NURS 7325-7325 Philosophy of Science
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FACULTY CONTACT INFORMATION
Eileen Breslin Ph.D., RN,FAAN
Professor and Dean
Dr. Patty L. Hawken EndowedProfessorship
University of Texas HealthScience Center at San Antonio
School of Nursing
7703 Floyd Curl Dr. (Mailcode 7942)
San Antonio, Texas 78229-3900
Office Hours: Byappointment only
Kyungeh An, Ph.D., RN, FAHA
University of Texas HealthScience Center at San Antonio
School of Nursing
7703 Floyd Curl Dr
San Antonio, Texas 78229-3900
The focus of this course is to relate philosophy of science, philosophy of nursing science, and one's personal philosophy to the development of nursing knowledge. The role of scientists in nursing and in society will be explored. Emphasis is on the process of analysis, and the ability to present the pros and cons of philosophical issues.
CREDIT AND TIME ALLOCATION
Credit Hour Allocation: 3 Semester Credit Hours
Clock Hour Allocation: 3 Clock Hours Class (45 hours class)
Admission to the doctoral program
Upon completion of the Doctor of Philosophy (PhD) in Nursing Program students will:
- Advance the discipline of nursing through the generation of new knowledge and theory.
- Demonstrate excellence as a clinical researcher in the health sciences in a focal area of nursing.
- Synthesize theories from natural and/or behavioral sciences for application to a specified area of nursing.
- Advance evidence-based clinical practice.
- Assume nurse scientist roles within academic health centers and other health centers and other interdisciplinary health sciences and educational institutions.
- Evaluate the value and knowlege components of philosophical and ethical dimensions of issues confronting healthcare and nursing.
- Analyze the development of science and nursing science within the last century.
- Analyze scientific approaches to development of nursing knowledge within the context of major philosophical traditions.
- Synthesize personal philosophies of science and nursing science, and relate them to the clinical scientist role.
- Analyze philosophical logical arguments regarding a phenomenon of interest.
- Evaluate relevant theory, practice and research related to a clinical practice phenomenon for their philosophical underpinings and relevance to personal philosophy of nursing science.
- Analyze philosophical influences on nursing science and other health disciplines.
GRADING SCALE FOR GRADUATE COURSES
A = 4 points (90-100)
B = 3 points (80-89)
C = 2 points (75-79)
D = 1 point (66-74)
F = 0 points (65 or below)
CRITERIA FOR EVALUATION / GRADES
CRITERIAFOR EVALUATION / GRADES
Paper (100 points/20%): Personal philosophy of nursing paper Due Week 14 December4, 2020.
1. Identify your values, beliefs andassumptions related to nursing
2. Discuss the key phenomenon ofinterest for nursing discipline and their interrelationships
3. Analyze how history of nursing hasinfluenced nursing philosophy development
4. Discuss the congruence between yourpersonal philosophy of nursing and nursing science
5. Address congruence between your viewof nursing science and extant philosophical views of science
6. What are the most pressing problemsin contemporary philosophy of nursing and where do you see the field heading?
7. Discuss the role of human beings,the role of the researcher and the product of research
Forss, A., Ceci, C., & Drummond, J. S.(2013). Philosophy of nursing: 5 questions. Copenhagen,
Denmark:Automatic Press/VIP. ISBN10/87-92130-49-6.
Kikuchi, J. F., & Simmons, H. (1994). Developinga philosophy of nursing. Thousand Oaks: Sage.ISBN0-8039-5423-9
Paper (100 points/40%): Scholarly Paper Due Week 15, December 11, 2020
1. Define phenomenon of interest to your practice
2. Evaluate relevant theory and research related to clinicalpractice phenomenon.
3. Describe three philosophical perspectives in which thephenomenon is relevant; provide supportiveliterature for each of the three philosophical perspectives.
4. Critique three studies as an exemplar from eachphilosophical perspective
5. Describe how this examining this issue will contribute tothe profession and to the discipline.
Tinley,S. T., & Kinney, A. Y. (2007). Three philosophical approaches to thestudy of spirituality. Advances in Nursing Science, 30(1),71-80.
