introduction to theoretical nursing knowledge

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introduction to theoretical nursing knowledge
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INTRODUCTION
TO
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THEORETICAL NURSING
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onal Association ofAfter
Long
Term this
Care
Administrator
Boards
completing
chapter
the student should
be able to
1. Identify and define terminology related to theoretical thinking
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2.NOT
Identify
and SALE
describe OR
several
types of theoretical works in nursing
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DISTRIBUTION
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3.National
Identify and
explain the fourof
metaparadigm
concepts
nursing
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Long Term
CareofAdministrator
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e y T e rLearning,
ms
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Assumptions
Clarity
Concept
Boards
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Health
Human being (person)
Metaparadigm
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nes & Bartlett Learning,
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Conceptual
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Derivable consequences
onal Association
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Nursing
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Philosophies
of nursing
precision
Proposition
of Empirical
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Care Administrator
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Environment
Simplicity
Generality
Theory
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National Association of Long Term Care Administrator Boards
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National Association of Long Term Care Administrator Boards
1
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N ursing T heories : A F ramework for P rofessional P ractice
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A
lthough the beginning of nursing the-
oryTerm
development
can be traced to Florence
National Association of Long
Care Administrator
Boards
Night­in­gale, it was not until the second half
of the twentieth century that nursing theory caught the
© Jones &BACKGROUND
Bartlett Learning, LLC
© Jones & Bartlett Learning, LLC
attention of nursing as a discipline. During the decades
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OR DISTRIBUTION
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of the 1960s and 1970s, theory development was a
topic
of discussion andBoards
publication. During the
National Association of Long Termmajor
Care
Administrator
1970s, much of this discussion related to the development of a single global theory for nursing. However,
nes & Bartlett Learning, LLC
Jones
& Bartlett
Learning,
in the©
1980s,
attention
turned away
from the LLC
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ment of a global theory for nursing, as schol­­ars began to recognize the
validity
of Administrator
multiple approachesBoards
to theory development in nursing.
onal Association of Long Term
Care
Because of the plurality in nursing theory, this information must be
organized to be mean­­ingful for practice, research, and further knowl­­edge
© Jonesdevelopment.
& BartlettThe
Learning,
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& Bartlett Learnin
goal of this LLC
chapter is to present an organized
and pracNOT
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tical overview of the major concepts that are essential to understandingSALE OR DISTR
perspective in professional nursing practice. Definitions of key
Nationaltheoretical
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terms are included throughout the discussion.
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T
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NOTtheory
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o apply nursing
in practice,
the
nurse must have some knowledge of the theoretical works of the nursing profession. Theoretical
STRUCTURE
works in nursing are generally categorized either as
philosophies,
conceptual
models,
theories, orLLC
middlenes & Bartlett Learning,
LLC
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Learning,
OF NURSING
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depending
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level of ab­straction.
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OR
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The most abstract of these theoretical works are the
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philosophiesBoards
of nursing, followed by the conceptual
models, theories, and middle-range theories. However,
the metaparadigm
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LLC of the discipline is considered
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&
highest level of abstraction.
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National
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Metaparadigm
Nursing
Before discussing the metaparadigm concepts that are important to nurs© JonesA&concept
Bartlett
define the term “concept.”
is aLearning,
term
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ing, it is important
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chapter 1 Introduction to Theoretical Nursing Knowledge
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3
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or label that describes a phenomenon or group of phenomena (Meleis,
2007). National
The label may
be a word or phrase
that Term
summarizes
obserAssociation
of Long
Careideas,
Administrator
Boards
vations, and experiences so as to provide a mental image for the purpose
of facilitating communication and understanding about the phenomenon
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(Fawcett, 2005). The phenomenon described by a concept may be either
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empirical or abstract. An empirical concept is one that can be either
or experienced
through
the Care
senses.Administrator
An abstract concept
is one
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of Long
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that is not observable, such as hope or caring (Hickman, 2002).
A metaparadigm is the most global perspective of a discipline. A
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Learning,
Most LLC
disciplines
metaparadigm
is defined by Fawcett (2005,
p. 4) “as &
theBartlett
global concepts
have a single
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that identify the phenomenon of central interest to a discipline, the global
metaparadigm
that describe
concepts, and the
global propositions that but multiple
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state the relations between or among the concepts.” Each discipline sin- conceptual
gles out phenomena of interest that it will deal with in a unique manner. models. Multiple
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The concepts
and &
propositions
that identify and
models
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nomena are even more abstract in the metaparadigm than those found in NOT allow
members of the
the conceptual models, yet identification of these metaparadigm concepts
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discipline
to view
allows members of the discipline to identify and communicate the bound- the phenomena
aries of the subject matter specific to the discipline (Kim, 2000). Most of interest in
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different ways.
haveLearning,
a single metaparadigm
but multiple conceptual
models.
