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Book Details
Abstract
Apply the five patterns of knowing to improve patient care! Knowledge Development in Nursing: Theory and Process, 10th Edition helps you understand nursing theory and its links with nursing research and practice. It examines the principles of knowledge development, from the relationship between patterns of knowing to their use in evidence-based nursing care. Written by nursing educators Peggy Chinn and Maeona Kramer, this unique book is updated with new examples from clinical practice.
- Coverage of the five Patterns of Knowing includes empiric, personal, aesthetic, ethical, and emancipatory knowledge, defining the different types of knowledge and how they relate to each other.
- Full-color map in the book and online animation depict how the patterns of knowing are related.
- Think About It questions sharpen your understanding of the emancipatory knowing process of praxis — a synthesis of thoughtful reflection, caring, and action.
- Discussion of evidence-based practice provides examples of how the five patterns of knowing may be applied to nursing practice.
- Interpretive summaries highlight the interrelatedness of all patterns of knowing, making it easier to master all dimensions of knowing.
- A glossary defines the key terms and concepts of nursing theory.
- NEW! Updated real-life examples bring complex concepts to life.
- NEW! Embedded prompts promote understanding and reflection: Why is this important?, Consider this, Imagine this, and Discuss this.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Model for Knowing and Knowledge Development | ES1 | ||
| KNOWLEDGE DEVELOPMENT IN NURSING: THEORY AND PROCESS | i | ||
| KNOWLEDGE DEVELOPMENT IN NURSING: THEORY AND PROCESS | iii | ||
| Copyright | iv | ||
| Preface | v | ||
| IN THANKS | viii | ||
| Reviewers | xi | ||
| Table of Contents | xii | ||
| 1 - Nursing’s Fundamental Patterns of Knowing | 1 | ||
| KNOWLEDGE FOR A PRACTICE DISCIPLINE | 2 | ||
| KNOWING AND KNOWLEDGE | 3 | ||
| OVERVIEW OF NURSING’S PATTERNS OF KNOWING | 5 | ||
| Emancipatory Knowing: The Praxis of Nursing | 5 | ||
| Ethics: The Moral Component of Nursing | 7 | ||
| Personal Knowing: The Self and the Other in Nursing | 8 | ||
| Aesthetics: The Art of Nursing | 10 | ||
| Empirics: The Science of Nursing | 11 | ||
| PROCESSES FOR DEVELOPING NURSING KNOWLEDGE | 12 | ||
| WHY DEVELOP NURSING’S PATTERNS OF KNOWING? | 20 | ||
| CONCLUSION | 23 | ||
| References | 23 | ||
| 2 - The History of Knowledge Development in Nursing | 26 | ||
| FROM ANTIQUITY TO NIGHTINGALE | 27 | ||
| NIGHTINGALE’S LEGACY | 28 | ||
| FROM NIGHTINGALE TO SCIENCE | 30 | ||
| Loss of the Nightingale Ideal | 30 | ||
| The Entrenchment of Apprenticeship Learning | 30 | ||
| PERSISTENCE OF NURSING IDEALS | 31 | ||
| KNOWING PATTERNS IN THE EARLY LITERATURE | 33 | ||
| Emancipatory Knowledge and Knowing | 34 | ||
| Ethical Knowledge and Knowing | 36 | ||
| Personal Knowledge and Knowing | 37 | ||
| Aesthetic Knowledge and Knowing | 38 | ||
| Empiric Knowledge and Knowing | 40 | ||
| THE EMERGENCE OF NURSING AS A SCIENCE | 41 | ||
| EARLY TRENDS IN THE DEVELOPMENT OF NURSING SCIENCE | 43 | ||
| Use of Theories Borrowed from Other Disciplines | 43 | ||
| Development of Philosophies and Conceptual Frameworks That Define Nursing | 44 | ||
| METALANGUAGE OF NURSING CONCEPTUAL FRAMEWORKS | 49 | ||
| Nursing | 49 | ||
| The Person | 50 | ||
| Society and Environment | 51 | ||
| Health | 51 | ||
| DEVELOPMENT OF MIDDLE-RANGE PRACTICE-LINKED THEORY | 52 | ||
| TRENDS IN KNOWLEDGE DEVELOPMENT | 53 | ||
| The Move Away from Methodolotry | 53 | ||
| Interpretive and Critical Approaches | 53 | ||
| Poststructuralist Approaches | 55 | ||
| Deconstruction and Postmodernism | 55 | ||
| CLINICAL APPLICATION AND PRODUCTION OF KNOWLEDGE | 56 | ||
