STATEMENT OF PHILOSOPHY - dbnursing.fau.edudbnursing.fau.edu/intranet/syllabi/DunnD_3115_Summer2010.doc · Web viewDiscuss the nursing situations within the context of discovery of

NUR 3115 Summer 2010

FLORIDA ATLANTIC UNIVERSITYCHRISTINE E. LYNN COLLEGE OF NURSING

Summer 2010

Course Number: NUR 3115 3 Credit Hours

Time: Tuesdays 1pm-4:20pm

Course Title: Introduction to Nursing as a Discipline and Profession

Placement in the Curriculum: Required Course.

Prerequisite: Department consent.

Faculty: Dorothy J Dunn Ph.D., ARNP, FNP-BCOffice NU 318

Office Phone: (561) 297-2149Cell: (615) 491-1029E-mail Address: [email protected]

Office Hours Monday 2 to 4 PM Boca CampusTuesday 9 to 11 AM Davie Campusor by appointment

Course Description: An introduction to nursing as a distinct discipline of knowledgeand a unique professional service. Concepts introduced in this course are foundational to the program and include: images of nurse and nursing; nursing as a discipline of knowledge; nursing as a profession; wholeness of persons connected with others and with the environment, and nursing as nurturing the wholeness of persons through caring.

Course Objectives: Upon completion of NUR 3115, the student will:1 Examine the images of nurse and nursing

Develop a personal perspective of self as nurse Examine the unique contributions each person brings to

nursing Discuss historical and philosophical context of nursing

2 Express an understanding of nursing as a discipline. Describe the characteristics of disciplines of knowledge Discuss ways of knowing fundamental to nursing Discuss major theoretical conceptions of nursing Describe the conception of nursing held by FAU College of

Nursing Identify the value of nursing inquiry

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Explore relationships among disciplines Discuss the nursing situations within the context of

discovery of nursing knowledge.3. Express an understanding of nursing as a profession.

Describe the characteristics of a profession and professionhood

Examine social responsibility and accountability Define personal and professional leadership Examine values, standards, ethical and legal systems Differentiate educational preparation in nursing

4 Develop an Understanding of Wholeness of Persons Connected with Others and the Environment through Caring.

Describe an understanding of self as caring person Recognize the unique expressions of caring in self and

others. Recognize the complex context of persons’ lives: family,

work, community and environment choosing values, aspirations and desires

5 Demonstrate understanding nursing as nurturing the wholeness of others through caring.

Define authentic presence Describe nursing situations Discuss call and response in nursing situations Discuss the meaning of nursing as nurturing the wholeness

of person through caring. Topical Topical Outline

I Images of Nurse and Nursing:A Personal perspectivesB Historical and philosophical perspectivesC Florida Atlantic University College of Nursing PhilosophyD Patterns of knowing

II Nursing as a Discipline:A Characteristics of disciplinesB Theory development processesC Major conceptualizations of nursingD Nursing research

III Nursing as a ProfessionA Characteristics of professionsB Ethical foundations of nursingC Governance systemsD Social roles and patterns of preparationE Social contexts

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IV Wholeness of Persons Connected with Others in the EnvironmentA Caring as the human mode of beingB Valuing and choosing as expressions of caringC Wholeness and wellbeing through caringD Cultural Sensitivity in caringE Spiritual Sensitivity in caring

V The Practice of Nursing: Nurturing wholeness ofpersons through caringA Caring for SelfB. Authentic presenceC Nursing situationsD Calls and response in nursing situationE Aesthetic appreciation and caring expression

Teaching Strategies: Lecture, dialogue, small group discussion, readings,audiovisuals, journal, & guest speakers.

Evaluation Methods: Regular class attendance and full preparation and participation are expected. Students must achieve a minimum grade of C to successfully complete nursing courses.

Required TextsAmerican Psychological Association (2009). Publication manual of the American Psychological Association 6th edition, Washington D.C.: APA.

Boykin, A., & Schoenhofer S. (2001). Nursing as caring: A model for transforming nursing practice. Sudbury, Mass: Jones and Bartlett.

Chitty, K. & Perry-Black, B. (2007). Professional nursing concepts & challenges 5th ed. St. Louis: Saunders.

