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Nursing Knowledge: Science, Practice, and Philosophy

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  • Nursing Knowledge
  • Contents
  • Preface
  • Foreword
    • Introduction to Part I
    • Nursing knowledge
    • Two kinds of theory–practice gap
    • Philosophy of nursing science
    • 1 Prehistory of the problem
      • The domain of nursing
      • Professionalization and the translation gap
      • Nursing education reform in the United States
      • Nursing research begins
      • A philosophy of nursing
      • What would a nursing science look like?
      • Nursing theory and nursing knowledge
        • Borrowed theory
        • Uniqueness
      • Conclusion: the relevance gap appears
    • 2 Opening the relevance gap
      • Two conceptions of nursing science
      • The demise of practice theory
        • The argument from value freedom
        • The argument from theory structure
      • The consensus emerges
        • Carper’s patterns of knowledge
        • Donaldson and Crowley on the discipline
        • Fawcett on the levels of theory
      • The relevance gap
        • The qualitative research movement
        • The middle-range theory movement
      • Conclusion: the relevance gap endures
    • 3 Toward a philosophy of nursing science
      • Philosophical questions about nursing
        • Questions about the discipline
        • Questions of philosophy
      • Science, value, and the nursing standpoint
        • Qualitative research and value-freedom
        • Standpoint epistemology
      • Theory, science, and nursing knowledge
        • The received view of theory
        • Explanatory coherence and inter-level models
        • Consequences for nursing knowledge
      • Conclusion: closing the gap
    • Introduction to Part II
    • 4 Practice values and the disciplinary knowledge base
      • Dickoff and James’ practice theory
      • Values and theory testing
      • Challenges to Dickoff and James’ criteria
      • Beckstrand’s critique
        • Fact and value
        • Intrinsic and instrumental values
      • Carper’s fact–value distinction
      • Problems with patterns
        • The disintegration of nursing knowledge
        • The obfuscation of evaluative commitments
        • The role of theory in ethical knowledge
        • Sociopolitical knowing
      • Conclusion: fact and value in nursing knowledge
    • 5 Models of value-laden science
      • The Johnson model: nursing values as guides for theory
      • Constitutive and contextual values
      • Constitutive values in science: Kuhn’s argument
      • Epistemic and moral/political values
      • Models of value-laden inquiry
      • Value-laden concepts in nursing inquiry
      • Conclusion: constitutive moral and political values in nursing inquiry
    • 6 Standpoint epistemology and nursing knowledge
      • Social role and epistemic privilege
      • Feminist appropriation of standpoint epistemology
      • Generalizing standpoints
      • Knowledge and the division of labor in health care
      • Nursing knowledge and nursing roles
      • Conclusion: nursing knowledge as an epistemic standpoint
    • 7 The nursing standpoint
      • Top-down and bottom-up views of nursing
        • Values in the nursing standpoint
      • The philosophical questions revisited
      • Questions and concerns
        • What is the nursing role?
        • How are the boundaries of the profession determined?
        • Qualitative or quantitative?
        • Is nursing an applied science?
      • Conclusion: science and standpoint
    • Introduction to Part III
    • 8 Logical positivism and mid-century philosophy of science
      • Some history and terminology
        • Empiricism
        • Logical positivism
      • Conceptions of theory in nursing
      • Theories and axiom systems
        • Euclid and Newton
        • Challenges to an axiomatic treatment of theory
        • Implicit definition
      • Theory structure: the received view
        • Theoretical and experimental laws
        • The hierarchy of theory
      • Explanation and confirmation
        • Explanation
        • Theory testing
      • Conclusion: logical positivism and scientific knowledge
    • 9 Echoes in nursing
      • Did logical positivism influence nursing?
        • Three kinds of influence
        • Positivism and the critique of nursing metatheory
      • The metaparadigm of nursing
        • Validity of the metaparadigm
        • What is a “metaparadigm”?
      • Levels of theory
        • How the levels are distinguished
        • How the levels are related
        • Why the levels are supposed to be necessary
      • Borrowed theory
      • Conclusion: the relevance gap and the philosophy of science
    • 10 Rejecting the received view
      • Holistic confirmation
        • The necessity of auxiliary hypotheses
        • Auxiliary hypotheses and borrowed theory
        • Consequences for nursing
      • Failure of the theory–observation distinction
        • The vagueness of the distinction
        • The role of training
        • Observation and theory testing
