Chang Gung University, Graduate Institute of Nursing Nursing Theory 2005/2/21 – 2005/6/20 I. Class Information 1. Credit: Lecture 3 credits 2. Time: 13: 10- 16: 00. Monday. 3. Instructor: ＊Suh-hwa Maa, DSN. Assistant Professor of School of Nursing, Chang Gung University 259 Wen-Hwa 1st Rd., Kwei-san, Taoyuan, Taiwan, R.O.C. Tele: (03) 2118800 Ext. 5481, Fax: (03) 2118800 Ext. 5326 E-mail: shmaa@mail.cgu.edu.tw ＊Woung-Ru Tang Assistant Professor of School of Nursing, Chang Gung University Tele: (03) 2118800 Ext. 5448, Fax: (03) 2118800 Ext. 5326 E-mail: wtang@mail.cgu.edu.tw ＊ Chao-Hsing Yeh, Ph.D, Associate Professor of School of Nursing, Chang Gung University Tele: (03) 2118800 Ext. 5480, Fax: (03) 2118800 Ext. 5326 E-mail: cyeh@mail.cgu.edu.tw 4. Office: Graduate Institute of Nursing, Chang Gung University, Taoyuan, Taiwan 5. Office Hours: 9:00-12:00, Thursday or by appointment.
II. The Conduct of Course Objectives. This course is designed to provide the students with opportunities to analyze and evaluate theories and models for nursing practice and research. The components of theory and related concepts will be identified and described. The process and evolution of theory development in nursing will be described. The criteria of analysis and evaluation of theory and the relationship of theory, research, and practice will be discussed. Students are expected to critically review the literature of the selected theory and validate the related concepts in clinical setting. Specifically, this course consists of the following objectives: 1. Identify the components of a model or theory. 2. Review the history of theory development in nursing. 3. Describe the relationship of theory, research, and practice. 4. Apply selected criteria for analysis and evaluation of models and theories. 5. Identify essential concepts and propositions of selected theories and models. 6. Analyze the theoretical frameworks, which form the basis of professional nursing practice. 7. Examine the application of theoretical frameworks to the practice of nursing education, practice, and research. 8. Evaluate the current conceptual models as to strengths and weakness when applied to practice. Lectures and discussion. Lectures will be given to highlight the key points and provide a framework for synthesizing the materials contained in the subjects. The discussion is to integrate and critically examine current nursing theory and application from a clinical nursing perspective. It is important to read the reading assignments before the class in order to be prepared for a lively and informed discussion. All students are expected to participate in class discussion and other related activities fully. This component will constitute 10% of the final grade.
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Exercises. Midterm and final examination will not be required. Instead, students will complete three exercises. Completing the assignments will require the students to do all the readings and to think analytically and critically. All exercises need to be submitted at June 17, 2005. The exercises will constitute 90% of the final grade as follows: 1. Two oral presentation 30% 2. Two written paper 40% 3. Two Home works 20 References Barnum, B. J. S. (1994). Nursing theory: Analysis, application, evaluation (4th ed.). Philadelphia: J. B. Lippincott. (WY100,B263) Carrol, D. P. (Ed.) (1992). Notes on nursing. (Commemorative ed.). Philadelphia: J. B. Lippincott. (MY100,N688) Chinn, P. L., Kramer, M. K. (1999). Theory and nursing: Integrated knowledge development.(5th ed.). ST. Louis: Mosby. Chinn, P. L., Kramer, M. K. (1995). Theory and nursing (4th ed.). ST. Louis: Mosby.(WY86,C539,19963) Fawcett, J., & Downs, F. S.(1992). The relationship of theory and research (2nd ed.). Philadelphia: F. A. Davis. (Q180.A1,F278,19735) Fawcett, J. (1995). Analysis and evaluation of conceptual models of nursing (3rd ed.). Philadelphia: F. A. Davis. (WY 100,F278,19735) Fawcett, J. (1993). Analysis and evaluation of nursing theory (2nd ed.). Philadelphia: F. A. Davis.(WY86,F278,19854) Fitzpatrick, J.J.,& Whall, A.L.(Eds.).(1996).Conceptual models of nursing. Norwalk, CT: Appleton & Lange.(WY100,C7445) Fraster, M.(1990).Using conceptual nursing in practice: A research-based approach. London: Chapman & Hall. George, J.B.(1990). Nursing theory(3rd ed.). Norwalk, Connecticut: Appleton＆Lange. George, J.B.(Ed.)(1995). Nursing theories: The base for professional nursing practice. Norwalk, CT: Appleton＆Lange.(WY85,M519) Glans, K., Lewis, F. M., Rimer, B. K. (1991). Health behavior and Health education. San Franciso: Jossey-Bass. (W85, H4343, 7050) Guba, E. G. (1990). The paradigm dialog. California: Sage. Huckabay, L. M. D. (1991). The role of conceptual frameworks in nursing practice, administration, education, and research. Nursing Administration Quarerly, 15(3), 17-28. King, I.M.(1981).A theory for nursing: Systems, concepts, process. New York: John Wiley &Sons. Marriner-Tomey, A. (1989). Nursing theorists and their work(2nd ed.). St. Louis: Mosby. (WY86,N9745,8946) Mayberry, A. (1991). Merging nursing theories, models, and nursing practice: More than an administrative challenge. Nursing Administration Quarterly, 15(3), 44-53. Meleis, A. I. (1997). Theoretical nursing: Development＆progress (3rd ed.). Philadelphia: J. B. Lippincott. (WY86, M519)