Mayeroff (1971). On Caring. New York: Harper Perennial.

Nightingale, F. (1969). Notes on nursing: What it is, and what it is not. New York: Dover Publications, Inc.

Selected journal readings (and as assigned)Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-24.

Recommended Texts:

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American Nurses Association (2010). Nursing’s social policy statement: The essence of the profession. Washington, DC: ANA.

Roach, M. S. (2002). Caring the human mode of being: A blueprint for the health professions (2nd ed.). Ottawa, ON: CHA Press.

Course CalendarDate Topic Readings AssignmentMay 18 Course Overview

FAU PhilosophyHistorical PerspectivesInfluence of Florence Nightingale

FAU PhilosophyChitty Ch. 1-3 Nightingale (1969)

SyllabusHistory dialogueNursing image

May 25 Nursing as CaringCarper’s Ways of KnowingCaring Ingredients

Boykin and Schoenhofer (2001)Mayeroff (1971)Carper (1978)

Discussion groups: NAC, Caring ingredients, Ways of knowing

June 1 Nursing as a Discipline Roach (2002) Ch.3&4 Attributes of Professional Caring

Journal #1 DueReflective analysis topic discussion

June 8 Characteristics of a ProfessionEthics

Chitty Ch. 4&5 ANA Code of Ethics

First draft of Reflective Analysis reviewed

June 15 Theory DevelopmentMajor Conceptualizations of Nursing

Chitty Ch. 11-13 Guest Speaker: Dr. Patricia LiehrReflective Analysis due for grading

June 22 GovernanceChange Process

Chitty Ch. 14&15 Midterm Exam Please bring a blue scantron and a #2 pencil

June 29 Caring for Self Self-nurturanceMindfulness

Experiential activity

July 6 Nurse as Colleague and Collaborator

Chitty Ch. 8-10 Journal #2 due*Guest speaker

July 13 Political Advocacy Chitty Ch. Discussion groupsAesthetic presentations

July 20 Nursing and Evolving Health Social Context of Nursing

Chitty Ch. 6&7ANA Social Policy Statement

Final submission of Reflective analysis due for grading

July 27 Diversity and Spirituality in HealthcareExpressions of Caring

Chitty Ch. 12,16 and pp 245-246

Journal #3 due *Guest speaker

Aug 3 Final Exam Final Exam

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EVALUATION AND GRADING METHODS

Regular class attendance and full preparation and participation are required. You must pass each assignment and each exam with an earned “C” or greater in order to pass the course.

GRADING SCALE:Faculty retains discretion for final grade determination. Any grade earned below C (73) is not a passing grade.

Grade Percentage A 93 - 100 % A- 90 - 92 % B+ 87 - 89 % B 83 - 86 % B- 80 - 82% C+ 77 - 79 % C 73 - 76 % C- 70 - 72 % D 60 - 69 % F 0 – 59%

COURSE ASSIGNMENT GRADE CALCULATION

Course Activities Percentage of Final Semester

GradeCourse Participation:Includes professional comportment, regular timely attendance, class discussions, readings, and full participation in any other assigned activities. Aesthetic expression presentation.

20%

Personal Reflective Journals:3 Personal Journals (each 10 points) 30%

Reflective Analysis:1 Reflective Analysis ( 10 points for draft, 10 points for final paper)

20%

Examinations:2 Exams: 1 Mid Term Exam (10 points), 1 Final Exam (20 points)

30%

Total: 100%

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ASSIGNMENT GUIDELINES ANDEVALUATION CRITERIA

COURSE PARTICIPATION AND ATTENDANCE: (20 percent of grade)

Guidelines: A supportive environment for learning is a caring environment in which all aspects of person are respected, nurtured, and celebrated. The expression of caring through courteous, scholarly communication in collegial relationships supports well-being, and is a requirement for participation in this course.

Evaluation:Participation grades are earned through regular attendance and student involvement in all the activities of the class, both live and Blackboard. These activities include collegial interactions in fulfillment of required course work. Each student is expected to demonstrate professional comportment, caring collegiality, and personal accountability:

1. Interact courteously and constructively with colleagues.

2. Contribute substantively and regularly to class discussions, both live and online.

3. Share pertinent comments that reveal evidence of reflective preparation and understanding of key points of assigned readings and learning modules.