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conceptual
models allow the members of the discipline
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the phenomena of interest in different ways (Fawcett, 2005).
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While several proposals have sought to define what should be
included as the metaparadigm concepts for the discipline of nursing, most
scholars accept
the central concepts of the©discipline
as person
nes & Bartlett Learning,
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Jones of&nursing
Bartlett
Learning, LLC
(human
being),
environment,
health,
and
nursing:
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❖❖ Human being or person: individuals, families, communities, and
other groups who are participants in nursing
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❖❖ Environment: human beings’ significant others and physical sur©
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roundings
as local,Learning,
regional, national,
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cultural,
social,
political,
economic conditions that are associated with human beings’ health
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❖❖ Health: human processes of living and dying
❖❖ Nursing: the definition of nursing, the actions taken by nurses on
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behalf of or in conjunction with human beings, and the goals or
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N ursing T heories : A F ramework for P rofessional P ractice
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National
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outcomes of nursing actions; the process of which encompasses
activities that
referred
to asCare
assessment,
diagnosis (labeling),
Association
ofare
Long
Term
Administrator
Boards
planning, intervention, and evaluation (Fawcett, 2005, p. 6)
BecauseLLC
concepts are so abstract at ©
theJones
metaparadigm
level, many
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models have developed from NOT
the metaparadigm
of OR
nursing.
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Sub­­­sequently, multiple theories have been developed from each concepphenomena
within the model. These conceptual models and theories of nursing reprefrom the
meta­­paradigm
of the discipline
nes & Bartlett Learning, LLCsent various paradigms derived
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Learning,
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nursing. There­fore, although
of the
conceptual
models and nursing
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theories may link and define the four metaparadigm concepts somewhat
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differently,
the four metaparadigm
concepts are generally pres­
ent and
defined either implicitly or explicitly in each of the models and theories.
National Associationtual
of model
LonginTerm
Care
Administrator
an effort
to describe,
explain, andBoards
predict the
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Philosophies
of Nursing
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of nursing
set forth
theCare
general
meaning of nursing
and
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of Long
Term
Administrator
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nursing phenomena through reasoning and the logical presentation of
ideas. Phi­los­o­phies are broad and address general ideas about nursing.
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Learning, LLC
Because of their
contribute
to the discipline
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by providing direction, clarifying values, and forming a foundationDISTRIBUTION
for
theory development (Alligood, 2006). Four theoretical works that have
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been categorized as philosophies of nursing will be presented in Chapters
3 through 6 of this book.
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Conceptual Models ofNOT
Nursing
Conceptual
models are composed
of abstract and general concepts and
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propositions that provide a frame of reference for members of a discipline.
This frame of reference determines how the world is viewed by members
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Bartlett and
Learning,
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& Bartlett Learnin
guides theLLC
members as they propose questions
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make
observations
relevant to the discipline (Faw­cett, 1994).
A conceptual model is specifically defined as a set of concepts and statements
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that integrate the concepts into a meaningful configuration (Lippitt,
1973; as cited in Fawcett, 1994). Assumptions are accepted as truth and
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represent the
values and beliefs of the theory
or conceptual
framework.
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chapter 1 Introduction to Theoretical Nursing Knowledge
5
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Assumptions form the basis for defining concepts and framing propositions (Meleis,
2007).
A proposition of
is aLong
statement
about
a concept
or a
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Term
Care
Administrator
Boards
statement of the relation between two or more concepts (Fawcett, 2005).
Conceptual models of nursing are models containing abstract con© Jones & Bartlett Learning, LLC
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ticular type of patient, situation, or event (Fawcett, 2005, p. 16). At the
of the conceptual
model,Term
each metaparadigm
concept is defined
and
Nationallevel
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Care Administrator
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described in a manner unique to the model, with the model providing an
alternative way to view the concepts considered important to the discines & Bartlett Learning,
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pline. The definitions
and overall framework
presented
in a conceptual
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model are formal and explicit. Thus they identify the purpose and scope
nurses,
for other
healthcare providers,
and for the public.
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LongforTerm
Care
Administrator
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In addition, they provide a framework for recording the effects of nursing.
Using a conceptual model or framework also helps to provide consistency
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in nursing
practice&
byBartlett
facilitatingLearning,
communication
and provides a mecha- © Jones & Bartlett Learnin
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nism for engaging in a systematic approach to nursing research, educa- NOT FOR SALE OR DISTR
tion, and practice (Fawcett, 2005, p. 17–18).