      • Levels of theory and interdisciplinary research
        • Theory change and level mixing
        • Theoretical integration
        • Consequences for nursing
      • Conclusion: rejecting the received view of nursing science
    • Introduction to Part IV
    • 11 Postnursing theory inquiry
      • Passion for substance
      • Situation-specific theories
      • Postnursing theory inquiry
      • Research example: mastectomy
        • Background
        • Patient responses to radical mastectomy
      • Research example: pain management
        • Background
        • Sensory and distress components of pain
      • Breakthrough research and situation-specific theory
      • Conclusion: revisioning nursing theory
    • 12 The structure of theory
      • Walls and webs
      • Questions and answers
        • Coherence and confirmation
        • Horizontal and vertical questions
      • Breakthrough research revisited
        • Radical mastectomy
        • Pain research
      • Borrowed theory
        • Research example: pain intervention
        • Borrowed theory and the nursing standpoint
      • Conclusion: piecing the quilt
    • 13 Models, mechanisms, and middle-range theory
      • What is middle-range theory?
      • An old, new definition of middle-range theory
      • The semantic conception and the received view
      • Middle-range theories as theoretical models
        • Physical and nonphysical theoretical models
        • The challenge of precision in nursing models
      • Interlevel models in nursing science
      • Theoretical models and explanatory coherence
      • Holism, reductionism, and the nursing standpoint
        • The holistic patient care argument
        • The inconsistency argument
        • The causation and control argument
        • Causality, holism, and professional values
      • Conclusion: causal models and nursing science
    • Introduction to Part V
    • 14 Consequences of contextualism
      • Concepts: theory-formed or theory-forming?
      • Public and personal concepts
      • The priority of theory
        • Linguistic arguments for contextualism
        • Scientific and colloquial contexts
      • Contextualism and realism
        • Moderate realism
        • Contextualism and antirealism
        • Realism and representation
      • Concept analysis and borrowed theory
      • Conclusion: philosophical foundations of multifaceted concepts
        • Theory development and multifaceted concepts
        • Concepts, borrowed theory, and interlevel models
    • 15 Conceptual models and the fate of grand theory
      • Models and theories
      • The orientation and abstraction pictures
      • Arguments against the abstraction picture
        • Harmful effects of the abstraction picture
      • Advantages of the orientation picture
      • Rereading the early theorists
        • Nursing pedagogy and early theory
        • Conceptualizing the nurses’ role
      • Models of nursing and models for nursing
      • Conceptual models as nursing philosophy
      • Philosophical criticism of conceptual models
      • Conclusion: science, practice, and philosophy
    • Introduction to Part VI
    • Terminological preliminaries
    • 16 The rise of qualitative research
      • Making space for qualitative methodology: Carper, Benner, and Watson
      • The triangulation problem
        • Triangulation and confirmation
        • Objections to triangulation
      • Two paradigms of nursing inquiry
      • Conclusion: method, theory, and paradigm
    • 17 What is a paradigm?
      • Components of a paradigm
        • Theory and ontology
        • Theory and method
        • Values
      • Incommensurability
      • Pulling paradigms apart
        • Theory and method (reprise)
        • Theory and ontology (reprise)
      • Against paradigms
      • Conclusion: nursing science without paradigms
    • 18 Methodological separatism and reconciliation
      • Reality and realities
        • Idealism
        • Meaning and reality
        • Static and dynamic
      • Objective and subjective
      • Deduction and induction
      • Reductionism and value-freedom
      • The unity of nursing knowledge
      • Reconciling qualitative and quantitative research
        • Methods as bridges
        • The objective support
        • The query support
        • Method in the middle
      • Conclusion: local methodological decision-making
    • 19 Redrawing the map
      • Theory
        • Criteria for theory evaluation
        • A new perspective on theory
        • Evaluating theoretical models
        • Evaluating intervention research
        • Evaluating interpretations
        • New questions about nursing theory
      • Professional values and disciplinary knowledge
      • Nursing knowledge and the relevance gap
        • New questions about evidence-based nursing practice
      • New maps, new directions
  • References
  • Index


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Vörunúmer: 9781444315523
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Nursing Knowledge: Science, Practice, and Philosophy

Vörunúmer: 9781444315523

Veldu vöru

4.290 kr.
Get the product now
4.290 kr.