4. Demonstrate independent, open thinking in discussions. This means that merelysaying “I agree” or “I do not agree” is insufficient to earn grade percentage points.

5. Prepare assignments thoughtfully and present for grading by due dates.

6. Caring for Self Activity will be presented in class as an aesthetic presentation.

PERSONAL REFLECTIVE JOURNALS: (30 percent of grade)

Guidelines:Personal journals are intended to be thoughtful expressions that reflect how you feel about nursing. You are assigned a total of three (3) personal reflective journals. Each journal should be double spaced and at least 3 pages in length, plus cover page, to reveal substantive sharing of your informed reflections. The language of a personal journal reflects efforts to develop an understanding of nursing as a discipline and profession, and should be written in a grammatically correct style that is more personal than a formal paper. Use of the subjective “I” is required; do not use objective descriptors such as “the writer”.

The focus of your journaling should be on depth of thought, openness to new dimensions of understanding and creativity, rather than a series of thoughts that are pondered only briefly. New understandings, new meanings, and new questions should arise at the end of

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your reflections. Further specific instructions and topics will be assigned one week prior to the assignment due dates (June1, July 6 and July 27).

CARING FOR SELF ACTIVITY: Second Journal (June 29 for activity and due July 6)

1. Engage in a caring-for-self activity of your choice. Do something that nurtures your wholeness and that you would not normally be doing at this time. Make this a meaningful time for yourself.

2. Record a three (3) page journal on the following (This will be journal #2):

A. Describe the activity.B. Discuss why you picked this activity.C. Reflect on how this activity helped to nurture your wholeness and well-being.D. Identify the pattern of aesthetic knowing as self-caring expression.

3. Share in class your aesthetic caring expression. You can choose any means to express yourself: digital photo, video, sculpture, poem, song, dance, drawing, painting, the possibilities are endless! (note: the presentation grade is part of the participation and attendance)

Evaluation: (all three journals)Journals will each be evaluated for depth of reflective thought, richness of language, and growth in understanding. Deep reflection, integration and development of new perspectives, openness to new ideas, questioning, and growing in caring are hallmarks of rich personal journaling. Each journal must earn a “C” or greater. Journal grades will be added together and averaged to produce the semester earned grade.

Each journal will be evaluated for:

1. APA format, focus on topic, and adherence to instructions.

2. Quality of reflective thought: depth, flow and connections, content, richness, complexity, openness and originality.

3. Quality and richness of language, integration of growth in understanding, and reflections that reveal growing in caring.

REFLECTIVE ANALYSIS: (20 percent of grade)

Guidelines:A reflective analysis is a formal, scholarly, essay-style composition formatted in strict APA (6th ed.) Manual of Style. Your reflective analysis will objectively summarize and analyze the contents of one journal article, or alternately, two journal articles as specifically assigned, and offer your subjective reflections, critical analysis and new understandings of the issue or problem(s) presented.

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Additional specific instructions will be provided, including a list of permitted disciplinary journals from which to select an article, or articles, to create your reflective analysis. The topic will be discussed in class prior to the assignment first draft due date. Please note that your final reflective analysis may also be required to be processed through Safe Assign.

Evaluation:1. Introduction to each article of the reflective analysis is appropriate and fluid. The

main idea or article thesis is introduced. (30 points)

2. The body of the analysis is clearly organized. Main concepts, themes, and meanings are drawn out of the article and objectively expressed in the analysis with understanding, accuracy, and clarity. Appropriately cited examples illuminate understandings. If two articles are used, each is compared and contrasted with the other, and meanings are synthesized. (30 points)

3. Conclusions are summarized, and subjective reflections convey new understandings, depth of thought, creative thinking, questions, possibilities, and insights. Implications for practice, research, and education are shared that arise from your new understandings. Conclusion is creative and satisfying. (30 points)

4. Correct and appropriate use of APA (6th ed.) formatting, punctuation, spelling,and grammar. Formal language style is used, without slang or contractions. (10

points)

REFLECTIVE ANALYSIS GUIDELINESPurpose:The purpose of this assignment is two-fold. One purpose is to encourage familiarity with nursing literature, particularly literature of substance. A second purpose is to encourage critical reflection and critical analysis on selected topics important to a beginning understanding of Nursing as a Discipline and Profession.

