TheoreticalnFoundationsnofnNursi
ng
-
nAn statementn thatn specifiesn thenrelat
ionshipnornconnectionnofnfactualnconce
ptsnornphenomena
PHENOMENON
- A fact or occurrence that can
benobserved
SCIENCE - Something notable; excites people’s
- “Scientia”n=nknowledge interestnandncuriosity
- Systematicallynorganizednbodynofnkno
wledgenaboutnansubject PHILOSOPHY
- Performsnobservation,ndescription,nexp - Statementnofnbeliefsnandnvaluesnabout
erimental,ninvestigationnandntheoretical nhumannbeingsnandntheirnworld
nexplanationnofnnaturalnphenomenon - Concernednwithnthenpurposenofnhuma
nnlife,nthennaturenofnbeingnandnreality
KNOWLEGDE ,nthentheorynandnlimitsnofnknowledge
- Generalnawareness
- Information,nskillsnandnexpertisenacqui RATIONALISM
rednbynanpersonnthroughnvariousnexp - Usenformalnsensesninnensuringnthentru
eriencesnornthroughnlearning thfulnessnofnanphenomenon
SourcesnofnKnowledge - Formnofndeductivenreasoning
• Traditionaln–
nnursingnpracticenwhichnisnpassedndo EMPIRICISM
wnnfromngenerationntongeneration - Thenwaynofnlookingnatnthenrealitynusi
• Authoritativen– ngnthen5nsenses.
nannideanbynanpersonnofnauthoritynw
hichnisnperceivednasntruenbecausenofn
thenperson’snexpertise
• Scientificn–
nknowledgencomenfromnanscientificnm
ethodnthroughnresearch
THEORY
- Organizednsystemnofnacceptednknowle
dgenthatnisncomposednofnconcepts,n
perception,ndefinitions,nandnassu
mptions.
- Systemnofnideasnthatnisngivennornprop
osedntonexplainnanphenomena
CONCEPT
- Idea,nbelief,nview,nnotion,nthought,npe
rception,nimpression
- Buildingnblocksnofntheories
- Enhancesnone’sncapacityntonunderstan
dnphenomenanasnitnhelpsndefinenthen
meaningn(theoretical/operational)
PROPOSITION
- Statementsnthatnexplainnthen relationsh
ipsnofndifferentnconcepts
DEFINITION
- Composednofnvariousndescriptionsnwhi
, TheoreticalnFoundationsnofnNursi
ng
2. Nursingnmodels
IntRODUCtIOnntOnnURsIngnTHEORIEs
HISTORYnOFnNURSINGnTHEORIES
- ItnbegannwithnFlorencenNightingale
- Nursingnwasnbasednonnprinciplesnandn
traditions
- Nursingnpracticenreflectednitsnvocation
alnheritagenmorenthannitsnprofessional
n vision
- Developnanbodynofnspecializedn knowle
dgenonnwhichntonbasennursingnpractic
e
CURRICULUMnERAn(1900n–n1940s)
- Itnfocusesnonnwhatncoursennursingnst
udentsnshouldnhave,nwithnthengoalnof
narrivingnatnanstandardizedncurriculum
- Ideanofnmovingnnursingneducationnfro
mnhospital-
basedndiplomanprogramsnintoncolleges
nandnuniversitiesnbegannemergendurin
gnthisnera
RSEARCHnEMPHASISnERAn(1950n-n1970s)
- Focusesnonnthenresearchnprocessnand
nlong-
rangengoalsnofnacquiringnsubstantivenk
nowledge
- Beganntonpracticeninnresearchnandnres
earchncoursesnwerenincludedninnnursin
gncurricula
• Awarenessnfornthenneednofnconcep
tnandntheoryndevelopmentncoincide
dnwithntwonothernmilestonesninnth
enevolutionnofnnursingntheory:
1. Thenstandardizationnofncurricula
nfornnursingnmaster’sneducation
nbynthenNationalnLeaguenfornNu
rsingnaccreditationncriterianfornb
accalaureatenandnhigh-
degreenprogram
2. Thendecisionnthatndoctoralneduc