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Meleis, A. I. (1991). Theoretical nursing: Development＆progress(2nd ed.). Philadelphia: J. B. Lippincott. (WY86, M519,11863) Mitchell, G. J. (1991). Specifying the knowledge base of theory in practice. Nursing Science Quarterly, 5(1), 6-7. National League for Nursing.(1978).Theory development :What ? Why? How? New York: Author. Neuman, B.(1995).The Neuman systems model.(3rd ed.).East Norwalk, CT: Appleton & Lange.(WY86,N489) Newman. M.A.(1986).Health as expanding consciousness. St.Louis: C.V. Mosby. Nicoll, L. H. (1992). Perspectives on nursing theory(2nd ed.). Philadelphia: J. B. Lippincott. (WY86,P467,8965) Orem, D.E.(1995). Nursing:Concepts of practice(5th ed.). St. Louis: C.V. Mosby. Parker M.K.(Ed.).(1990).Nursing theories in practice New York:National League for nursing. (WY86,N974) Pares,R.R.(Ed)(1987). .Nursing science: Marjor paradigms, theories, and critiques. Philadelphia: W.B.Saunders. Pearson,A., & Vaughan,B.(1986). Nursing models for practice. Oxford: Butterworth-Heinemann (WY86,P361) Reynolds, P.D.(1971).A primer in theory construction. Indianapolis: Bobbs-Merrill. Riehl, J.P., & Roy,S.C.(Eds.).(1980).Conceptual models for nursing practice. New York: Appleton & Lange. Richl-Sisca, J.P.(Ed.).(1989). Conceptual models for nursing practice. Norwalk, CT: Appleton & Lange. Rogers, M.E.(1987).An introduction to the theoretical basis of nursing. Philadelphia: F.A. Davis. Stevens, B.J.(1984).Nursing theory: Analysis, application, evaluation (2nd ed.). Boston: Little, Brown and company. Sorentino, E. A. (1991). Making theories work for you. Nursing Administration Quarterly, 15(3), 54-59. Thibodeau, J. A.(1984). Nursing models: Analysis and evaluation. Monterey, CA: Wadsworth Health Science Division. Walker, L. O. ＆ Avant, K. C. (1988). Strategies for theory construction in nursing (2nd.). Norwalk Connecticut: Appleton＆Lange.(WY86,W181,001189) Waston, J.(1985).Nursing: Human science and human care. Norwalk, CT: Appleton-Century-Crofts.
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Appendix Class discussion participation (10%) 1. Regular, prompt attendance at class meeting. 2. Willingness to share information verbally in class meeting when appropriates. 3. Evidence of prior reading and preparation for each class session (by citing references, etc.). 4. Demonstration of the ability to engage in scholarly dialogue while respecting other point of view (by introduction of critical questions related to topics; avoidance of behavior destruction to the group discussion process such as dominating the discussion, introducing unrelated topics, etc.). 5. Development of a synthesis of ideas from each class by the end of the course. Oral Presentation (30%) Working in-group for two oral presentations. At the first presentation, allow approximately 120 minutes for report of the topic and 40 minutes for discussion. At the second presentation, allow approximately 120 minutes for report of the topic and 40 minutes for discussion. Announce in class and give the instructor one clean copy of the article describe the topic and the article selected for required reading at least one week prior to the presentation. Written paper (40%) Working in-group for two scholarly written papers. Limit each paper to 12,000 words including the references. The first paper reporting the first part oral presented will be the key component of that chapter. The second paper reporting the second part oral presented should include the following guides: A. Introduction B. Paradigmatic origins and background of the theory (one page) (A) The theorist (B) Historical background information (C) Development of the theory C. Content of the theory (A) purpose (B) assumptions (C) main concepts (concept analysis) (1) theoretical definition, dimension or domain of the concept (2) operational definition of the concept, empirical reference or rationale (D) propositions (relationship among main concepts) D. Evaluation of the theory using any evaluation criteria such as Hardy, Duff, etc. E. Conclusion
Home works (20%) 1.用詩、音樂、圖畫、電影、文章、書、人、、，呈現護理的藝術面向，於 2005/5/9 繳交。(5%) 2.學生自評表 (1)各組於第二部分報告結束後繳交組员自評表。從訂定題目至口頭報告之過程，針對每位成員(包 括自己)之參與度及貢獻作評價，得分為 0~5 分。(5%)
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團體報告活動小組自評評價表 姓名： . 組別： . 題目： 成員名字 評 分
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(2)非報告組同學，每組皆給予報告組一份評分表。(5%) 非報告組同學評分表 組員名單： 題目： 評 分 項 目 內容與題目配合 文獻查證內容豐富且有條理 報告呈現架構有組織有條理 表達方式具創意與獨立思考 能夠具體回答同學的問題 時間控制恰當(不足或超過一分鐘倒 扣 0.5 分) 總分 評語
% 10 30 20 10 30
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報告組別： 評分者： 說 明
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(3)針對每一位同學是否能夠提出有意義的問題，給予一份評分表。(5%) 對本科目教學評價書面報告，於 2005/6/17 繳交。 (1)整體而言本科目教學上的優點。 (2)整體而言本科目教學上需改進的項目 (3)建議增加之單元或內容。 (4)建議刪減的單元或內容。
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