A Reflective Analysis is a formal, essay-style composition formatted in strict APA (6th ed.) Manual of Style. This reflective analysis summarizes, analyzes and offers your objective and subjective understandings of the contents of one nursing journal article. Topics will be assigned.

I. CHOOSE TWO JOURNAL ARTICLES FROM THE LIST BELOW:Select 2 journal articles either from the online CINAHL (Cumulative Index of Nursing and Allied Health Literature) data base, or from the hard copy of the nursing journals at the library.

The articles should address a question you have on an issue pertinent to the discipline of nursing. Ordinarily, the articles in these quality nursing journals are written by nurses;

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however, an author from another discipline may be published in a nursing journal. Be sure that at least one of the lead authors is a nurse (review the credentials and author descriptions that accompany the article to determine this). Select a substantive article only from the approved list below:

Approved: Disciplinary Journals Not Approved: Professional and Specialty Journals and Magazines

Advances in Nursing ScienceNursing Science QuarterlyHolistic Nursing Practice(Image) Journal of Nursing ScholarshipJournal of Advanced NursingJournal of Holistic NursingJournal of Nursing AdministrationJournal of Professional NursingJournal of Transcultural NursingInternational Journal of Human Caring Nurse EducatorNursing InquiryNursing Science Quarterly

Nursing StandardAORNRNFlorida Nurse and any other nursing organization magazine/newspapers.Nursing ManagementHospice NursingPerioperative Nursing andany other specialty practice journals.

Common descriptors of research articles are quantitative research, qualitative research, meta-analysis or meta-synthesis (review of research or of literature is the focus of the article), concept analysis, content analysis, phenomenological inquiry, grounded theory inquiry, experimental design, etc. If you see any discussion of method, sample, analysis, results etc, you can be reasonably certain that you are looking at a research study, and that you will need to choose a different article for your assignment.

II. MAKE YOURSELF COMFORTABLE AND READ

Read each article carefully, as often as you need in order to understand, making notes in the margin and underlining key words and phrases. Many journal articles of substance require several readings, even for the most sophisticated scholar of nursing, so don’t be surprised if you need to read and re-read the article several times. Draw out the main concepts, and reflect on them. Make notes on each concept. Do you understand them? Can you describe them? You will need to be able to paraphrase what you are reading in your own words.

When you are confident that you understand each article, set up your paper APA style.

Guidance:Remember: Your reflective analysis is a formal, essay style article, so do not use contractions or slang. For example, “didn’t” should be did not,

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“can’t” should be cannot.

III. CREATE A REFLECTIVE ANALYSIS _________________________

Step 1: Write a short introductory objective paragraph of 3 or more sentences thatintroduce the topic and your interest in it. In this introductory paragraph, convey a question that is guiding your reflection. What do you want to know? Use the question as the title of your paper too. Keep the guiding question before you as you reflect and write to help you stay focused.

Guidance:

You are introducing the reason for the analysis of the article. For example:

Why nursing as a profession has been subject to cyclic shortages? The advent of managed care in the 1980’s permanently reduced the numbers of qualified nurses in the workforce. Across the nation, professional nurse organizations are uniting to address the problem.

Step 2: You will be summarizing and analyzing each article in order. Focus now on the first article.a) In a new paragraph, begin by referring to the author and to the article (correctly referenced in APA 6th edition style) within the first 1 or 2 sentences. This is an objective paragraph. (Do not use “I think or I believe, etc”). b) Follow this by generally stating/paraphrasing the main points of the article (usually about 3-4), within one sentence. Impt: This sentence sets up your entire analysis organization.c) Then briefly explain each of the 3-4 main points by describing them (paraphrasing) in two or three sentences each. d) Use brief in-text citations where appropriate, with no more than 3 – 4 for your ENTIRE analysis, so choose them carefully. Each article should take approximately 1 1/2 pages to summarize.

