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Overview of theories Flashcards

1
Q

It is the unique theories and perspectives used by a
discipline that distinguishes it from other disciplines.

A

Overview of Theory

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2
Q

Theories of a discipline

A

Clarify basic assumptions and values

Define the nature and purpose of
practice

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3
Q

A systematic explanation of an event in which constructs
and concepts are identified and relationships are
proposed and predictions made

A

Theory

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4
Q

A system of interrelated propositions used to predict,
explain, understand, and control a part of the empirical
world

A

Theory

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5
Q

Are composed of concepts, propositions, and laws; can
be communicated

A

Theories

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6
Q

Vary according to the number of elements,
characteristics and complexity of the elements, and type
of relationships among the elements

A

Theories

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7
Q

Are invented rather than discovered

A

Theories

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8
Q

a tentative suggestion that a
specific relationship exists between two concepts or
propositions.

A

hypothesis

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9
Q

Theory provides structure and organization for nursing
knowledge.

A

Theory in nursing

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10
Q

Theory provides systematic means of collecting data to
describe, explain, and predict phenomena of importance
to nursing.

A

Theory in nursing

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11
Q

Theories define and clarify nursing and distinguish it from
other caring professions.

A

Theory in Nursing

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12
Q

Identify certain standards for nursing practice
❖
Identify settings in which nursing practice should occur
and the characteristics of what the model’s author
considers recipients of nursing care

❖Identify distinctive nursing processes and technologies to
be used, including parameters for client assessment,
labels for client problems, a strategy for planning, a
typology of intervention, and criteria for evaluation of
intervention outcomes

A

Uses of Theory in Nursing #1

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13
Q

❖Direct the delivery of nursing services
❖Serve as the basis for clinical information systems,
including the admission database, nursing orders, care
plan, progress notes, and discharge summary
❖Guide the development of client classification systems
❖Direct quality assurance programs

A

Uses of Theory in Nursing #2

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14
Q

beliefs about phenomena that are
accepted as true

A

assumptions

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15
Q

abstract elements of a phenomenon necessary
to understand it

A

concept

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16
Q

complex concepts; comprises more than one
concept and built or “constructed” to fit a purpose

A

construct

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17
Q

specific and concrete identifiers of
concepts; method used to observe or measure the
concept(s)

A

empirical indicator

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18
Q

graphic or symbolic representation of a
phenomenon

A

model

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19
Q

organizing framework that contains concepts,
theories, assumptions, beliefs, values, and principles that
form the way a discipline interprets the subject matter
with which it is concerned

A

paradigm

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20
Q

a statement of beliefs and values about
human beings and their world

A

philosophy

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21
Q

indicate specific relationships
between two or more concepts; may be propositions,
hypotheses, laws, or theorems

A

relationship statements

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22
Q

o Nurses were trained in hospitals.
o Education was controlled by the hospital
and doctors.
o Education and practice were based on
tradition, rules, and principles and focused
on technical skills.
o Apprentice form of education

A

Silent knowledge stage (1870s–1940s)

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23
Q

o Serious nursing shortage
o Hill-Burton Act increased the need for nurses.
o Nursing for the Future published—promoted
nursing education in universities

A

Received knowledge stage (1945–1960)

24
Q

o Testing for registration began.
o Nursing Research first published
o Books on nursing research and theory were
published.
o Slow growth of graduate education—nurses
questioning practice

A

Received knowledge stage (1945–1960)

25
Q

o Dickoff et al. published articles on theory
development and theory for a practice
discipline.
o Number of nursing theorists grew.

A

Subjective knowledge stage (1960–1970)

26
Q

o Nursing viewed as an academic discipline
o Theories became the framework for nursing
education.
o More nursing theories were published.

A

Procedural knowledge stage (1970–1985)

27
Q

❖Procedural knowledge stage (1970–1985)—
o What are the consensus developed regarding the common
elements of nursing?

A

▪ Person or client (man)
▪ Health
▪ Nursing
▪ Environment

28
Q

o What are the Books published on Procedural knowledge stage (1970–1985)?