| Evidence-Informed Practice | 56 | ||
| Practice-Based Evidence and Translational Research | 57 | ||
| Emergence of the Practice Doctorate | 58 | ||
| CONTEXTS OF KNOWLEDGE DEVELOPMENT | 59 | ||
| Values | 59 | ||
| Resources | 60 | ||
| CONCLUSION | 62 | ||
| References | 63 | ||
| 3 - Emancipatory Knowledge Development | 69 | ||
| THE CONCEPT OF EMANCIPATORY KNOWING | 70 | ||
| Emancipatory Knowing and Problem Solving | 74 | ||
| Emancipatory Knowing and Critical Thinking | 74 | ||
| Emancipatory Knowing and Reflective Practice | 75 | ||
| THE REBIRTH OF EMANCIPATORY KNOWING IN NURSING | 76 | ||
| Critical Theory | 76 | ||
| Liberation Theory | 77 | ||
| Poststructuralism | 78 | ||
| NURSING LITERATURE RELATED TO EMANCIPATORY KNOWING | 79 | ||
| THE DIMENSIONS OF EMANCIPATORY KNOWING | 81 | ||
| CRITICAL QUESTIONS: WHO BENEFITS? WHAT IS WRONG WITH THIS PICTURE? | 81 | ||
| CREATIVE PROCESSES: CRITIQUING AND IMAGINING | 82 | ||
| Creative Processes and the Fundamental Patterns of Knowing | 85 | ||
| INTEGRATING CREATIVE PROCESSES AND THE FUNDAMENTAL PATTERNS OF KNOWING | 86 | ||
| FORMAL EXPRESSIONS OF EMANCIPATORY KNOWING: ACTION PLANS, MANIFESTOES, CRITICAL ANALYSES, AND VISIONS FOR THE FUTURE | 87 | ||
| CONCLUSION | 90 | ||
| References | 90 | ||
| 4 - Ethical Knowledge Development | 94 | ||
| ETHICS, MORALITY, AND NURSING | 96 | ||
| Ethics | 97 | ||
| Morality | 98 | ||
| Interrelationship of Morality and Ethics | 98 | ||
| OVERVIEW OF ETHICAL PERSPECTIVES | 101 | ||
| Teleology and Deontology | 102 | ||
| Relativism | 102 | ||
| Virtue Ethics | 103 | ||
| NURSING’S FOCUS ON ETHICS AND MORALITY | 104 | ||
| DIMENSIONS OF ETHICAL KNOWLEDGE DEVELOPMENT | 106 | ||
| CRITICAL QUESTIONS: IS THIS RIGHT? IS THIS RESPONSIBLE? | 107 | ||
| CREATIVE PROCESSES: CLARIFYING VALUES AND EXPLORING ALTERNATIVES | 108 | ||
| Values Clarification | 108 | ||
| Exploration of Alternatives | 109 | ||
| Values Clarification and Exploration of Alternatives Using Ethical Decision Trees | 110 | ||
| FORMAL EXPRESSIONS OF ETHICAL KNOWING: PRINCIPLES AND CODES | 112 | ||
| CONCLUSION | 113 | ||
| References | 113 | ||
| 5 - Personal Knowledge Development | 116 | ||
| PERSONAL KNOWING IN NURSING | 119 | ||
| CONCEPTUAL MEANINGS OF PERSONAL KNOWING | 120 | ||
| PERSONAL KNOWING AS SPIRITUAL IN NATURE | 121 | ||
| PERSONAL KNOWING AS SELF-IN-RELATION | 122 | ||
| PERSONAL KNOWING AS DISCOVERY OF THE SELF AND THE OTHER | 122 | ||
| PERSONAL KNOWING AS UNKNOWING | 123 | ||
| SUMMARY: COMMON MEANINGS FOR PERSONAL KNOWING | 123 | ||
| DIMENSIONS OF PERSONAL KNOWING | 124 | ||
| CRITICAL QUESTIONS: DO I KNOW WHAT I DO? DO I DO WHAT I KNOW? | 124 | ||
| CREATIVE PROCESSES: OPENING AND CENTERING | 125 | ||
| OPENING AND CENTERING PRACTICES: JOURNALING AND MEDITATION | 127 | ||
| FORMAL EXPRESSIONS OF PERSONAL KNOWING: PERSONAL STORIES AND THE GENUINE SELF | 130 | ||
| CONCLUSION | 131 | ||
| References | 131 | ||
| 6 - Aesthetic Knowledge Development | 133 | ||
| ART AND AESTHETICS | 137 | ||
| THE NATURE OF AESTHETICS | 138 | ||
| THE NATURE OF ART | 138 | ||
| ART AND AESTHETICS IN NURSING | 139 | ||
| AESTHETIC KNOWING | 140 | ||
| CONCEPTUAL DEFINITIONS OF THE ART OF NURSING | 141 | ||
| Grasping Meaning During Patient Encounters | 142 | ||
| Establishing a Meaningful Connection with the Person Being Cared For | 143 | ||
| Skillfully Performing Nursing Activities | 143 | ||
| Rationally Determining an Appropriate Course of Action | 144 | ||
| Morally Conducting One’s Nursing Practice | 145 | ||
| THE DIMENSIONS OF AESTHETIC KNOWING | 145 | ||
| Critical Questions: What Does This Mean? How Is It Significant? | 145 | ||
| Creative Processes: Envisioning and Rehearsing | 146 | ||
| Creating and Recreating Storylines | 147 | ||
| Creating and Developing Embodied Synchronous Movement | 151 | ||
| Rehearsal and Engaging a Connoisseur-Critic | 153 | ||
