Fawcett, J. (2005). Contemporary nursing knowledge: Analysis and evaluation of nursing models and
theories (2nd ed.). Philadelphia, PA: F.A. Davis. (Chapter 1).
Glanz, K., Rimer, B.K., & Viswanath, K. (Eds.). (2008). Health behavior and health education:
Theory, research, and practice (4th ed.). San Francisco, CA: Jossey-Bass. (Chapters 1-2)
Assignment:
Read required readings; bring one written discussion question to class; be prepared to
respond to your question.
Write down all of the words you can think of which relate to or express your concept. (Bring
2 copies)
Look up the concept in a large unabridged dictionary and write a list of the definitions you
feel most closely describe your feelings or thoughts on the concept. (Bring 2 copies)
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Search the literature for journal articles and books related to the concept to get a sense of the
beliefs and thoughts of others in the discipline regarding the concept.
Bring a written beginning definition of your concept from dictionary definitions and
literature support, having utilized at least 3 references and how the authors defined the
concept. Bring your references. (Bring 2 copies of your definition).
In Class:
Be prepared to share your written work with a partner and have your partner share his/her
understanding of your concept.
Week
3
Date
9/20/11
Readings:
Fawcett, J. (2005). Contemporary nursing knowledge: Analysis and evaluation of nursing models and
theories (2nd ed.). Philadelphia, PA: F.A. Davis. (Chapters 3 & 11).
Topic
Theory Analysis & Evaluation
Bredow, T. (2009). Analysis, evaluation, and selection of a middle range nursing theory. In
S.J. Peterson & T.S. Bredow (Eds.). Middle range theories: Application to nursing
research (2nd ed.), Philadelphia, PA: Wolters Kluwer, pp.46-60.
Guest Speaker: Heidi Schroeder-Librarian—Topic—Literature Searches for your concepts.
Assignment:
Read required readings; bring one written discussion question to class; be prepared to
respond to your question.
Bring a revised written definition of your concept having utilized 3 additional references—
bring your references. (Bring 2 copies).
Select a mid-range theory (would suggest looking at a mid-range theory that might fit your
concept definition). Bring a short written paragraph as to why you selected the mid-range
theory. What are the primary concepts of the theory? The propositions? (Bring 2 copies)
In Class:
Be prepared to share your written work with a partner and have your partner share his/her
understanding of your concept and mid-range theory and selection.
Week
4
Date
9/27/11
Readings:
Gift, A. (2009). Unpleasant symptoms. In S.J. Peterson & T.S. Bredow (Eds.). Middle range
theories: Application to nursing research (2nd ed.), Philadelphia, PA: Wolters Kluwer, pp.
82-98. And Appendix A (pp. 365-369).
Topic
Mid-range theory
Bredow, T.S., Peterson, S.J., & Sandau, K.E. (2009). Health-related quality of life. In S.J.
Peterson & T.S. Bredow (Eds.). Middle range theories: Application to nursing research (2nd
ed.), Philadelphia, PA: Wolters Kluwer, pp.273-289. And Appedix A (pp. 385-386).
McCullagh, M.C. (2009). Health promotion. In S.J. Peterson & T.S. Bredow (Eds.). Middle
range theories: Application to nursing research (2nd ed.), Philadelphia, PA: Wolters Kluwer,
pp.290-303. And Appendix A (pp. 386-388).
Assignment:
Bring a written outline (4 copies) for your first paper addressing the guidelines for paper #1.
In Class:
Be prepared to share your paper outline # 1 work with a partner and have your partner share
his/her understanding of your concept and mid-range theory and selection.
9
Week
5
Date
10/4/11
Topic
Mid-range Theory Analysis and Evaluation
Readings:
Read copies of papers of classmates prior to class.*
Analysis and evaluation Review Fawcett (Chapter 11) and Bredow (pp. 46-60).
