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HH/NURS 1511: Development of Self as Nurse: Professionhood and Knowledge of Nursing I Class 1: York University School of Nursing Fall

2011 Course Director: Sheila Lewis

Professionhood and Knowledge of Nursing: Agenda Class 1 Getting to Know Each Other Course Overview and Learning Evidences Small Group: Learning Agreement Exploring Personal Perspectives of Nursing: assumptions, values & beliefs What is nursing theory? Why are theories important in nursing? Professionhood and Knowledge of Nursing: Focus of course: Socialization into the profession and discipline of nursing through exploration of nursing theory, with emphasis on human science theories and multiple ways of knowing

York School of Nursing philosophy Introduction Historical context of nursing theory Multiple ways of knowing Nursing theories, Information literacy skills and developing writing skills Critical thinking

HH/NURS 1511: Course Goals 1. Examine the influence of nursing history 2. Examine various human science theories 3. Reflect upon relevance of theory to praxis 4. Apply program philosophy and professional standards 5. Apply multiple ways of knowing to understanding learning experiences 6. Develop basic information literacy skills.

Concepts to Explore: Characteristics of Professions Unique body of knowledge Extensive education Professional bodies (e.g. CNO, CNA, RNAO) Self regulation Service to others Code of ethics

HH/NURS 1511: Development of Self as Nurse: Professionhood and Knowledge of Nursing I Class 1: York University School of Nursing Fall 2011 Course Director: Sheila Lewis

Course Text for 1511 Professionhood and Knowledge of Nursing Parker, M.E., Smith, M.C. (2010). Nursing theories and nursing practice (3rd ed.). Philadelphia, PA: F.A. Davis Co.

Barretts Theory of Power as Knowing Participation in Change http://www.drelizabethbarrett.com/ba ckground/diagram-barretts-theorypower-knowing-participation-change

-Available in hard copy or electronically through Course Smart at http://www.coursesmart.com/nursing-theoriesand-nursing-practice-3rd/marilyn-e-parkermarlaine-c-smith/dp/9780803625280 -Also available electronically through the York University Library at https://www.library.yorku.ca/online/login.php HH/NURS 1511 Learning Evidences Learning Evidences: Quiz week 4, 8, 11 First multiple choice /short answer quiz includes all readings and class lecture & discussion from week 1-3 inclusive

Learning Evidences for 1511: Participation (5%) Each group will take responsibility for facilitating a response to one case study/lived experience in class based on a specific nursing theory or nursing knowledge concept Sign- up sheet for this

Group Process: 4 Rs Respect (for each other), Relevance (to your values & beliefs), Reciprocal relationships (between each other and with me), Responsibility (through participation)

Learning Evidences:In-Class Writing with Barrett (30%) Week 6 (Oct. 21) See page 4 course outline During week 5 (Oct. 7) the librarian will present library resources (Ilo Maimets) Conduct search on Barretts Power as Knowing Participation in Change (PKPC) theory Write your draft Week 6 (Oct. 21) write response to case (closed book)(*no notes in class)

Class and Group Process (due week three) Maximum of 8-10 per group Write a group contract for your expectations of each other (1 page); include date of your facilitation if known Include your group name, individual names and e-mails and a picture with names of each person in your group Include brief bio of each person 2

HH/NURS 1511: Development of Self as Nurse: Professionhood and Knowledge of Nursing I Class 1: York University School of Nursing Fall 2011 Course Director: Sheila Lewis

Group Facilitation of Class Guidelines Sign up for 1 class Review the material for your concept/theory Consider one key learning and engage class in this learning (e.g. role play, aesthetic, video format if possible) Limit 10 minutes

Questions to Consider Art: Leland Bell: Discovering Wisdom (with permission) reference: http://www.whetung.com/bell.html How do we know what we know? What is my way of being in the world as a person and as a nurse How do nursing theory, knowledge and professional practice standards inform nursing practice? Where do nursing theories come from and how does it matter if a nurse is guided by theory?