ationnfornnursesnshouldnbeninnn
ursing
GRADUATE EDUCATION ERA (1950 –
n1970s)
, TheoreticalnFoundationsnofnNursi
ng
3. Earlynnursingntheorist fessional;nscholarshipnandngrowthnand
4. Knowledgendevelopmentnprocess nsoughtnhigherneducationnamong:
- Baccalaureatendegreenbegannton 1. Nursenleaders
gainnwidernacceptancenas: 2. Administrators
A. Educationalnlevelnfornprof
essionalnnursingset
B. Academicndisciplineninnhig
herneducation
- Nursenresearchersnworkedntonde
velopnandnclarifynanspecializednb
odynofnnursingnknowledgenwithn
thenfollowingngoals:
A. Improvingn then qualityn of
n patientncare
B. Providingn an professionaln
stylen ofnpractice
C. Achieving recognition
as
anprofession
- Transitionnfromnvocationntonprofession
- Meleisn(2007)nnoted,n“theorynisn
notnanluxuryninnthendisciplinenof
nnursing…nbutnannintegralnpartn
ofnthennursingnlexicanninneducat
ion,nadministrationnandnpractice”
THEORYnERAn(1980n–n1990s)
- Emphasisnonntheoryndevelopmen
tnandntesting
- Acceleratednasnearlynworksndeve
lopednasnframeworksnforncurricul
anandnadvancednpracticenguides
nbeganntonbenrecognizednasnthe
ory
- Fawcett’snseminalnproposalnofnfo
urn globalnnursingnconceptsnasn
annursingnmetaparadigmnserved
nasnannorganizingnstructurenforn
existingnnursingn frameworksnan
dnintroducednanwaynofnorganizin
gnindividualntheoreticalnworksnin
nmeaningfulnstructure
- Classificationnofnnursingnmodelsn
asnparadigmsnwithinnmetaparadi
gmnconceptsnof:
a) Person
b) Environment
c) Health
d) Nursing
- Thensaidnclassificationnunitednnu
rsingntheoreticalnworknfornthendi
scipline
- Emphasisnshiftednfromnlearningn
aboutntheoristntonusenofnthenth
eoreticalnworksntongenerate
, TheoreticalnFoundationsnofnNursi
ng
3. Educators -
4. Practitioners Theyn specifyn eachn fact
ornas:
nmodel
NURSINGnTHEORYnERA orntheo
- Thenusenofntheoryntonconveynannorga esnfrom
nizingnstructurenandnmeaningnfornthes whichn
enprocessesntonthenconvergencenofnid eynaren
eas erived
- FitzpatricknandnWhalln(1983)nhadnsaid,
n“Nursingnisnonnthenbricknofnannexciti
ngnera”
THEORYnUTILIZATIONnERAn(21stn Century)
- Emphasisnshiftedntontheorynapplication
ninnnursingnpractice,nresearch,neducati
onnandnadministration
- Emphasisntonproducenevidencenforn qu
alitynprofessional;npractice
- TypesnofnNursingnTheoreticalnWorks
1. NursingnPhilosophy
- Setsnforthnthenmeaningno
fnnursing phenomena
through
analysis,
nreasoningnandnlogicalnpr
esentation
- Basisnfornsubsequentndev
elopment
2. NursingnConceptualnMethods
- Comprisesnnursingnworks
nbynthentheoristsnwhonal
sonarenreferredntonasnpio
neersninnnursing
3. NursingnTheory
- Derivednfromnnursingnphil
osophies,nconceptualnmod
elsnornmorenabstractnnur
singntheories,nornfromnw
orksnofnotherndisciplines
- Developednfromnsomenco
nceptualnframeworknandni
snmorenspecificnthannthe
nframework
- Theoriesnmaynbenspecific
n tonanparticularnaspectno
rnsettingnofnnursingnpract
ice
4. MiddlenRangenTheory
- Morenspecificnfocusnandni
snmorenconcretenthannnu
rsingntheoryninnitsnleveln
ofnabstraction
- Morenprecise,nwithnanfoc