Assignment:
Bring 3 copies of your paper #1 to class. *Please send a copy of your paper via email to
all classmates on Monday October 3, 2011, by 6 pm. It does not have to be the
absolute final copy but content must be present.
Paper #1 Due
In Class:
Be prepared to discuss your paper in class; a time frame will be provided the week before. Be
prepared to critique your classmates’ paper presentations per guidelines and to develop
questions to ask each presenter.
Week
6
Date
10/11/11
Readings:
Champion V.L., & Skinner, C.S. (2008). In K. Glanz, B.K. Rimer, & K. Viswanath, (Eds.).
Health behavior and health education: Theory, research, and practice (4th ed.). San Francisco,
CA: Jossey-Bass, pp. 45-65.
Topic
Mid-range theory
Montano, D.E., & Kasprzyk, D. (2008). Theoery of reasoned action, theory of planned
behavior, and the integrated behavioral model. In K. Glanz, B.K. Rimer, & K.
Viswanath, (Eds.). Health behavior and health education: Theory, research, and practice (4th
ed.). San Francisco, CA: Jossey-Bass, pp. 67-96.
Prochaska, J.O., Redding, C.A., & Evers, K.E. (2008). The transtheoretical model and stages
of change. In K. Glanz, B.K. Rimer, & K. Viswanath, (Eds.). Health behavior and
health education: Theory, research, and practice (4th ed.). San Francisco, CA: Jossey-Bass,
pp. 97-122.
Brewer, N.T., & Rimer, B.K. (2008). Perspectives on health behavior theories that focus on
individuals. In K. Glanz, B.K. Rimer, & K. Viswanath, (Eds.). Health behavior and
health education: Theory, research, and practice (4th ed.). San Francisco, CA: Jossey-Bass,
pp.149-166.
Assignment:
Read required readings; bring one written discussion question to class; be prepared to
respond to your question.
Bring a written nursing research problem with rationale as to why a problem for nursing.
Identify 2 mid-range theories appropriate for your nursing problem and concept. Define
your concept within the 2 mid-range theories you identified.
In Class:
Be prepared to share your written work with a partner and have your partner share his/her
understanding of your concept and mid-range theories’ selection.
Week
7
Date
10/18/11
Readings:
Walker, L.O., & Avant, K.C. (2011). Strategies for theory construction in nursing, (5th ed.). Upper
Saddle River, NJ: Pearson/Prentice Hall. (Chapter 7).
Topic
Concept Development Strategies and Concept Analysis.
10
Assignment:
Read required readings; bring one written discussion question to class; be prepared to
respond to your question.
Bring a written outline (4 copies) for paper #2 addressing the guidelines for paper #2.
In Class:
Be prepared to share your paper outline # 2 work with a partner and have your partner share
his/her understanding of your concept comparison between two different mid-range
theories.
Week
8
Date
10/25/11
Readings:
Read copies of papers of classmates prior to class.*
Assignment:
Bring 3 copies of your paper #2 to class.*
Topic
Concept comparison between mid-range theories
Please send a copy of your paper via email to all classmates on Monday October 24,
2011, by 6 pm. It does not have to be the absolute final copy but content must be
present.
Paper #2 Due
In Class:
Be prepared to discuss your paper in class; a time frame will be provided the week before. Be
prepared to critique your classmates’ paper presentations per guidelines and to develop
questions to ask each presenter.
Week
9
Date
11/1/11
Readings:
Walker, L.O., & Avant, K.C. (2011). Strategies for theory construction in nursing, (5th ed.). Upper
Saddle River, NJ: Pearson/Prentice Hall. (Chapter 10).
Topic
Concept analysis
Mundzuk, L. L., & Mc Millan, D.E. (2005). A concept analysis of quality of life. Journal of
Orthopaedic Nursing, 9, 12-18.
Dugger, B.R. (2010). Concept analysis of health-related quality of life in nursing home
residents with urinary incontinence. Urologic Nursing, 30(2), 112-119.
