Fundamentals of Nursing Models Theories and Practice Wiley E Text 2nd Edition by Hugh McKenna, Majda Pajnkihar, Fiona Murphy 0470657766 9780470657768

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ISBN 10: 0470657766

ISBN 13: 9780470657768

Author: Hugh McKenna, Majda Pajnkihar, Fiona Murphy

A concise, accessible introduction to the development, application and evaluation of nursing theories, this new edition of Fundamentals of Nursing Models, Theories & Practice provides a thorough overview of the body of knowledge on the topic, and a clear outline of their relevance to everyday nursing practice. Linking the development of theory to practice, this full-updated text features learning outcomes, key concept summaries and reflective exercises to aid the study of this key element of all modern nursing courses.

Fundamentals of Nursing Models Theories and Practice Wiley E Text 2nd Table of contents:

1 The case for nursing theory

Outline of content

Learning outcomes

Introduction

Reflective Exercise 1.1: Theory

Reflective Exercise 1.2: Terminology

The necessity and meaning of theory

Theory defined

Reflective Exercise 1.3: Phenomena

Reflective Exercise 1.4: Concepts

Reflective Exercise 1.5: Proposition

Key Concepts 1.1

Key Concepts 1.2

Reflective Exercise 1.6: Defining theory

Reflection on the definition

Figure 1.1 The links between theory and practice.

Theory or model

Construction of theory

Figure 1.2 Theory as construction.

Figure 1.3 Nightingale theory of nursing.

Reflective Exercise 1.7: Building theory

Theory and science of nursing

Figure 1.4 Correlation: education, science and practice.

Other interpretations of theory

Reflective Exercise 1.8: The theory-practice gap

Main paradigms and philosophies and their influence on the development of nursing science

Reflective Exercise 1.9: The theory–paradigm relationship

Reflective Exercise 1.10: The place of theory in science

Theory and practice of nursing

Figure 1.5 Basic structure of nursing. Reproduced from Pajnkihar M (2003) Theory development for nursing in Slovenia. PhD thesis. Manchester: University of Manchester, Faculty of Medicine, Dentistry, Nursing and Pharmacy.

Do we really need theory?

Nursing theories today

Nursing theories in the United States

Nursing theories in the UK

Nursing theories in Slovenia

Nursing theories in Russia

Nursing theories in Poland

Nursing theories in Croatia

Level of education and knowledge development

Nursing theories in contemporary nursing

Conclusion

Revision Points

Additional reading

2 Knowing in nursing and nursing knowledge

Outline of content

Learning outcomes

Introduction

Defining knowing and knowledge

Key Concepts 2.1

Reflective Exercise 2.1: Shared knowledge

Philosophies of knowledge

Table 2.1 Philosophies of knowledge.

Rationalism

René Descartes

Cartesian dualism

Reflective Exercise 2.2: Theory – Cartesian dualism in practice

Empiricism

Key Concepts 2.2

John Locke and empiricism

Primary and secondary qualities

Auguste Comte and positivism

Reflective Exercise 2.3: Exploring knowledge

‘The Vienna Circle’

Popper: principle of falsification

Key Concepts 2.3

Post-positivist empiricism

Reflective Exercise 2.4: Nursing and empiricism

Historicism

Reflective Exercise 2.5: Nursing and historicism

Kuhn and scientific revolutions

Laudan and scientific evolution

The influence of phenomenology

Key Concepts 2.4

Heidegger and hermeneutic phenomenology

Phenomenology and nursing

Reflective Exercise 2.6: From novice to expert (Benner 1984)

Critical science

Postmodernism

How do nurses know?

Figure 2.1 ‘Know that’, ‘know how’ and ‘know why’ knowledge.

Table 2.2 Types of knowledge.

Know that’ or propositional knowledge

Justified true belief

‘Know how’ or practical knowledge

Reflective Exercise 2.7: ‘Know how’ and ‘know that’

Jazz music and practical knowledge

Knowing more than we can tell

Practical knowledge as performance

Practical knowledge as sophisticated knowledge

Reflective Exercise 2.8: Tacit knowing

Gnostic and pathic touch

Reflective Exercise 2.9: From pathic to sympathetic

‘Know why’ knowledge

Reflective Exercise 2.10: Different ways of knowing

Categories of knowing

Carper’s ways of knowing in nursing

Figure 2.2 Patterns of knowing in nursing (Carper 1978).

