Structure of Nursing Knowledge
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each of the black spaces below before clicking
on it to display the answer.
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| These are regarded as interdependent components of the scientific process | show 🗑
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| show | Theories
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| This involves testing a given theory, developing new applications of a theory, or extending a theory | show 🗑
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| It is an important process and the first step in applying nursing theoretical works to education research administration or practice | show 🗑
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| show | Clarity
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| - sufficient, comprehensive, provides guidance - have as few concepts possible - simplistic to aid clarity | show 🗑
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| show | Generality
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| addresses to what extent the concepts and purposes of the theory can be attained | show 🗑
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| "Does this theory create understanding that is important to nursing?" (Chinn & Krammer, 2015) | show 🗑
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| show | Theory
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| show | Nursing Theories
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| show | Stages in the Development of Nursing Theory
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| show | Silent Knowledge
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| - Learning through listening to others. - Theories were borrowed from other disciplines - they relied on the authority of educators, sociologists, psychologists and anthropologists to provide answers to nursing problems | show 🗑
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| show | Subjective Knowledge
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| Includes both separate and connected knowledge. Emphasis was placed on the procedures used to acquire knowledge, with focused attention to the appropriateness of methodology, the criteria for evaluation, and statistical procedures for data analysis. | show 🗑
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| Combination of different types of knowledge Recognition that nursing theory should be based on prior empirical students, theoretical literature, client reports and the nurse scholar's related knowledge about the phenomenon of concern. | show 🗑
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| show | Integrated Knowledge
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| Components of Theory | show 🗑
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| show | Concept
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| It conveys the general meaning of the concepts in a manner that fits the theory. | show 🗑
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| show | Theoretical definition
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| show | Operational definition
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| - statements that describe concepts or connect two concepts that are factual. - "taken for granted" statements that determine the nature of the concepts, definitions, purpose, relationships and structure of the theory | show 🗑
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| show | Phenomenon
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| A set of interrelated concepts that symbolically represents and conveys a mental image of a phenomenon | show 🗑
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| - It is an educated guess based upon observation. - Can be supported or proven false by experimentation or continued observation. | show 🗑
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| show | Theoretical Model
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| show | Metatheory, Grand Theory, Middle Range Theory, Practice Theory
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| - These are theories whose subject matters some other theories (theories about theories) - It describes the philosophical basis of the disciple | show 🗑
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| It describes comprehensive conceptual frameworks. Focus on broad, nonspecific and general areas and concepts. They lack operational definitions. | show 🗑
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| They have more limited scope, less abstraction, address specific phenomena or concepts and reflect practice (e.g. pain, stress, adaptation). They are more precise and highly specific in nursing. They are easier to apply for research studies. | show 🗑
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| They are also called situation-specific theories, prescriptive theories and are the least complex and "action-oriented". | show 🗑
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| show | descriptive, explanatory, predictive
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| show | Factor-isolating theories (descriptive theories)
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| They relate concepts and describe the interrelationships; deal with cause and effect and correlations that regulate interactions. | show 🗑
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| This predicts occurrence of a phenomenon when the cause is Experimental research is used to generate and test them | show 🗑
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Created by:
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