Monsivais, D. (2005). Self-organization in chronic pain: a concept analysis. Rehabilitation
Nursing, 30 (4), 147-150.
Liu, J. (2004). Concept analysis: aggression. Issues in Mental Health Nursing, 25(7), 693-714.
Gallagher, L. (2007). Continuing education in nursing: a concept analysis. Nurse Education
Today, 27, 466-473.
Speros. C. (2005). Health literacy: concept analysis. Journal of Advanced Nursing, 50(6), 633640.
Thompson, H.J. (2005). Fever: a concept analysis. Journal of Advanced Nursing, 51(5), 484-492.
11
Assignment:
Bring short written introductory paragraph expressing what your concept is and why it is
significant to you and nursing (2 copies). Bring your refined concept definition (2 copies).
Develop a written list of characteristics or criteria that describe the concept in measureable
terms so the concept can be measured in the empirical world. Use your definition, your
clinical and theoretical experience, research and literature articles and books to make the list
complete (Bring 2 copies).
In Class:
Be prepared to share your written work with a partner and have your partner share his/her
understanding of your concept’s theoretical definition and empirical definition.
Week
10
Date
11/8/11
Readings:
Topic
Concept analysis
Risjord, M. (2008). Rethinking concept analysis. Draft.
Tofthagen, R. (2010). Rodgers’ evolutionary concept analysis- a valid method for developing
knowledge in nursing science. Scandinavian Journal of Caring Sciences.
Doi:10.1111/j.1471-6712.2010.00845.x
Penrod, J., & Hupcey, J.E. (2005). Enhancing methodological clarity: principle-based
concept analysis. Journal of Advanced Nursing, 50(4), 403-409.
Love, K.L. (2008). Interconnectedness in nursing: a concept analysis. Journal of Holistic
Nursing. On-line version can be found at http://jhn.sagepub.com/content/26/4/255
Graneheim, U.H., & Lundman, B. (2004). Qualitative content analysis in nursing research:
concepts, procedures and measures to achieve trustworthiness. Nurse Education
Today, 24, 105-112.
Duncan, C., Cloutier, J.D., & Bailey, P.H. (2007). Concept analysis: the importance of
differentiating the ontological focus. Journal of Advanced Nursing, 58(3), 293-300.
Manojlovich, M. , & Sidani, S. (2008). Nurse Dose: What’s In a Concept? Research in Nursing
& Health, 31, 310-319. This reading will also be assigned under Concept Analysis. Although
you should read the whole article this week, focus on how the authors use concept derivation.
Finfgeld, D. (2008). Concept synthesis of the art of nursing. Journal of Advanced Nursing, 62(3),
381-388.
Lenz, E.R., Suppe, F., Gift, A.G., Pugh, L.C. , & Milligan, R.A. (1995). Collaborative
development of middle-range theories: Toward a theory of unpleasant symptoms.
Advances in Nursing Science, 17(3), 1-13. This reading will also be assigned for concept synthesis
and analysis.
12
Assignment:
Week
11
Date
11/15/11
Topic
Concept synthesis
Readings:
Walker, L.O., & Avant, K.C. (2011). Strategies for theory construction in nursing, (5th ed.). Upper
Saddle River, NJ: Pearson/Prentice Hall. (Chapter 7).
Anderson, J.A., & Olnhausen, K.S. (1999). Adolescent Self-Esteem: A foundational
disposition. Nursing Science Quarterly, 12(1), 62-67. Also assigned under Concept Derivation.
Yao, L. , & Algase, D. (2008). Emotional intervention strategies for dementia-related
behavior: A theory synthesis. Journal of Neuroscience Nursing, 40(2), 105-115.
Finfgeld, D. (2008). Concept synthesis of the art of nursing. Journal of Advanced Nursing, 62(3),
381-388. How does the author use synthesis and analysis?
Lenz, E.R., Suppe, F., Gift, A.G., Pugh, L.C., & Milligan, R.A. (1995). Collaborative
development of middle-range theories: Toward a theory of unpleasant symptoms.