Class Discussion (100 points/40%): 5 Formal activities (20) pointseach.
1) Each studentwill prepare three class discussions on a philosophical tradition/philosopher andaddress the following:
a. Provide a history of thephilosophical tradition including major contributor(s), time of development,historical context
b. Discuss the major principles orbeliefs. What are the ontological andepistemological viewpoints?
c. Discuss how the philosophy is or canbe used in nursing science development
d. Provide 3 leading questions forcolleagues to augment their own questions for class discussion
e. Provide 2 exemplars from the nursingliterature demonstrating use in nursing one week prior to class.
2) Each student will analyze two (2)nursing philosophers’ responses to the 5 questions, comparing and contrastingresponses. (20 points)
3) Each student will analyze philosophical logical argumentregarding an ethical phenomenon of interest.
20% - Personal philosophy of nursing science paper
40% - Class Discussion
40% - Scholarly Paper
100% - Total
Further details and information on grading criteria willbe in CANVAS and available on the first class day.
A = 90-100%
B = 80-89%
C = 75-79%
D = 66-74%
F = 65% or below
The student should prepare forextensive class discussion. This class is a seminar. To prepare, allassignments should be thoroughly read and a list of questions and/or commentsfor the class generated.
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.
PROFESSIONAL CODE OF CONDUCT
Students who are nurses or are preparing to enter the profession of nursing are expected to treat others with respect and compassion. “The principle of respect for persons extends to all individuals with whom the nurse interacts. The nurse maintains compassionate and caring relationships with colleagues and others with a commitment to the fair treatment of individuals, to integrity-preserving compromise and to resolving conflict. This standard of conduct precludes any and all prejudicial actions, any form of harassment or threatening behavior, or disregard for the effects of one’s actions on others” (American Nurses Association Code for Nurses, Interpretive Statement 1.5).
The students, faculty, Department Chairs, Associate Deans, and the Dean of the School of Nursing of the University Texas Health Science Center San Antonio subscribe to the highest standards of conduct. Our aim is professional behavior beyond reproach. Failure to abide by the signed code of professional conduct may lead to suspension and/or permanent dismissal from the UTHSCSA SON. In particular, we subscribe to the provisions of the Code of Ethics for Nurses (http://bit.ly/1mtD5p2) and the following points of conduct.
School of Nursing Netiquette Guidelines for Online Interaction
Netiquette guidelines provide information for behaving properly online, when using email, tweets or texts so that you may successfully communicate your thoughts in a manner that is respectful and avoids misunderstandings with others.
- Be courteous about what you say to or about others in any electronic format. In electronic communication the golden rule is "Remember the Human." Remember there is a real person with real feelings on the receiving end of your email or post.
- Be respectful and open to opinions and ideas that differ from yours. The exchange of diverse thoughts, ideas and opinions are an important part of the scholarly environment. Keep in mind that the people in your classes may come from different backgrounds and have views that may vary significantly from your own.
- Flaming (defined as posting of messages that are deliberately hostile and insulting in an online social context) is never appropriate. While everyone (learners and instructors alike) is encouraged to share ideas and opinions openly, you should never use insults or resort to name-calling even if you disagree strongly with what someone else has written.
- When responding to messages or posts made by others, address the ideas, not the person.
- It’s often best to avoid using sarcasm and humor online. Without social cues, such as facial expressions and body language, a remark meant as humorous could come across hurtful or offensive. Keep in mind that ‘emoticons’ (such as J) may not convey your tone or intent.
- Capitalizing whole words is generally seen as SHOUTING and is difficult for most people to read. Use all capital letters sparingly, such as to highlight an important word or point.
- Think and reread what you’ve written before you post! Make sure that what you’ve written makes sense (is clear and to the point).
- Remember you are responsible for the content you communicate on CANVAS. What you write represents you, so use appropriate language. Remember that all writing should be professional, consisting of complete sentences, and free of grammatical and spelling errors.
- Be aware that distributing copyrighted materials, such as articles and images, is illegal. Most of the materials on the Internet are copyrighted. The only time it’s ok to distribute materials from the Internet is when you are sure those materials are "fair use." To be safe, if you want to share materials with classmates and/or your instructor, share the web link or URL only.