A

▪ Theory evaluation/critique
▪ Theory application
▪ Theory construction

29
Q

Graduate courses on nursing theory implemented

A

Procedural knowledge stage (1970–1985)

30
Q

o Incorporation of philosophy of science courses into
graduate programs
o Development of middle range and practice
theories

A

Constructed knowledge stage (1985–2010+)

31
Q

o Increasing focus on “evidence-based practice”
o Continued development of middle range and
situation-specific theories
o Attention to “translation” of research in practice

A

Integrated knowledge stage (2010–Present)

32
Q

theory about theory

A

metatheory

33
Q

In nursing, metatheory focuses on broad issues.
o What are the philosophical issues

A

-Philosophical worldviews (perceived view vs.
received view)
▪ Nature of health and man; purpose of nursing
▪ Appropriate level of nursing theory

34
Q

In nursing, metatheory focuses on broad issues.
o What methodological issues

A

▪ Processes of theory evaluation
▪ Processes of knowledge development

35
Q

o Most complex and broad theories
o Attempt to explain broad areas within a discipline

A

Grand theories

36
Q

What are the characteristics of grand theory

A

▪ Nonspecific
▪ Composed of relatively abstract concepts and
propositions
▪ Are not generally amenable to testing
▪ May incorporate other theories

37
Q

o More circumscribed than grand theories
o Contain a limited number of concepts that are
operationally defined
o Focus on a limited aspect of reality
o Propositions may be tested through research.

A

Middle range theories

38
Q

o A description of a particular phenomenon
o An explanation of the relationship between
phenomena
o Prediction of the effects of one phenomenon or
another

A

Middle range theory

39
Q

o Called microtheories, prescriptive theories, situationspecific theories
o Least complex; contain fewest concepts
o Refer to specific, easily defined phenomena
o Limited to specific populations or fields of practice
o Often use knowledge from other disciplines

A

Practice Theories

40
Q

❖Describe, observe, and name concepts
❖Do not explain how or why concepts are related
❖Provide observation and meaning regarding phenomena
❖Generated and tested through descriptive research

A

Descriptive Theories—Factor Isolating

41
Q

❖Relate concepts or propositions to one another
❖Attempt to explain how or why concepts are related
❖Focus on correlations or rules that regulate interactions
❖Developed through correlational research

A

Explanatory Theories—Factor Relating

42
Q

❖Explicate conditions under which concepts are related
and relational statements are able to describe future
outcomes consistently
❖Experimental research is used to generate and test them.

A

Predictive Theories—Situation Relating

43
Q

❖Prescribe activities necessary to reach defined goals
❖Address actions and predict consequences of
interventions
❖Describe the prescription (action or intervention),
consequence, type of client, and condition

A

Prescriptive Theories—Situation
Producing

44
Q

Issues in Theory Development in Nursing

A

❖Borrowed versus unique
❖Metaparadigm

45
Q

the most global perspective of a
discipline

A

metaparadigm

46
Q

The primary phenomena that are of interest to a
discipline

A

metaparadigm

47
Q

Explains how the discipline deals with phenomena in a unique manner

A

metaparadigm

48
Q

o Domain is distinctive from other disciplines.
o Encompass all phenomena of interest to the
discipline
o Are perspective-neutral (concepts and propositions
do not represent a specific perspective or worldview)
o Must be international in scope and substance (do not
reflect national, cultural, or ethnic beliefs and values)

A

Characteristics of a metaparadigm

49
Q

Most scholars and theorists consider that nursing’s
metaparadigm consists of the concepts of:

A

o Person and health
o Person and environment
o Health and nursing
o Person, environment, and health

50
Q

o Being consisting of physical, intellectual, biochemical,
and psychosocial needs
o Human energy field
o Holistic being
o Open system
o Integrated whole
o Being who is greater than the sum of his or her parts

A

Person

51
Q

o The ability to function independently
o Successful adaptation to life’s stressors
o Achievement of one’s full life potential
o Unity of mind, body, and soul

A

Health

52
Q

the concept reflecting greatest diversity in
nursing theory.

A

health

53
Q

o External elements that affect the person
o Internal and external conditions that influence the
organism
o Significant others with whom the person interacts
o An open system with boundaries that permit the
exchange of matter, energy, and information

A

Environment

54
Q

is a science, art, and practice discipline.

A

nursing

55
Q

Goals of nursing include:

A

o Care of the well
o Care of the sick
o Assisting with self-care
o Helping individuals attain their human
potential

TFN (4 decks)

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