Empirics

Aesthetics

Ethics

Personal knowing

Reflective Exercise 2.11: The four ways of knowing

Carper revisited

Kerlinger’s ways of knowing

Figure 2.3 Ways of knowing (Kerlinger 1986).

Reflective Exercise 2.12: Kerlinger’s ways of knowing

Figure 2.4 Hierarchy of evidence (Muir Gray 1997).

Figure 2.5 A proposed new hierarchy of evidence.

Reflective Exercise 2.13: Frameworks for knowing

Developing nursing knowledge

Figure 2.6 Developing nursing knowledge.

Developing nursing knowledge through reasoning

Inductive reasoning

Deductive reasoning

Key Concepts 2.5

Key Concepts 2.6

Retroductive reasoning

Research as a basis for knowledge development

Table 2.3 Human science: the received view versus the perceived view.

Conclusion

Revision Points

3 Theory from practice and practice from theory

Outline of content

Learning outcomes

Introduction

First steps – reflecting on theory

Reflective Exercise 3.1: Retrospective

The questions begged

Reflective Exercise 3.2: Defining ‘practice’

Developing nursing theory

Reflective Exercise 3.3: Defining nursing

Reflective Exercise 3.4: Examples of nursing models/theories

Key Concepts 3.1

Theories – the building blocks of models and ‘grand’ theories

Reflective Exercise 3.5: Models and theories

Levels of theory

Figure 3.1 Categorisations of theory.

Levels of theory – sophistication

Figure 3.2 Levels of theory (Dickoff & James 1968).

Figure 3.3 The utility of theory in nursing.

Predictive and prescriptive theory

Application to practice

Reflective Exercise 3.6: Does theory have a use?

Levels of theory: abstraction (Figure 3.4)

Figure 3.4 Levels of theory.

Figure 3.5 Levels of theory-abstraction.

Meta-theory

Grand theories

Reflective Exercise 3.7: Researching parts of grand theories

Figure 3.6 Classification and examples of ‘grand’ theories (Meleis 2012).

Mid-range theories

Figure 3.7 Examples of mid-range theories.

Practice theory

Using theories in practice: an example

Summary – categorising theory

Key Concepts 3.2

Figure 3.8 Propositional theory: from conception to application.

Reflective Exercise 3.8: Nursing cannot have theories!

The relationship between theory and practice

Figure 3.9 The theory–practice relationship.

The theory–practice gap

Explaining the theory-practice gap

Science-practice gaps

Science and reality

Noumenon and phenomenon

Figure 3.10 The thing observed.

Idealism and realism

Science (and theory) divorced from concerns about the use of science and technology

Reflective Exercise 3.9: Science in the clinic

Science (and theory) failing – or saving – the world

Reflective Exercise 3.10: From science to Utopia

Science (and theory) disappointing the world

Science and nursing theory

The questions begged – some answers

Conclusion

Revision Points

4 Nursing theories and new nursing roles

Outline of content

Learning outcomes

Introduction

Reflective Exercise 4.1: New nursing roles

Defining role

Key Concepts 4.1

Background to the development of new roles in nursing

Figure 4.1 The ‘practice cross’.

Reflective Exercise 4.2: Specialist roles in practice

Figure 4.2 Development of advanced nursing roles (Pulcini et al. 2010).

Key Concepts 4.2

Some implications of the new nursing roles

Nomenclature and scope of practice

Education, political environment and research

Using theory to understand new roles in nursing

Reflective Exercise 4.3: Reviewing levels and types of theory

Role theory

Reflective Exercise 4.4: Extended and expanded nursing roles

Using a sociological perspective on role

Reflective Exercise 4.5: ‘The sick role’

Reflective Exercise 4.6: Front-stage and back-stage behaviour

Reflective Exercise 4.7: The nursing student role

Role norms and role sets

Reflective Exercise 4.8: Role sets

Figure 4.3 Role sets.

Role stress and strain

Reflective Exercise 4.9: Burnout and nursing

Role conflict

Summary

Reflective Exercise 4.10: The use of non-nursing theories to shed light

The influence of the biomedical model on nursing roles

A brief history of the biomedical model

The biomedical model process

Benefits of the biomedical model

Limitations of the biomedical model

The biomedical model and new roles in nursing

The relevance of existing nursing theory to new nursing roles

Reflective Exercise 4.11: Grand, mid-range and practice theory

Relevance of existing ‘grand’ nursing theories

Figure 4.4 Classification and examples of nursing ‘grand’ theories (Meleis 2012).