Advances in Nursing Science, 17(3), 1-13. This reading will also be assigned for concept synthesis
and analysis.
Assignment:
According to Walker & Avant, synthesis involves pulling together various elements of data
into a pattern or relationship not clearly seen before to form a new concept. Choose one of
the articles from your readings and be prepared to discuss how the authors added to the
concept (or theory) through synthesis.
Week
12
Date
11/22/11
Readings:
Walker, L.O., & Avant, K.C. (2011). Strategies for theory construction in nursing, (5th ed.). Upper
Saddle River, NJ: Pearson/Prentice Hall. (Chapter 4).
Topic
Concept derivation
Manojlovich, M., & Sidani, S. (2008). Nurse dose: What’s in a concept? Research in Nursing &
Health, 31, 310-319. This reading will also be assigned under Concept Analysis. Although you
should read the whole article this week, focus on how the authors use concept derivation.
Anderson, J.A., & Olnhausen, K.S. (1999). Adolescent Self-Esteem: A foundational
disposition. Nursing Science Quarterly, 12(1), 62-67.
Alfonzo, M.A. (2005). To walk or not to walk? The hierarchy of walking needs. Environment
& Behavior, 37(6), 808-836. Although this is not written by a nurse, it is a creative and useful
example of a theoretical framework using derivation.
Lenz, E.R., Suppe, F., Gift, A.G., Pugh, L.C., & Milligan, R.A. (1995). Collaborative
development of middle-range theories: Toward a theory of unpleasant symptoms.
Advances in Nursing Science, 17(3), 1-13. This reading will also be assigned for concept synthesis
and analysis.
Guest Speaker: Dr. Denise Saint Arnault-Additional Readings will be provided.
Assignment:
Bring a written outline (4 copies) for paper #2 addressing the guidelines for paper #2.
Develop a diagram of your concept within a framework. (Bring 2 copies).
13
Consider the concept on which you are writing your paper. Was concept derivation used in
its development? Describe how it was used and how the concept as it is now used is
different or similar to the previous concept. If you do not find any evidence of concept
derivation, consider concepts from other fields that might be useful and how they might
influence the development of your concept in the future.
In Class:
Be prepared to share your paper outline # 3, presentation and diagram with a partner and
have your partner share his/her understanding of your concept development within a
theoretical framework.
Week
13
Date
11/29/11
Readings:
Print off classmates’ power point slides and read before class.*
Assignment:
Prepare power point presentation per guidelines provided in the syllabus. Provide a copy of
your complete power point presentation via email to all classmates on Monday
November 28, 2011, by 6 pm.
In Class:
Present a formal presentation on concept development with a theoretical framework using
power point slides. A time frame will be provided the week before. Be prepared to critique
your classmates’ paper presentations per guidelines and to develop questions to ask each
presenter.
Week
14
Date
12/6/11
Readings:
Walker, L.O., & Avant, K.C. (2011). Strategies for theory construction in nursing, (5th ed.). Upper
Saddle River, NJ: Pearson/Prentice Hall. (Chapter 13).
Topic
Student Presentations
Topic
Theory validation
Shin, K.R., Kang, Y., Park, H.J. Cho, M.O., & Heitkamper, M. (2008). Testing and
developing the health promotion model in low-income, Korean, elderly women.
Nursing Science, 21(2), 173-178.
Gallagher, N.A., Clarke, P.C., Ronis, D.R., Loveland-Cherry, C., Nyquist, L., & Gretebeck,
K.A. (in review). Environmental and psychosocial influences on neighborhood
walking in older adults with and without mobility limitations (uses Social Cognitive
Theory).
Register, M.E., & Herman, J. (2010). Quality of life revisited: The concept of connectedness
in older adults. Advances in Nursing Science, 33(1), 53-63. Note: This article was also
assigned under Concept Synthesis. This time focus on the validation process, and how it built on the
concept synthesis.
