Falsafah

Shanti Wardaningsih
 What differentiates a profession from an

occupation?
▪ Defined knowledge base

▪ Power & authority over training & education
▪ Registration
▪ Altruistic service
▪ Code of ethics
▪ Lengthy socialization
▪ Autonomy, and accountable to public
▪
 What distinguishes one
academic discipline from
another?
▪ Structure and tradition, ie delineation
▪ Language
▪ Worldview, ie philosophy
▪ Professional disciplines practical; research is prescriptive and
descriptive
▪ Methods of knowledge development
Science is logical, systematic, & coherent way to
solve problems and answer questions
Pure or basic (aka ‘bench science)
Natural, human, or social
Applied or practical
Philosophy studies concepts that structure
thought processes, foundations, and
presumptions
Nature of existence
Morality
Knowledge and reason
Human purpose
From what philosophers is nursing generally
drawn?
۩ Descartes & Spinoza (1600’s) …rationalists: ‘reason is superior to
experience as a source for knowledge’ … through deduction and
mathematics
۩ Bacon (1600) …empiricist: experimentation and scientific method
۩ Kant (1700) …knowledge is relative; mind

is active in knowing
۩ Received View: rationalism … positivism …empiricism:
Observation, testing, verification, explain, predict, mathematical,
deduction, parts of the whole. Logical Positivism dominant
philosophy of science until 1950’s
۩ Perceived View: (aka interpretive view) phenomenology, human

science, experience, context, holism, understanding meaning,
patterns; feminism, critical theory (influence of gender, culture,
society, & power)
 Nursing philosophy: foundational and universal
assumptions, belief system & principles of the
profession; Epistemology (nature of knowledge);
Ontology (nature of existence)
Nursing science: discipline-specific knowledge of

relationships of human responses in health and
illness
A model that explains
the linkages of
science, philosophy,
and theory accepted
and applied by the
discipline (Alligood
and Marriner – Tomey,
2002)
3-9
 Philosophy
of Science of Nursing establishes the
meaning of science
“Scientific knowledge is transformed into nursing

knowledge though contexts of nursing practice”
(Reed, 2000/2009, p.100)
 Carper’s patterns of
knowing (1978)
 Empirics
 Esthetics
 Personal knowledge
 Ethics
▪Schultz and Meleis (1988):

Clinical, conceptual, empirical
 Wilhelm Dilthey (1833-1911) concepts,
methods, theories fundamentally different
from natural sciences
 Interpretation of phenomena
 Embrace subjectivity
 Understand the nature of experience
 Holistic approach
 A set of concepts,
definitions,
relationships, and
assumptions that project
a systematic view of a
phenomena
 It may consist of one or
more relatively specific
and concrete concepts
and propositions that
purport to account for,
or organize some
phenomenon (Barnum,
1988)
3-13
 Concepts – ideas and mental
images that help to describe
phenomena (Alligood and
Marriner-Tomey, 2002)
 Definitions – convey the
general meaning of the
concepts
 Assumptions – statements that
describe concepts
 Phenomenon – aspect of
reality that can be
consciously sensed or
experienced (Meleis, 1997).
3-14
 The view or
perspective of the
discipline
 It contains the
subject, central
concepts, values and
beliefs, phenomena
of interest, and the
central problems of
the discipline
3-15
 Nursing has
identified its domain
in a paradigm that
includes four
linkages:
1) person/client
2) health
3) environment
4) nursing
3-16
3-17
 It guides nursing
practice and
generates knowledge
 It helps to describe
or explain nursing
 Enables nurses to
know WHY they are
doing WHAT they are
doing
3-18
 Grand theories – broad
and complex
 Middle-range theories-
address specific
phenomena and reflect
practice
 Descriptive theories –
first level of theory
development
 Prescriptive theories –
address nursing
interventions and
predict their
consequences
3-19
 Everyday practice enriches
theory
 Both practice and theory are
guided by values and beliefs
 Theory helps to reframe our
thinking about nursing
 Theory guides use of ideas
and techniques
 Theory can close the gap
between theory and research
 To envision potentialities
(Gordon, Parker, & Jester,
2001)
3-20
 Organize patient data
 Understand patient data
 Analyze patient data
 Make decisions about
nursing interventions
 Plan patient care
 Predict outcomes of care
 Evaluate patient
outcomes
(Alligood, 2001)
3-22
 By
asking yourself
two very important
questions…..
3-23
 What is the nature of
knowledge needed for
the practice of nursing?
 What does it mean to me

to practice nursing?
3-24
3-25
 Systems theory
 Basic Human Needs
theory
 Health and Wellness
Models
 Stress and Adaptation
 Developmental
Theories
 Psychosocial Theories
3-26
 Theory provides direction
for nursing research
 Relationships of
components in a theory
help to drive the research
questions for
understanding nursing
 Chinn and Kramer (2004),
indicate a spiral
relationship between the
two
3-27
 Medical science
 Nursing education
 Professional nursing
organizations
 Evolving research
approaches
 Global concerns
 Consumer demands
 Technologies
3-28
Define theory Trace the
and list development
characteristics of a nursing
of a theory theory
Describe the Describe the

components of different types
a theory and of theories and
its use examples of
each.
3-29
Purpose
Concepts
Definitions
Propositions
Structured ideas
Tentative
Describe a phenomenon or occurrence
3-30
1.Purpose “Why is the theory
formulated”
2.Concepts are building blocks of

theory – ideas, mental images of a
phenomenon, an event or object
that is derived from an individual’s
experience and perception
3-31
3.Has a major concept like nursing,
person, health or environment.
4. Definitions give meaning to

concepts which can either be
descriptive or procedural (stipulate-
use of term within the theory)
3-32
Propositions are
expressions of
Assumptions-
relational
accepted “truths”
statements between
that are basic and
and among the
fundamental to the
concepts. It can be
theory. Or value
expressed as
assumptions where
statements,
what is good or right
paradigms or figures
or ought to be.
. AKA as theoretical
assertions
3-33
1. Systematic, logical and coherent
(orderly reasoning,no contradictions)
2. Creative structuring of ideas
mental images of one’s experiences and
create different ways of looking at a
particular event or object.
3. Tentative in nature ( change over time or
evolving but some remain valid despite
passage of time)
3-34
 Role of nurses where
questioned; what
they do, for whom
where and when
were determined.
 purpose of nursing,
process of theory
development was
discussed
3-35
Brought leading scholars and theorists to discuss
and debate on issues regarding nursing science
ad theory development.
3-36
 Writings of Dickoff,
James and Wiedenbach
“Theory in a Practice
Discipline” influenced
the theoretical thinking
in nursing . They
presented a definition
of nursing theory and
goals for theory
development in nursing,
approaches where
discussed
3-37
client nurse
`
environment
3-38
3-39
 Grand Theories
 Middle-Range Theories
3-40

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Shanti Wardaningsih

 What differentiates a profession from an

▪ Defined knowledge base

۩ Bacon (1600) …empiricist: experimentation and scientific method

۩ Kant (1700) …knowledge is relative; mind

۩ Perceived View: (aka interpretive view) phenomenology, human

Nursing science: discipline-specific knowledge of

“Scientific knowledge is transformed into nursing

▪Schultz and Meleis (1988):

 What does it mean to me

Describe the Describe the

2.Concepts are building blocks of

4. Definitions give meaning to

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