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FNP Theory
Chinn and Kramer
| Question | Answer |
|---|---|
| Mental image derived largely from indirect evidence that is not easily presented by a specific empiric indicator | Abstract Concept |
| Useful for questioning and clarifying the degree to which concepts have indicators in observable reality and how attainable the outcomes, goals, and purposes of the theory are | Accessibility |
| Discursive representation of meaning for expressions of aesthetic knowledge | Aesthetic Criticism |
| Perception of deep meanings that call forth inner creative resources that transform experience into what is not yet real but possible; integrated into practice as transformative art/acts | Aesthetics |
| Deals with a narrow scope of phenomena | Atomistic Theory |
| Premise type in deductive logic relatively firm | Axiom |
| Process that involves a deliberate focus on inner feelings, perceptions, and experiences and that involves contemplation and introspection to form deep inner personal meaning from life experiences | Centering |
| Useful for questioning and understanding the degree to which a theory is semantically and structurally lucid and consistent | Clarity |
| Components include purpose, concepts, definitions, relationships, structure, and assumptions | Components of Theory |
| Derived from premises in deductive logic system; may take the form of theorem or hypothesis | Conclusions |
| In qualitative research, process of establishing the validity of empiric theory and research | Confirmation |
| Form of formal expression of emancipatory knowledge | Critical Analysis |
| Combining of qualitative and quantitative approaches to date collection to reduce bias | Critical Multiplism |
| A process of uncovering hidden and oppressive assumptions, ideologies, and frames of reference within text | Deconstruction |
| Form of reasoning that moves from the general to the specific | Deduction |
| Process of making things visible, especially oppressive social practices | Demystification |
| Interconnected systems or patterns of language, symbols, and human communications that create meanings and behavior | Discourse |
| Focuses on understanding patterns of language and symbolic systems of communication such as TV, artwork, ads | Discourse Analysis |
| Pattern of knowing that makes social and structural change possible; utilizes praxis | Emancipatory Knowing |
| Value-motivated and constant reflection and action to transform the world; fundamental principle of emancipatory knowing | Praxis |
| Focused on the use of sensory experience for creation of mediated knowledge expressions | Empirics |
| Growing capacity to exercise will, have voices heard, and claim full human potential | Empowerment |
| Process of imagining forms, ways of being, actions, and outcomes | Envisioning |
| Pertaining to the "stem" of basis of knowledge; how knowledge is created | Epistemology |
| Grounded in integration of patient preferences, sound nurse clinical judgement, best research evidence, and health care context | Evidence-based Nursing Practice |
| Trait of theory useful for questioning, clarifying, and understanding range of phenomena | Generality |
| Theory that deals with broad goals and concepts that represent total range of phenomena concern within a disciple; imply macro, molar, and wholistic theory | Grand Theory |
| Generated from inductive research processes and where source of data is empiric evidence | Grounded Theory |
| Interconnected network of dominant views, values, assumptions, ideologies, and patterns of thought that benefit privileged groups | Hegemony |
| Inquiry approach for interpreting text that considers the historical situation | Hermeneutic Inquiry |
| Ideals and values that dominate the discourses of culture or society that are often unfair and unjust and typically go unquestioned | Ideology |
| Form of reasoning that moves from the specific to the general | Induction |
| Theory that deals with broad scope of phenomena | Macro Theory |
| Formal expression of emancipatory knowledge; action oriented and impassioned portrayals of that which is problematic, description of envisioned ideals, and action required for change | Manifesto |
| Theory of the nature of theory and the processes for its development | Metatheory |
| Language that transcends other language | Metalanguage |
| The worship of methodology in research; adherence of rules of method without regard to value or utility of methodology for answering questions of importance | Methodolotry |
| Theory that is narrow in scope | Micro Theory |
| Embodies concepts, relationships, and purposes that reflect limited aspects of broad phenomena; more easily linked to perceptible events and situations | Middle-Range Theory |
| Rise of traditional science with focus on objectivism and reliance on reason for creation of knowledge | Modernism |
| Use of many voices for methods, data sources, and interpretations in research and knowledge development | Multivocality |
| Focuses on interrelationships among elements in story; typically chronologically | Narrative Analysis |
| Pertaining to ways of being in the world; perspectives on existence and experience of being | Ontology |
| Worldview or overarching frame of reference directing knowledge development | Paradigm |
| Trait of theory that incorporates both simplicity and generality | Parsimony |
| Used in deductive logic for forming a conclusion; example is hypothesis | Premises |
| Philosophic stance that the whole can be partitioned and understood through generalizations that are made from a study of the parts | Reductionism |
| Criterion for authentication of emancipatory knowledge; reduction of conditions that create a disadvantage for some and advantage for others | Social Equity |
| Cluster around a concept that is of interest to nursing such as pain alleviation or fatigue | Substantive Middle-Range Theory |
| Criterion for authenticity of emancipatory knowledge; establishes how well the envisioned and implemented social change survives and thrives | Sustainability |
| Research designed to move evidence into the clinical area by evaluating outcomes in the practice setting | Translational Research |
| Auumption that the whole is greater that the sum of its parts; may be used to imply macro or grand theory | Wholistic Theory |
| Structured knowledge that is used by members of a discipline to guide their practice or work; consists of metaparadigm, world view, and paradigm | Body of Knowledge |
| Represents the worldview of a discipline ; consists of central concepts of person, environment, health, and nursing | Metaparadigm |
| Aka philosophy and refers to particular social or cultural groups outlook on and beliefs about its world | World View |
| Aka conceptual model; informs a discipline on how to interpret subject matter of concern. ` | Paradigm |
| A set of abstract and general concepts and propositions that integrate those concepts into a meaningful configuration | Conceptual Model |
| A creative and rigorous structuring of ideas that project a tentative, purposeful, and systematic view of phenomenon | Theory |
| Broadest in scope, less abstract than conceptual models; ex Leininger's Newman's, and Parse's theory | Grand Theory |
| Narrower in scope and relate to limited aspect of the real world. Ex Mishel's and Bradens | Middle Range Theory |
| How we measure the concept; Ex; Rosenberg's | Empirical Indicator |
| Aka concept; theoretical dimension represented in the real world by one or more variables | Construct |
| Idea or complex mental image of phenomena (object, event, property); building blocks of theory | Concept |
| Way of reasoning which generally involves moving from the general to the specific. A=B C=A so C=B | Eduction |
| Generated by hypothesis testing that can be observed through the senses | Empirics |
| The art or act of nursing; pattern of knowing by Carper | Aesthetics |
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