- To avoid plagiarism, make sure you properly cite all source materials. All materials should be cited unless you are the author of the content.
- Protect your privileges in online communication (avoid posting spam or emailing chain letters).
Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.
REQUIRED TEXT / REFERENCE
AmericanNurses Association 2010 Nursing’s SocialPolicy Statement: The Essence Of The Profession Third Edition. P1-32. ISBN -13:978-1-558-10-270-5
Bronoski, J. (1965). Science andHuman Values. New York; Harper and Row Publishers.
Forss, A., Ceci, C., & Drummond, J. S. (2013). Philosophy ofnursing: 5 questions. Copenhagen, Denmark:Automatic Press/VIP. ISBN 10/87-92130-49-6.
Kikuchi, J. F., & Simmons, H. (1994). Developinga philosophy of nursing. Thousand Oaks: Sage. ISBN 0-8039-5423-9
Medawar P.B. 1979 Advice to a Young ScientistHarper and Row Publishers New York ISBN-0-06-090810-6
On being a scientist: a guide to responsible conductin research. (2009). Washington, D.C.: National AcademiesPress. ISBN978-0-309-11970-2.
Polifroni, E. C., & Welch, M. (1999). Perspectiveson philosophy of science in nursing: an historical and contemporary anthology.Philadelphia: Lippincott. ISBN: 0-7817-1201-7
Rader, M. (1976). The enduring questions:main problems of philosophy. New York: Holt, Rinehart and Winston. ISBN:0-03-055406-3
Risjord, M. (2011). Nursing Knowledge:Science, Practice, and Philosophy. Somerset: Wiley. ISBN 978-1-4051-8434-2
Rodgers, B. L. (2005). Developing nursingknowledge: philosophical traditions and influences. Philadelphia: Lippincott Williams &Wilkins.
Rosenburg, A. (2012). Philosophyof science: contemporary readings. New York: Routledge. ISBN-13:9780415343176
Balashov, Y. (2007). Philosophy of science:contemporary readings. London: Routledge. ISBN-13: 9780415257824
Weston, A. (2009). A rulebook for arguments.Indianapolis: Hackett Pub. ISBN978-0-87220 954-1
RECOMMENDED (OPTIONAL) TEXT / REFERENCE
Bhaskar,R. (2008). A Realist Theory of Science.London: Vergo. ISBN 1-84467-204-2
Bleier, R. (1986). Feminist approaches toscience. New York: Pergamon. ISBN0-08-032787-7
Curd, M., & Cover, J. (1998). Philosophyof Science: The Central Issues. New York, NY: W.W. Norton & Company. ISBN 0-393-97175-9
Freire, P. (1970). Pedagogy of the oppressed.New York: The Seabury Press. ISBN: PB:978-0-8264-1276-8
Harding, S. (1986). The science question infeminism. Milton Keynes: Open University Press. ISBN 0-8014-9363-3
Klemke, E.D., Hollinger & Rudge, D. W. (1998). Introductory readings in the philosophyof science. Amherst, NY:Prometheus Books. ISBN 1-57392-240-4.
Klemke, E. D., Kline, A. D., & Hollinger, R.(1994). Philosophy: Contemporary perspectives onperennial issues.New York: St. Martin's Press. ISBN 0-312-08478-1
Omery, A., Kasper, C. E., & Page, G. G.(1995). In search of nursing science. Thousand Oaks: Sage Publications. ISBN 0-8039-5093-4
Rader, M. M. (1979). A modern book of esthetics: Ananthology. New York: Holt, Rinehart and Wintson. ISBN: 0-03-019331-1.
Toulmin. S (1969). The Uses of ArgumentCambridge: University Press. ISBN 0-521-09230-2
Module 1 Connections between philosophy, science and nursing science. Objectives #1 and 6
Module 2 Influences of Philosophical Traditions on Nursing Science. Objectives #2, 4, and 6
Module 3 Development of personal philosophy of science for role as scientist within healthcare system Objective #3
Module 4 Exploration, Explanation, Causation, and Laws in Science. Objective #2
Module 5 Knowledge Generation in Nursing Science. Objective #5
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