Group Formation Groups of 8-10 Learn each others names and something about each other Choose a group name (reflects Professionhood and Knowledge of Nursing) Anthem(from the album The Future by Leonard Cohen) Art by Leland Bell: Storyteller (with permission) reference: http://www.whetung.com/bell.html

Nursing Knowledge Nursing knowledge is produced, not simply acquired

Theory (Parker & Smith, 2010, p. 7) a general term, a notion or an idea that explains experience, interprets observation, describes relationships, and projects outcomes (p. 7)

Ring the bells that still can ring Forget your perfect offering There is a crack in everything Thats how the light gets in http://www.youtube.com/watch?v=_e39UmEn qY8

What is nursing theory? Nursing Theory (Watson 1985, p. 1 as cited in Parker & Smith, 2010, p. 7) an imaginative grouping of knowledge, ideas, and experience that are represented symbolically and seek to illuminate a given phenomenon (p. 7)

HH/NURS 1511: Development of Self as Nurse: Professionhood and Knowledge of Nursing I Class 1: York University School of Nursing Fall 2011 Course Director: Sheila Lewis

Historical Context: How do we as nurses define ourselves? Nursing is still defined by doing, by tradition, and by strict rationality and power, not by a human caring ethic or ethos (Watson, 1999, p.7). Nursing Theory and the Discipline of Nursing Developed by S. Gordon (2010): What is Nursing and How is it Defined?

knowledge, values, processes) (Parker & Smith, 2010, p. 4) Attributes of a Discipline(Gordon, 2010) Domain: Boundaries or focus of the discipline Domain in Nursing: Phenomena of interest Problems Main content and methods Roles of discipline members (Parker & Smith, 2010, p. 4-5)

By function or activity? By elements of the nursing process? by the nurse-patient relationship? By coordination of nursing care?

Domain of Nursing Concerned With (Gordon, 2010) Principles that govern life processes and well-being Patterning of human behavior in interactions with the environment in critical life situations Processes by which positive changes in health status are affected Buthow is this described?

Nursing as a Field of Study or Discipline (Gordon, 2010) Florence Nightingale taught us that nursing theories describe: What is nursing What is not nursing See York University SON Philosophy

What guides professional practice in nursing? (Gordon, 2010) Unique focus that directs inquiry that distinguishes nursing from other disciplines Nursing knowledge as a guide to professional practice (shared

HH/NURS 1511: Development of Self as Nurse: Professionhood and Knowledge of Nursing I Class 1: York University School of Nursing Fall 2011 Course Director: Sheila Lewis

Categories of knowledge structure of nursing: Metaparadigm person, environment, health and nursing Philosophy specifies definitions of metaparadigm concepts and meaning of nursing phenomena (ie. Nightingale, Watson) Conceptual models frameworks/paradigms that provide a view of nursing; dont provide testable truths Nursing theory grand theory (ie. Rogers), middle range theory (ie. Goal attainment in adolescent diabetic patients in community); can be tested ; Micro/practice theory (e.g. Best Practice Guideline)

What are nursing theories? nurses will learn that they are the theories; theories are not separate and detached from their being, but a living thought system that both informs and guides nursing into this new century, while sustaining the finest of the historical heritage and roots of nursing (Watson, 2004 in Sitzman & Eichelberger, p. xii). What do nursing theories answer? Is there a unique body of nursing knowledge? What do nurses do that is unique? What are the core concepts of nursing? Does nursing improve outcomes? Does practice encompass wholeness? Dimensions of Nursing Knowledge: Ontology Ontology the nature of reality (Whall, 2005); the meaning of being; asks what does it mean to be human, to be healed, to be cured, to be caring and cared for; move from being human as separate and independent person to being in relation with and seeking harmony with all else in the universe (Watson, 1999, p. 289)

HH/NURS 1511: Development of Self as Nurse: Professionhood and Knowledge of Nursing I Class 1: York University School of Nursing Fall 2011 Course Director: Sheila Lewis

Ontology of the Human Science Paradigm Human beings are unitary wholes We are in continuous interrelationship our world Human experience is the basis of meaning We have choice to participate Music by Bonnie Couchie (Pic River, Ontario)Pretty Stories http://www.myspace.com/bonniecouch ie/music/songs/pretty-stories55016716

Next Week: Class 2 Read Parker and Smith Chapter 1-4 (this includes Nightingale) Read Barrett article on What is Nursing Science?

Epistemology The structure of knowledge (Whall, 2005); Nature of knowledge, ways of knowing and how one knows what one knows; a branch of philosophy that investigates the origin, nature, methods and limits of human knowledge (Watson, 1999, p. 288)

Epistemology of the Human Science Paradigm Caring and relationship primary Focus on person and their experience and what it means to them Nursing with full co-participation with patient and others

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