Historical overview of the development of nursing theories

Limitations of ‘grand’ theories

Relevance of existing ‘mid-range’ nursing theories

The place of theory in advanced practice education

Reflective Exercise 4.12: From grand theory to mid-range theory to practice interface

Relevance of existing practice theories

Conclusion

Revision Points

Useful web links

5 Nursing theories or nursing models

Outline of content

Learning outcomes

Introduction

Reasons for historical nursing theory evolution

Reflective Exercise 5.1: Reasons for the evolution of theories

Model

Reflective Exercise 5.2: The three model dimensions

Theory

Reflective Exercise 5.3: Defining theory

Reflective Exercise 5.4: Model or theory – you decide

Theory or model?

Figure 5.1 The theory-model controversy: position A.

Figure 5.2 The theory-model controversy: position B.

Key Concepts 5.1

Reflective Exercise 5.5: Position A or position B?

The classification of theories

Key Concepts 5.2

Classification of theories according to their paradigm roots

Systems paradigms

Reflective Exercise 5.6: Systems

Interactional paradigms

Developmental paradigms

Reflective Exercise 5.7: Interactional paradigms

Behavioural paradigms

Current trends in nursing theories

Reflective Exercise 5.8: Behavioural paradigms

The nursing metaparadigm

Key Concepts 5.3

Reflective Exercise 5.9: The metaparadigm

Reflective Exercise 5.10: Metaparadigms in different professions

How different theorists viewed the metaparadigm

Person

Nursing

Health

Environment

Reflective Exercise 5.11: Differentiation between concepts of metaparadigms and basic concepts of theory

Limitations of nursing theories

Table 5.1 Perceived benefits of theories for practice.

Table 5.2 Perceived limitations of theories for practice.

Low-level criticisms

Documentation

The suitability of American theories

Jargon

Staffing issues

High-level criticisms

Conceptual substance

Ideal concepts versus practical reality

Reflective Exercise 5.12: Limitations of theories – what do others think?

Benefits of nursing theories

A guide to practice

Reflective Exercise 5.13: Using Roper, Logan and Tierney’s theory (RLT) for assessing patients’ needs

Education

Professionalisation

Quality of care

Conclusions

Revision Points

Additional reading

6 Interpersonal relationships: the essence of nursing models and theories

Outline of content

Learning outcomes

Introduction

Reflective Exercise 6.1: Stranded and isolated

Types of interpersonal relationships

Key Concepts 6.1

Key Concepts 6.2

Reflective Exercise 6.2: What are interpersonal relationships?

Interpersonal theories of nursing

Key Concepts 6.3

Reflective Exercise 6.3: Returning to the metaparadigm

Key Concepts 6.4

Key Concepts 6.5

Table 6.1 How interpersonal theories define nursing and denote the focus, goals and interventions of nursing.

Reflective Exercise 6.4: Theory selection

Key Concepts 6.6

Key Concepts 6.7

Reflective Exercise 6.5: Testing assumptions

Table 6.2 Phases and roles within Peplau’s theory.

Reflective Exercise 6.6: Peplau’s theory?

Implications for nurse education

Key Concepts 6.8

Social capital

Key Concepts 6.9

Threats to the development of interpersonal relationships in nursing and the use of interpersonal theories

Key Concepts 6.10

Pace of modern health care

Measuring interpersonal relationships

Increased technology

Reflective Exercise 6.7: Connected health

Role drift

Key Concepts 6.11

Reflective Exercise 6.8

Conclusion

Revision Points

Additional reading

Useful web links

7 How to select a suitable model or theory

Outline of content

Learning outcomes

Introduction

Key Concepts 7.1

Reflective Exercise 7.1: Change

Selecting an appropriate nursing theory

Reflective Exercise 7.2

Key Concepts 7.2

Potential problems when selecting a nursing theory

American or UK nursing theories?

Reflective Exercise 7.3: Why America?