Lindner, L. (2010). Analysis of the UCSF symptom management theory: Implications for
pediatric oncology nursing. Journal of Pediatric Oncology Nursing, 27(6), 316-324.
Lenz, E.R., Pugh, L.C, Milligan, R.A., Gift, A. & Suppe, F. (1997). The middle-range theory
of unpleasant symptoms: An update. Advances in Nursing Science, 19(3), 14-27.
Read copies of papers of classmates prior to class.*
Assignment:
Go to the assignment on page 223 of Walker & Avant: Choose one of the articles from
your reading and evaluate how well the criteria were met as discussed in the assignment.
14
Bring 3 copies of your paper #3 to class. *
Please send a copy of your paper via email to all classmates on Monday, December 5,
2011, by 6 pm. It does not have to be the absolute final copy but content must be
present.
Paper #3 Due
In Class:
Be prepared to discuss your paper in class; a time frame will be provided the week before. Be
prepared to critique your classmates’ paper presentations per guidelines and to develop
questions to ask each presenter.
Week
15
Date
12/13/11
Topic
Bringing it all together: Nursing knowledge development
==============================================================
Format for Paper—APA format 6th ed.
•Running Head
•Pagination – Pages Numbered
•Title
•Body
•Reference List
•Leveled Headings (3-4)
•In Body Citations
15
Name:__________________________
Grading Criterion NUR 901 Paper #1
Criteria
Possible
Points
1. Is the theory well described? What is the scope of the theory?
10
2. What antecedent knowledge from nursing and adjunctive disciplines was
used in the development of the theory?
10
3. What are the concepts and propositions of the theory?
10
4. Are the philosophical claims on which the theory is based explicit?
10
5. Has the internal consistency of the theory been discussed in relation to the
clarity of concepts, consistency of language, as well as structural consistency?
10
6. Has the parsimony of the theory been addressed?
10
7. Has the testability of theory in relation to the observability and
measurability of the concepts?
10
8. Has the empirical adequacy been discussed in relation to the congruence
with empirical evidence?
10
9. Has the pragmatic adequacy of the theory for clinical practice been discussed?
10
10. Include a summary paragraph indicating if your intention to use this theory
in your future nursing research or not. Give rational for your choice.
5
11. Style, grammar, readability, APA format.
5
Achieved
Points
Total: ___________
16
Name:__________________________
17
NUR 901 Paper #2
Grading Criterion for Comparison of Concept in Two Theories
Criteria
Possible
Points
1. Identify a nursing research problem, and identify a concept
Appropriate to study within that problem.
10
2. Identify and describe two mid-range theories that use your concept,
and compare and contrast the concept from each of these theoretical
points of view.
15
3. Examine the concept as used in each theory using the concept analysis
Step regarding defining attributes in Walker and Avant.
20
4. Evaluate how these differing definitions for your concept affect the
Usefulness of the concept in the study of your research problem.
20
5. Discuss your conclusions about your concept, the theory it is contained
within, its usefulness for the study of the clinical problems, and the
usefulness of them in your potential research.
30
6. APA, readability, logical, organized.
Achieved
Points
5
Total: __________
18
Name:__________________________
19
NUR 901 Paper #3
Grading Criterion for Comparison Concept Development Paper
Criteria
Possible
Points
1. Identify a nursing research problem, and clarify why the concept
you propose is important for this clinical problem.
10
2. Identify the theoretical concept and situate it within the larger bodies
of literature.
20
3. Define the Concept and the defining attributes.
20
4. Identify the empirical referents for each of the defining attributes, briefly
evaluating their fit for your clinical problem.
20
5. Provide model, borderline and contrary cases.
15
6. Draw conclusions and discuss the importance of your concept for
advancing the science of nursing within the domain of clinical interest.
10
7. APA, readability, logical, organized.
Achieved
Points
5
Total: ___________
20