usnonnansweringnspecific
ng
-
nAn statementn thatn specifiesn thenrelat
ionshipnornconnectionnofnfactualnconce
ptsnornphenomena
PHENOMENON
- A fact or occurrence that can
benobserved
SCIENCE - Something notable; excites people’s
- “Scientia”n=nknowledge interestnandncuriosity
- Systematicallynorganizednbodynofnkno
wledgenaboutnansubject PHILOSOPHY
- Performsnobservation,ndescription,nexp - Statementnofnbeliefsnandnvaluesnabout
erimental,ninvestigationnandntheoretical nhumannbeingsnandntheirnworld
nexplanationnofnnaturalnphenomenon - Concernednwithnthenpurposenofnhuma
nnlife,nthennaturenofnbeingnandnreality
KNOWLEGDE ,nthentheorynandnlimitsnofnknowledge
- Generalnawareness
- Information,nskillsnandnexpertisenacqui RATIONALISM
rednbynanpersonnthroughnvariousnexp - Usenformalnsensesninnensuringnthentru
eriencesnornthroughnlearning thfulnessnofnanphenomenon
SourcesnofnKnowledge - Formnofndeductivenreasoning
• Traditionaln–
nnursingnpracticenwhichnisnpassedndo EMPIRICISM
wnnfromngenerationntongeneration - Thenwaynofnlookingnatnthenrealitynusi
• Authoritativen– ngnthen5nsenses.
nannideanbynanpersonnofnauthoritynw
hichnisnperceivednasntruenbecausenofn
thenperson’snexpertise
• Scientificn–
nknowledgencomenfromnanscientificnm
ethodnthroughnresearch
THEORY
- Organizednsystemnofnacceptednknowle
dgenthatnisncomposednofnconcepts,n
perception,ndefinitions,nandnassu
mptions.
- Systemnofnideasnthatnisngivennornprop
osedntonexplainnanphenomena
CONCEPT
- Idea,nbelief,nview,nnotion,nthought,npe
rception,nimpression
- Buildingnblocksnofntheories
- Enhancesnone’sncapacityntonunderstan
dnphenomenanasnitnhelpsndefinenthen
meaningn(theoretical/operational)
PROPOSITION
- Statementsnthatnexplainnthen relationsh
ipsnofndifferentnconcepts
DEFINITION
- Composednofnvariousndescriptionsnwhi
, TheoreticalnFoundationsnofnNursi
ng
2. Nursingnmodels
IntRODUCtIOnntOnnURsIngnTHEORIEs
HISTORYnOFnNURSINGnTHEORIES
- ItnbegannwithnFlorencenNightingale
- Nursingnwasnbasednonnprinciplesnandn
traditions
- Nursingnpracticenreflectednitsnvocation
alnheritagenmorenthannitsnprofessional
n vision
- Developnanbodynofnspecializedn knowle
dgenonnwhichntonbasennursingnpractic
e
CURRICULUMnERAn(1900n–n1940s)
- Itnfocusesnonnwhatncoursennursingnst
udentsnshouldnhave,nwithnthengoalnof
narrivingnatnanstandardizedncurriculum
- Ideanofnmovingnnursingneducationnfro
mnhospital-
basedndiplomanprogramsnintoncolleges
nandnuniversitiesnbegannemergendurin
gnthisnera
RSEARCHnEMPHASISnERAn(1950n-n1970s)
- Focusesnonnthenresearchnprocessnand
nlong-
rangengoalsnofnacquiringnsubstantivenk
nowledge
- Beganntonpracticeninnresearchnandnres
earchncoursesnwerenincludedninnnursin
gncurricula
• Awarenessnfornthenneednofnconcep
tnandntheoryndevelopmentncoincide
dnwithntwonothernmilestonesninnth
enevolutionnofnnursingntheory:
1. Thenstandardizationnofncurricula
nfornnursingnmaster’sneducation
nbynthenNationalnLeaguenfornNu
rsingnaccreditationncriterianfornb
accalaureatenandnhigh-
degreenprogram
2. Thendecisionnthatndoctoralneduc
ationnfornnursesnshouldnbeninnn