Key Concepts 7.3

Ethical and moral issues

Reflective Exercise 7.4: Ethical considerations

Length of patient stay

Nurses’ knowledge of nursing theories

The implications of a wrong choice

Reflective Exercise 7.5

Hybrid nursing theories

Reflective Exercise 7.6

Method of choice

Single or multiple theories?

Key Concepts 7.4

Nursing theories versus midwifery theories

Inherent limitations of theories

Social and political issues

Key Concepts 7.5

Reflective Exercise 7.7: Biomedical model

Staff attitudes

Choosing a suitable nursing theory

The criteria

Clinical setting

Origin of the theory

Paradigms as a basis for choice

Simplicity

Key Concepts 7.6

Patients’ needs

Understandability

Reflective Exercise 7.8: Understandability and jargon

Further supporting criteria

Nurses’ own philosophy as a basis for selecting a theory

Key Concepts 7.7

A strategy for choice

Key Concepts 7.8

Reflective Exercise 7.9: Theory selection

Who should select the theory?

Key Concepts 7.9

Nursing theories or theories developed by another discipline?

Key Concepts 7.10

Reflective Exercise 7.10: Borrowed theory

Conclusion

Revision Points

Additional reading

Useful web links

8 Research and theory: some relationships

Outline of content

Learning outcomes

Introduction

Building theory through research: an inductive approach

Reflective Exercise 8.1: Phenomena to theory?

Reflective Exercise 8.2: Extraneous variables?

Key Concepts 8.1

Popper’s boat

Key Concepts 8.2

Is the link between theory and research strong?

Reflective Exercise 8.3: Propositions from grand theory

Research in nursing

Key Concepts 8.3 Research-theory relationship

Key Concepts 8.4

Theory-generating research (TGR)

Research approaches to theory generation

Reflective Exercise 8.4: Types of qualitative research

The research process in TGR

Key Concepts 8.5

Figure 8.1 Examples of propositional diagramming.

Table 8.1 Types of propositional statements developed through theory-generating research.

Theory-testing research (TTR)

Key Concepts 8.6

Figure 8.2 A typical theory testing process.

The research process

Theory-framed research (TFR)

Key Concepts 8.7

Theory-evaluating research (TER)

Key Concepts 8.8

Reflective Exercise 8.5: Theory evaluation

The empirical relationship between theory and research

Table 8.2 The relationship between levels of theory and levels of research.

Table 8.3 Relationships between types of theory and research methods.

Key Concepts 8.9

Table 8.4 Carper’s ways of knowing as related to research approach.

Strategies for theory development through research

Theory-practice-theory strategy

Practice-theory strategy

Research-theory strategy

Theory-research-theory strategy

Practice-theory-research-theory strategy

Taking in

Key Concepts 8.10

Description of phenomenon

Labelling

Concept development

Table 8.5 Developing concepts.

Propositional development

Explicating assumptions

Sharing and communication

Role of the study

Key Concepts 8.11

Conclusions

Revision Points

Additional reading

Useful web links

9 Criteria for theory description, analysis and evaluation

Outline of content

Learning outcomes

Introduction

Figure 9.1 Theory description, analysis and evaluation.

The evaluator of a nursing theory

Significance of the theory

Key Concepts 9.1

Step 1: Theory description

The theory’s author

Reflective Exercise 9.1: Core parts of a theory

Reflective Exercise 9.2: Levels of abstraction and scope

Origins and logical development of a theory

Reflective Exercise 9.3: Philosophies and their influence on nurse theorists

Step 2: Theory analysis

Key Concepts 9.2

Concept analysis

Table 9.1 Concept analysis.

Reflective Exercise 9.4: Antecedents and consequences

Reflective Exercise 9.5: Analysis of a concept

Internal and external criteria

Table 9.2 Analysis and evaluation of theories by various authors.

Table 9.3 Theory evaluation.

Scope of the theory

Theory context

Theory content

Figure 9.2 Difference between inductive and deductive development of theory.

Step 3: Theory evaluation

Clarity

Simplicity and complexity

Reflective Exercise 9.6: Clarity, simplicity and complexity

Importance and significance

Reflective Exercise 9.7: The criteria of importance and significance

Adequacy

Key Concepts 9.3 Empirical indicators

Testability

Figure 9.3 Testing theory.

Acceptance

Key Concepts 9.4 Set or model of criteria for evaluation

Conclusion

Revision Points

Additional reading

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