Guidance:

PARAPHRASING means that you restate what you have read in your own words. You must give the author credit in the first sentence of the paraphrased portion, and frequently throughout paragraph and the text. It

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must be clear to the reader that you are reporting what the author stated. Look at the example to see how it is done.

Remember: If you copy word for word, whether phrases or sentences without giving the author(s) credit for their words, and without using quotation marks to indicate direct quotes, it is plagiarism.

Guidance:Always refer to the author by name, e.g. Smith (2002). Never say “The author.”

Use powerful verbs such as these to move your summary forward: argued, asserted, examined, discussed, concluded, investigated, informed, hypothesized, stated, claimed, or justified.

For example: Carper (1978) asserted that there are more than four patterns of knowing.

Use a good transition sentence to link to the summary of the next article.

Always ensure that the reader knows the author supplied the information you are paraphrasing. For example, use the “According to” periodically in the beginning of your sentences.

For example: According to Locsin (2002), technological competence is an expression of caring.

Step 3: Summarize and analyze the second article (Objective paragraph).Follow exactly the same process as Step 2. The summary of this article should also be no less than 1 1/2 pages. Use 1 – 2 in-text citations were appropriate, remembering the total required for the entire assignment.

Guidance:

Expressions not to use that are “ho-hum” and incorrect: Examples: The article goes on to say... (remember, use the author’s name – articles cannot speak! Goes on to say is “ho-hum” and self-evident)

Then they said...(boring...) And after that.....(boring...)

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Remember – do not begin sentences with pronouns and conjunctions: Examples: It was in the article by... And after that....

Step 4: In a new paragraph, draw out themes of both articles. Use the subheading Thematic Analysis for this section to make clear to the reader that you have begun summarizing the article. Carefully compare, contrast, and synthesize each of the points from both articles, continuing to use your own words. (This is an objective paragraph). You must give 2 examples from each article as direct quotes to illustrate your analysis, and use correctly formatted in-text citations for each.

Use these questions to help your thinking:How are the articles the same or different? What is unique about each? Do the articles complement each other? How does each article contribute to the understanding of nursing? What do each article and the two together, contribute to your construction of an answer to your guiding question? Can you identify biases or ideas (regardless of your agreement) that influenced each article? Do they omit important understandings? What are your conclusions? State a clear answer to the question you posed in the beginning, an answer that clearly derives from the analysis.

Guidance:Direct quotations must be linked to what you have already said. Always use connecting phrases.

Example:For example, Locsin (2002) argues that “Technological competency is an expression of caring in nursing” (p. 232).

Do NOT use vague phrases such as “the first article” or “the first author.” It indicates that you do not know how to use in-text APA referencing and did not use your manual.

Step 5. Personal Reflections: Now you are able to state your opinions and use “I think” etc. This is a subjective paragraph where you can say why you liked or disliked the articles. Did you relate to the content? Why? Why not? How are the ideas important or meaningful to you? Do you have any unanswered questions? What new questions do you have, now that you have developed greater understanding? Think of this work as a magic carpet that takes you beyond where you are now. Would you recommend this article? Why? What are some implications for practice, research, and education. Conclusion.

Step 6. Create separate References page – correctly formatted.

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Step 7. Check your work: Spelling, grammar, APA, in-text citations, punctuation?

Only 1 character space between sentences?

Hand in your work securely fastened with a clip fastener and attach the two articles that gave rise to your reflective

analysis.

This paper will be discussed and peer reviewed in class along the semester. Bring your work to class and be prepared to ask clarifying questions to move your paper forward with peer and self revisions. A first draft will not be graded and the final paper will be graded (20 percent).

EXAMINATIONS: (midterm 10 percent and final 20 percent)

Examinations are intended to be learning experiences that review and integrate student learning. In this course, a Mid-Term and a Final Examination will be given. Exams are usually 60 – 90 minutes in length and may be a combination of multiple choice questions, true-false questions, matching answer questions, and essay-type questions. Material included in exam content is derived from required texts and assigned readings, class lectures, activities, dialogues, power point presentations, and other content. A content overview will be provided the week prior to each exam. The final examination must be taken and students must receive a passing grade on the final exam in order to pass the course.