ursing
GRADUATE EDUCATION ERA (1950 –
n1970s)
, TheoreticalnFoundationsnofnNursi
ng
3. Earlynnursingntheorist fessional;nscholarshipnandngrowthnand
4. Knowledgendevelopmentnprocess nsoughtnhigherneducationnamong:
- Baccalaureatendegreenbegannton 1. Nursenleaders
gainnwidernacceptancenas: 2. Administrators
A. Educationalnlevelnfornprof
essionalnnursingset
B. Academicndisciplineninnhig
herneducation
- Nursenresearchersnworkedntonde
velopnandnclarifynanspecializednb
odynofnnursingnknowledgenwithn
thenfollowingngoals:
A. Improvingn then qualityn of
n patientncare
B. Providingn an professionaln
stylen ofnpractice
C. Achieving recognition
as
anprofession
- Transitionnfromnvocationntonprofession
- Meleisn(2007)nnoted,n“theorynisn
notnanluxuryninnthendisciplinenof
nnursing…nbutnannintegralnpartn
ofnthennursingnlexicanninneducat
ion,nadministrationnandnpractice”
THEORYnERAn(1980n–n1990s)
- Emphasisnonntheoryndevelopmen
tnandntesting
- Acceleratednasnearlynworksndeve
lopednasnframeworksnforncurricul
anandnadvancednpracticenguides
nbeganntonbenrecognizednasnthe
ory
- Fawcett’snseminalnproposalnofnfo
urn globalnnursingnconceptsnasn
annursingnmetaparadigmnserved
nasnannorganizingnstructurenforn
existingnnursingn frameworksnan
dnintroducednanwaynofnorganizin
gnindividualntheoreticalnworksnin
nmeaningfulnstructure
- Classificationnofnnursingnmodelsn
asnparadigmsnwithinnmetaparadi
gmnconceptsnof:
a) Person
b) Environment
c) Health
d) Nursing
- Thensaidnclassificationnunitednnu
rsingntheoreticalnworknfornthendi
scipline
- Emphasisnshiftednfromnlearningn
aboutntheoristntonusenofnthenth
eoreticalnworksntongenerate
, TheoreticalnFoundationsnofnNursi
ng
3. Educators -
4. Practitioners Theyn specifyn eachn fact
ornas:
nmodel
NURSINGnTHEORYnERA orntheo
- Thenusenofntheoryntonconveynannorga esnfrom
nizingnstructurenandnmeaningnfornthes whichn
enprocessesntonthenconvergencenofnid eynaren
eas erived
- FitzpatricknandnWhalln(1983)nhadnsaid,
n“Nursingnisnonnthenbricknofnannexciti
ngnera”
THEORYnUTILIZATIONnERAn(21stn Century)
- Emphasisnshiftedntontheorynapplication
ninnnursingnpractice,nresearch,neducati
onnandnadministration
- Emphasisntonproducenevidencenforn qu
alitynprofessional;npractice
- TypesnofnNursingnTheoreticalnWorks
1. NursingnPhilosophy
- Setsnforthnthenmeaningno
fnnursing phenomena
through
analysis,
nreasoningnandnlogicalnpr
esentation
- Basisnfornsubsequentndev
elopment
2. NursingnConceptualnMethods
- Comprisesnnursingnworks
nbynthentheoristsnwhonal
sonarenreferredntonasnpio
neersninnnursing
3. NursingnTheory
- Derivednfromnnursingnphil
osophies,nconceptualnmod
elsnornmorenabstractnnur
singntheories,nornfromnw
orksnofnotherndisciplines
- Developednfromnsomenco
nceptualnframeworknandni
snmorenspecificnthannthe
nframework
- Theoriesnmaynbenspecific
n tonanparticularnaspectno
rnsettingnofnnursingnpract
ice
4. MiddlenRangenTheory
- Morenspecificnfocusnandni
snmorenconcretenthannnu
rsingntheoryninnitsnleveln
ofnabstraction
- Morenprecise,nwithnanfoc
usnonnansweringnspecific