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Nursing Theories
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A nursing theory is more specific than
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a conceptual model (Alligood,
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2010). A “theory is an organized, coherent, and system­atic articulation
NationalofAssociation
of related
Long to
Term
Carequestions
Administrator
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a set of statements
significant
in a discipline
that
are communicated in a meaningful whole . . . discovered or invented
for describing, predicting, or prescribing events, situations, conditions, or
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LLC
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relationships” (Meleis, 2007, p. 37). More specifically, nursing theory is
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defined by Meleis (p. 41) as “a conceptualization
of some
aspectOR
of reality
or Term
discovered)
pertains to nursing.
The conceptualization
onal Association(invented
of Long
Carethat
Administrator
Boards
is articulated for the purpose of describing, explaining, predicting, or prescribing nursing care.” According to Fawcett (1994), “The primary distinc© Jones
& Bartlett
© Jones
primary & Bartlett Learnin
tion between
a conceptual
modelLearning,
and a theoryLLC
is the level of abstraction. The
distinction
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A conceptual
model SALE
is a highly
system of global concepts and NOT FOR SALE OR DISTR
between a
linking statements. A theory, in contrast, deals with one or more specific,
conceptual
model
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concrete concepts and propositions.”
and a theory
Theories vary in their scope and level of abstraction. The theory that is the level of
© Jonesis&broad
Bartlett
Learning,
LLC
Learning, LLC
abstraction.
in scope
and highly
abstract conceptually may ©
beJones
referred &
to Bartlett
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6
N ursing T heories : A F ramework for P rofessional P ractice
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as a grand theory, whereas the theory that has a narrow scope and is
concrete or practical
may
be referred
as a middle-rangeBoards
theory
Nationalmore
Association
of Long
Term
CaretoAdministrator
(Fawcett, 2005, p. 19). Middle-range theories also generally include fewer
concepts and propositions (Fawcett, 2005), represent a limited or partial
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view of nursing reality and are more appropriate for empirical testing
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& Smith, 1999), and are more applicable to practice (Smith, 2008).
theoriesCare
may be
derived from existing
conceptual models
National Association ofNursing
Long Term
Administrator
Boards
of nursing. Such theories evolve from nursing reality as perceived by the
theorist. Nurse theorists, like other nurses, are affected by both historical
nes & Bartlett Learning, LLCevents and philosophical©influences
Jones &
LLCmay
in Bartlett
their lives.Learning,
Nursing theories
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also evolve from a perception of ideal nursing practice. As a consequence,
various
nursing
theories represent
different realities and address different
onal Association of Long Term
Care
Administrator
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aspects of nursing (Meleis, 2007). For this reason, the multiplicity of nursing theories presented in the following chapters should not be viewed as
© Jonescompeting
& Bartlett
Learning,
& Bartlett Learnin
theories,
but ratherLLC
as complementary theories ©
thatJones
may proNOT
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vide insight into different ways to describe, explain, and predict nursingSALE OR DISTR
and/or prescribe nursing care.
Nationalconcepts
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of Long Term Care Administrator Boards
Curley (2007, p. 3) describes this understanding in an interesting way
by comparing the multiplicity of nursing theories to a collection of maps
© Jones & Bartlett Learning,
© Jones
& Bartlett
Learning,
LLC
of the sameLLC
region. Each map may display
a different
characteristic
of
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the region, such as rainfall, topography, or
air currents.
Although
of
the maps are accurate, the best map for use depends on the information
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needed or the question being asked. This is precisely the case with the
nurse’s choice of nursing theories for practice.
nes & Bartlett Learning, LLC
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S
everal authors have devised criteria for
onal Association of Long Term Care Administrator
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the analysis
and evaluation of nursing concep-
ANALYSIS AND
tual models and theories. In general, the criteria that areLLC
used for analysis include examination
EVALUATION
OF
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Learning,
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& Bartlett Learnin
the origins of the model relative to logic and reasoning
THEORETICAL
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as well as the work of other scholars who have influKNOWLEDGE
IN
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of Long
Term ofCare
Administrator
Boards
enced
the thinking
the theorist,
the unique focus
of
NURSING
the model, and the definitions of the metaparadigm
concepts (Fawcett, 2005, p. 52–53). Other authors sug-
© Jones & Bartlett Learning, LLC
© Jones & Bartlett Learning, LLC
gest that the criteria for analysis should include clarity,
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chapter 1 Introduction to Theoretical Nursing Knowledge
7
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C R I T I C A L
simplicity, generality, empirical precision, and derivable consequences
T H I N K I N G
(ChinnNational
& Kramer, 2008,
p. 237). Clarity
refers to
consistency
terms of
Association
of Long
Term
Care in
Administrator
Boards
terminology and structure—or put simply, “How clear is the theory?” (p.