POLICIES AND PROCEDURES SPECIFIC TO THIS COURSEThe well-being of each student as an expression of successful learning is of great importance to the course professor. Students are reminded that the College of Nursing Professional Statement and University Policies related to academic integrity apply to all

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tests, assignments, examinations, verbal and electronic communications, and other course activities. Students are responsible for meeting all course requirements on time.Please note: Incomplete grades will not be awarded for this course unless the course has almost been completed, the student has a passing grade on all assignments to date, and the student has an extreme emergency that is recognized as such by the University.

Assignments:

Where to submit: Assignments are to be submitted in hard copy only at live class sessions. All paperwork is to be securely fastened as instructed.

When to submit: All assignments are due on the date specified by the course professor on the course schedule or as otherwise advised.

Late Papers: Assignments submitted late will be subject to a 5% grade deduction per late day. If the student is unable to submit work on the designated date, arrangements must be made with the course professor in advance of thedue date. No extensions will be granted on or after the due date and nore-writes of papers will be permitted.

Examinations:It is at the professor’s discretion to allow students to make up missed examinations. Grades will be posted as soon as possible after exams and are for students’ information only. Final grades earned will be assigned by the course professor.Attendance:Attendance will be recorded in both live and Blackboard venues. It is the student’s responsibility to sign in upon arrival at each live class: Habitual lateness, either arriving late or leaving early, will adversely affect your grade.

Absences: Students are responsible for handouts and content presented duringa class absence.

Excused Absences: Absences which can be excused are noted in the University Undergraduate Student handbook.

Illness: If you are absent from class because of illness, a physician’snote is required.

Unexcused Absences: Students who are absent from class for 2 consecutive weeks and do not communicate with the course professor, will be

administratively withdrawn from the course. This is how unexcused absences will affect your grade:

Unexcused Absences Semester Grade

0 Absences A1 Absence B+2 Absences C3 Absences D Failing

GENERAL POLICIES:UNIVERSITY AND COLLEGE OF NURSING

ACADEMIC HONESTY AND THE HONOR CODE:

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HONOR The University policy regarding academic integrity is enforced in this CODE: course. For further information, refer to the Student Handbook, Florida

Administrative Code, Section 6C5-4.001 Honor code, Academic Irregularities, and Students’ Academic Grievances http://www.fau.edu/gr-cat/acadpolicies.pdf The College of Nursing regards adherence to the Honor Code for academic honesty as a professional competency and an expectation of all students. ANY act of dishonesty that violates the honor code and misrepresents your efforts or ability is grounds for immediate failure of the course. See the College of Nursing Undergraduate Student Handbook http://www.fau.edu/divdept/nursing/undergrad/index.html

Any form of academic dishonesty, including plagiarism, will result in failure of this course. This applies to all work submitted as your own and is not negotiable. This also applies to submitting the same work content for more than one course, even if it is your own. Edited work from another course does not constitute work that is original to this course. Work submitted for each course must be your original work that is unique to the course.

DISABILITYThe Americans with Disabilities Act (ADA) requires the provision of STATEMENT: reasonable accommodations to any individual who advises faculty and

the University of a documented physical or mental disability. If you require special accommodations due to such a disability to properly execute course work, you must register with the FAU Office of Students with disabilities (OSD) located in the Boca Raton campus library, room 175, phone 561-297-3880 or in Davie, MODI, phone 954-236-1222. Please arrange a meeting with your course faculty. All OSD procedures must be followed for you to receive accommodations.

INCOMPLETEPOLICY: The incomplete grade policy is also enforced. Incompletes may be Awarded only for exceptional circumstances. The student must be

passing the course in order to receive an Incomplete. For specific details see Undergraduate Student Handbook, Academic Policies & Regulations, Incomplete Grades http://wwwfau.edu/gr-cat/acadpolicies.pdf

USE OF The Christine E. Lynn College of Nursing may use students’ course-STUDENT related materials for legitimate institutional purposes, such as COURSE accreditation, university materials will be used within the college and RELATED university.MATERIALS

PERSONAL In order to enhance and maintain a productive atmosphere for educationCOMMUNI- personal communication and entertainment devices such as pagers, Ipods,CATION and cellular telephones are to be disabled in class sessions.

