Philosophy and Science in a Practice Discipline
Philosophy and Science in a Practice Discipline
Take a few minutes to reflect on your nursing practice, as well as your aspirations for the future. What images come to mind when you think of nursing as a profession? How does your viewpoint shift when you think of nursing as an academic discipline? What happens when you think of nursing as a science?
Embracing each of these vantage points is essential for developing a complete understanding of advanced nursing practice. Yet doing so may not be a simple task, as each one consists of different ways of thinking about nursing and utilizes distinct terminology and processes.
The guiding purpose of this course is to help you develop the awareness and skills to be able to evaluate the information, beliefs, and customs that influence nurses’ delivery of care. You will explore how science (including research, the process used to develop science), philosophy, and theory intersect, and how this knowledge can be utilized to support the highest level of nursing practice.
In alignment with a core tenet of the American Association of Colleges of Nursing (AACN), a strong scientific base—which includes a sound understanding of the philosophical underpinnings of scientific thought—can help you to effectively address current and future practice issues. Therefore, this course begins with an examination of the foundations of nursing science. You will examine how science and philosophy relate to one another, and take a close look at your own philosophy of nursing.
By the end of this week, you should be able to:
Appraise the influence of philosophy of science on nursing.
Formulate a personal nursing philosophy that integrates nursing theory and philosophy of science
Explain the interrelationship between philosophy and knowledge development in nursing.
Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate.
Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.
Course Textbook: McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th. ed.). Philadelphia, PA: Wolters Kluwer Health.
Chapter 1, “Philosophy, Science, and Nursing” Chapter 1 introduces the scientific and philosophical foundations of nursing and how these contribute to knowledge development within the discipline of nursing.
Course Textbook: Grove, S., Burns, N., & Gray, J. (2013). The practice of nursing research: Appraisal, synthesis, and generation of evidence (7th ed.). St. Louis, MO: Saunders Elsevier.
Chapter 1, “Discovering the World of Nursing Research” Chapter 1 introduces nursing research and discusses how science, theory, and philosophy all influence research.
Chapter 2, “The Evolution of Evidence-Based Practice in Nursing” Chapter 2 reviews the history of nursing research beginning with the work of Florence Nightingale and examines the influence of nursing research today on evidence-based practice.
Article: Isaacs, S., Ploeg, J., & Tompkins C. (2009). How can Rorty help nursing science in the development of a philosophical ‘foundation’? Nursing Philosophy, 10(2), 81-90. doi:10.1111/j.1466-769X.2008.00364.x
Retrieved from the CINAHL Plus with Full Text database. This article discusses the application of the Richard Rorty’s pragmatic philosophy to nursing practices and research.
Article: Kinsella, E. A. (2010). Professional knowledge and the epistemology of reflective practice. Nursing Philosophy, 11(1), 3-14. doi:10.1111/j.1466- 769X.2009.00428.x
Retrieved from the CINAHL Plus with Full Text database. This article examines the philosophical underpinnings and epistemological assumptions of reflective practice in an effort to advance understanding for application in professional healthcare settings.
Article: Mackay, M. (2009). Why nursing has not embraced the clinician-scientist role. Nursing Philosophy, 10(4), 287-296. doi:10.1111/j.1466-769X.2009.00416.x
Retrieved from the CINAHL Plus with Full Text database. In this article, the role of the clinician-scientist and importance of clinical research for nursing is examined.
Article: Persson, J. (2010). Misconceptions of positivism and five unnecessary science theoretic mistakes they bring in their train. International Journal of Nursing Studies, 47(5), 651-661. doi:10.1016/j.ijnurstu.2009.12.009
Retrieved from the Science Direct database. This article discusses misconceptions of positivism and the implications of these misconceptions for nursing researchers.
Article: Pesut, B., & Johnson, J. (2008). Reinstating the ‘Queen’: Understanding philosophical inquiry in nursing. Journal of Advanced Nursing, 61(1), 115-121. doi: 10.1111/j.1365 -2648.2007.04493.x
Retrieved from the CINAHL Plus with Full Text database. This article provides an analysis of the use of philosophical inquiry within nursing research. The article identifies characteristics of philosophical inquiry as well as common tools used in this methodology.
Article: Porter, S. (2001). Nightingale’s realist philosophy of science. Nursing Philosophy, 2(1), 14-25. doi:10.1046/j.1466-769X.2001.00029.x
Retrieved from the CINAHL Plus with Full Text database. In this article, Florence Nightingale’s realist philosophy of science is compared to today’s dominant philosophy of positivism.
Howstuffworks.com. (2014). Roos, D. & Toothman, J. 10 Tips for More Effective PowerPoint Presentations. Retrieved from http://money.howstuffworks.com/business-communications/effective-powerpoint-presentations.htm
Microsoft Office. (2014) Create Your First Presentation. Retrieved from http://office.microsoft.com/en-us/powerpoint-help/create-your-first-presentation-RZ001129842.aspx
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