237). Simplicity is highly valued in nursing model and theory develop© Jones & Bartlett Learning, LLC
© Jones & Bartlett
Can you Learning, LLC
ment: “How simple is this theory?” (p. 237). Generality refers to the scope
think of
anyDISTRIBUTION
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of the concepts and the purpose of the theory (Alligood, 2010, p. 12)
additional
is reflected in of
theLong
question,
“How
general
is this theory?” (Chinn
&
Nationaland
Association
Term
Care
Administrator
Boards
criteria that
Kramer, 2008, p. 237). The fourth criterion in analytic schema is empiri- should be
cal precision, which is linked to the testability and usability of the theory added to the
nes & Bartlett Learning,
LLCp. 13). Chinn and Kramer
© Jones
Bartlett
Learning,
(Alligood, 2010,
(2008, p.&237)
express
this list forLLC
analysis
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notion by asking, “How accessible is this theory?” Finally, the last cri- and evaluation
is “How
important
this theory?” (p.237)—that
onal Associationterion
of Long
Term
CareisAdministrator
Boardsis, the derivable of models and
theories? If so,
consequences of the theory.
Suggested evaluation criteria include an explanation of the origins of what are they?
your & Bartlett Learnin
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Bartlett of
Learning,
© Jones
the model
and an &
examination
statements LLC
of values and philosophi- Share
rationale
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cal claims of the theorist. This step is followed by an exploration of the
adding these
comprehensiveness of the content of the model, which entails looking at
National Association of Long Term Care Administrator
criteria.Boards
the depth and the breadth of the model to ascertain, for example, if definitions of the metaparadigm concepts of the discipline are included. The
© Jonesthird
& Bartlett
Learning,
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step considers
whether LLC
the structure of the model is logical.
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Step 4 considers
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special
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one model to another (Fawcett, 2005, p. 54–57).
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A combination of these criteria will be used in the brief analysis of
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that follow in this
book.
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While some of the theories will fare better than others based on the way
they satisfy these criteria, in the final analysis all of the theorists whose
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work is included in the subsequent chapters of this book have made subNOT FOR SALE OR stantial
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contributions to the discipline of nursing.
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chapter 1 Introduction to Theoretical Nursing Knowledge
9
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C l as s r o o m A c t i v i t y 1 - 1
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Select one nursing model or theory for review. Review the chapter
in this book that pertains to this model or theory, and conduct an
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Jones &
andLearning,
evaluation ofLLC
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in Bartlett Learning, LLC
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fellow students, and discuss areas of agreement and disagreement.
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REFERENCES
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Alligood, M. R. (2006). Philosophies, models, and theories: Critical thinking structures. In M. R. Alligood & A. M. Tomey (Eds.), Nursing
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LLC
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theory: Utilization and application (3rd ed., pp. 43–65). St. Louis:
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Mosby.
M. R.
(2010).
Introduction
to nursing theory:
Its history, signifiNational AssociationAlligood,
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cance, and analysis. In M. R. Alligood & A. M. Tomey (Eds.), Nursing
theorists and their work (7th ed., pp. 3–15). Maryland Heights, MO:
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Mosby.
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Chinn, P. L., & Kramer, M. K. (2008). Integrated knowledge development
in nursing
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MO: Elsevier-Mosby.
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Administrator
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Curley, M. A. Q. (2007). Synergy: The unique relationship between nursing
and patients. Indianapolis, IN: Sigma Theta Tau International.
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& Bartlett
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J. (1994). Analysis and evaluation conceptual models of nursing.
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Philadelphia: F. A. Davis.
J. (2005). Contemporary
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evaluNationalFawcett,
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ation nursing models and theories (2nd ed.). Philadelphia: F. A. Davis.
Hickman, J. S. (2002). An introduction to nursing theory. In J. B. George
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ed., pp. 1–20). Upper Saddle River, NJ: Prentice Hall.
S. (2000).
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Liehr, P., & Smith, M. J. (1999). Middle range theory: Spinning research
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Lippitt, G. L. (1973). Visualizing change: Model building and the change
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process. Fairfax, VA: NTL Learning Resources.
Meleis, A. I. (2007). Theoretical nursing: Development and progress (4th
Philadelphia:
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