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http://wwwfau.edu/gr-cat/acadpolicies.pdf

http://www.fau.edu/divdept/nursing/undergrad/index.html

http://www.fau.edu/gr-cat/acadpolicies.pdf

http://www.fau.edu/gr-cat/acadpolicies.pdf


DEVICES

CHRISTINE E. LYNN COLLEGE OF NURSING

APPENDIX A – BIBLIOGRAPHY

The following mix of classic older articles and more recent topical areas are loosely grouped for convenience and may be applicable to several categories below. You may obtain additional current articles by searching the CINAHL data base for full text articles

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available under these topics. Please note that articles before 1995 will not be available in full text online. You will, however, be able to either obtain a copy of these articles from the hard copy collection within the library, or if not available there, request an electronic copy through ILL.

Images of Nurse and Nursing – Historical PerspectivesAber, C., & Hawkins, J. (1992). Portrayal of nurses in advertisements in medical and nursing journals. Image: Journal of Nursing Scholarship, 24(4), 289-293.Christman, L. (1998). Who is a nurse? Journal of Nursing Scholarship, 30(3), 211-214. Gordon, S. (2002). Thinking like a nurse: You have to be a nurse to do it. Nursing Inquiry, 9(1), 57-61.Hawkins, J. W., & Matthews, I. (1991). "Tugboat Annie": Nursing's hero of Pearl Harbor

-Grace Lally (1897-1983). Image: Journal of Nursing Scholarship, 23(3), 183-185.

Philosophical Bases of Nursing, Ontology, EpistemologyBishop, A. H., & Scudder, J. R. (1999). A philosophical interpretation of nursing. Scholarly Inquiry for Nursing Practice, 13(1), 17-27.Reed, P. G. (1997). Nursing: The ontology of the discipline. Nursing Science Quarterly,

10(2), 76-79.Schultz, P. R., & Meleis, A. I. (1988). Nursing epistemology: Traditions, insights,

questions. Image: Journal of Nursing Scholarship, 20(4), 217-221.

Evolution of the Definition of Nursing, Nursing Knowledge, Patterns of KnowingBerragan, L. (1998). Nursing practice draws upon several different ways of knowing. Journal of Clinical Nursing, 7(3), 209-217. Brooks, J. A., & Kleine-Kracht, A. E. (1983). Evolution of a definition of nursing.

Advances in Nursing Science, 5(4), 51-85. Carper, B. A. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23. White, J. (1995). Patterns of knowing: Review, critique, and update. Advances in Nursing Science, 17(4), 73-86.

World Views in Nursing, Metaparadigms, Nursing as a Discipline and ProfessionAlgase, D. L., & Whall, A. F. (1993). Rosemary Ellis' views on the substantive structure of nursing. Image: Journal of Nursing Scholarship, 25(1), 69-72.

Cody, W. K. (1995). About all those paradigms: Many in the universe, two in nursing. Nursing Science Quarterly, 8(4), 144-147.

Donaldson, S. K., & Crowley, D. M. (2002). The discipline of nursing. In J. W. Kenney (Ed.), Philosophical and theoretical perspectives for advanced nursing practice (3rd ed., pp. 10-21). Sudbury, MA: Jones and Bartlett.Newman, M. A., Sime, A. M., & Corcoran-Perry, S. A. (1991). The focus of the

discipline of nursing. Advances in Nursing Science, 14(1), 1-6.Purnell, M. J. (2005). Inside a Trojan horse: Technology, intentionality, and

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metaparadigms of nursing. In R. Locsin (Ed.), Technological competency as caring in nursing: A model for practice (pp. 42-68). Indianapolis, IN: Center Nursing Press, Sigma Theta Tau.

Williams, K. (1988). World view and the facilitation of wholeness. Holistic Nursing Practice, 2(3), 1-8.

Foundations of Nursing Theory, Generating Nursing Knowledge, Philosophy-Theory-Practice-Research LinkagesBarrett, E. A. M. (2002). What is nursing science? Nursing Science Quarterly, 15(1), 51-60. Drevdahl, D. (1999). Sailing beyond: Nursing theory and the person. Advances in

Nursing Science, 21(4), 1-13. Fawcett, J., Watson, J., Neuman, B., Walker, P. H., & Fitzpatrick, J. J. (2001). On

nursing theories and evidence. Journal of Nursing Scholarship, 33(2), 115-119. Fawcett, J. (1978). The relationship between theory and research: A double helix. Advances in Nursing Science, 49-61.Higgins, P. A., & Moore, S. M. (2000). Levels of theoretical thinking in nursing.

Nursing Outlook, 48, 179-183. Liaschenko, J., & & Fisher, A. (1999). Theorizing the knowledge that nurses use in the conduct of their work. Scholarly Inquiry for Nursing Practice, 13(1), 29-41.Schoenhofer, S. O. (1993 ). What constitutes nursing research? Nursing Science

Quarterly, 6(2), 59-60.

Theory Development and Integration into Practice Boykin, A. & Schoenhofer, S. ( 2005). Anne Boykin and Savina Schoenhofer's nursing as

caring theory. In M. E. Parker (Ed.), Nursing theories and nursing practice (pp. 334-348). Philadelphia: F. A. Davis Co.,

Chinn, P. L. (1997). Why middle-range theory? Advances in Nursing Science, 19(3), viii. Dunphy, L. & Winland-Brown, J. (1998). A circle of caring: A transformative model of

advanced practice nursing. Clinical Excellence for Nurse Practitioners, 2(4), 241-247.

Kleinman, S. (2005). Josephine Paterson and Loretta Zderad's humanistic nursing theory and its applications. In M. E. Parker, (Ed.), Nursing theories and nursing practice (pp. 125-137). Philadelphia: F. A. Davis Co.

Leininger, M. M. (2000). Theory of culture care diversity and universality. In M. E. Parker, (Ed.), Nursing theories and nursing practice (pp. 361-376). Philadelphia: F. A. Davis

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[note: this paper compares and analyzes four caring theories in nursing, those of Roach, Watson, Leininger and Boykin and Schoenhofer. Do not use for reflective analysis.]

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CHRISTINE E. LYNN COLLEGE OF NURSING

APPENDIX B- STATEMENT OF PHILOSOPHY

Nursing is a discipline of knowledge and a field of professional practice grounded in caring. Scholarship and practice in nursing require creative integration of multiple ways of knowing. Nursing makes a unique contribution because of its special focus: nurturing the wholeness of persons through caring. Caring in nursing is a mutual human process in which the nurse artistically responds with authentic presence to calls from clients.

The experience of nursing takes place in nursing situations: lived experiences in which the caring between nurse and client fosters well-being within a co-creative experience. Nurses participate with members of other disciplines to advance human understanding to enhance personal and societal living within a global environment.

Person is viewed as a unique individual dynamically interconnected with others and the environment in caring relationships. The nature of being human is to be caring. Humans choose values, culturally derived, which give meaning to living and enhance well-being. Well-being is creating and living the meaning of life. The well-being and wholeness of persons, families, groups, communities, and societies are nurtured through caring relationships.

Beliefs about learning and environments which foster learning are derived from an understanding of person, the nature of nursing and nursing knowledge, and from the mission of the University. Learning involves the creation of understanding through the integration of knowledge within a context of value and meaning. A supportive environment for learning is a caring environment. A caring environment is one in which all aspects of the human person are respected, nurtured, and celebrated. The learning environment emphasizes collegial relationships with faculty and students.

The above fundamental beliefs concerning Person, Nursing, and Learning express our values and guide the endeavors of the Faculty. The Faculty of the Christine E. Lynn College of Nursing believes in the values and goals of higher learning and support the Florida Atlantic University mission of education, scholarship, and service.

April, 2002.

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STATEMENT OF PHILOSOPHY - dbnursing.fau.edudbnursing.fau.edu/intranet/syllabi/DunnD_3115_Summer2010.doc · Web viewDiscuss the nursing situations within the context of discovery of