| FORMAL EXPRESSIONS OF AESTHETIC KNOWING: CRITICISM AND WORKS OF ART | 156 | ||
| CONCLUSION | 157 | ||
| References | 158 | ||
| 7 - Empiric Knowledge Development | 160 | ||
| DIMENSIONS OF EMPIRIC KNOWLEDGE DEVELOPMENT | 162 | ||
| CRITICAL QUESTIONS: WHAT IS THIS? HOW DOES IT WORK? | 162 | ||
| CREATIVE PROCESSES: CONCEPTUALIZING AND STRUCTURING | 164 | ||
| The Nature of Concepts and Conceptual Meaning | 165 | ||
| Methods for Creating Conceptual Meaning | 169 | ||
| Sources of Evidence | 171 | ||
| Exemplar Case. An exemplar case is a description or depiction of a situation, experience, or event that satisfies the following ... | 171 | ||
| Definitions. Two additional sources that provide information about conceptual meaning are dictionary definitions and usages of t... | 172 | ||
| Visual Images. Visual images such as photographs, cartoons, calendars, paintings, and drawings are useful sources for creating c... | 173 | ||
| Popular and Classical Literature. A variety of literature resources can provide information about conceptual meaning. Literature... | 173 | ||
| Music and Poetry. The imagery of music or poetry may be useful for the creation of conceptual meaning. You can find music or poe... | 173 | ||
| Professional Literature. Professional literature often provides meanings that are pertinent to the practice of nursing. For exam... | 174 | ||
| Anecdotal Accounts and Opinions. Peers, coworkers, hospitalized individuals, other professional workers, and people who are not ... | 174 | ||
| Testing Your Criteria. As you examine your sources of evidence, you begin the process of testing the soundness of your conceptua... | 174 | ||
| Contrary Cases. Contrary cases are those cases that are certainly not instances of the concept—they are the antithesis of the ex... | 174 | ||
| Related Cases. Related cases represent a different but similar concept. Related cases may share several criteria with the concep... | 175 | ||
| Borderline Cases. A borderline case is found when the same word is used in a different context. For example, if you are examinin... | 175 | ||
| Exploring Contexts and Values. The values and meanings for concepts that grow out of personal experience do not occur in a vacuu... | 176 | ||
| Formulating Criteria for Concepts | 177 | ||
| CREATIVE PROCESSES: STRUCTURING EMPIRIC KNOWLEDGE | 178 | ||
| Structuring Empiric Theory | 178 | ||
| Identifying and Defining Concepts. Structuring theory requires that you identify the concepts that will form the basic fabric of... | 179 | ||
| Identifying Assumptions. Assumptions are underlying givens that are presumed to be true. Philosophic assumptions form the ground... | 181 | ||
| Clarifying the Context. Empiric theory should be placed within a context if the theory is to be useful for practice. If a theory... | 181 | ||
| Designing Relationship Statements. Relationship statements structurally interrelate the concepts of the theory. The statements r... | 182 | ||
| EMPIRIC KNOWLEDGE FORMS OTHER THAN THEORY | 183 | ||
| CONCEPTUALIZATIONS OF THEORY | 184 | ||
| CONCLUSION | 186 | ||
| References | 187 | ||
| 8 - Description and Critical Reflection of Empiric Theory | 188 | ||
| WHAT IS THIS AND HOW DOES THIS WORK? THE DESCRIPTION OF THEORY | 190 | ||
| What Is the Purpose of This Theory? | 190 | ||
| What Are the Concepts of This Theory? | 193 | ||
| What Are the Definitions in This Theory? | 194 | ||
| What Are the Relationships in This Theory? | 195 | ||
| What Is the Structure of This Theory? | 197 | ||
| What Are the Assumptions in This Theory? | 199 | ||
| FORMING A COMPLETE DESCRIPTION | 201 | ||
| HOW DOES IT WORK? THE CRITICAL REFLECTION OF THEORY | 202 | ||
| How Clear Is This Theory? | 203 | ||
| How Simple Is This Theory? | 208 | ||
| How General Is This Theory? | 208 | ||
| How Accessible Is This Theory? | 209 | ||
| How Important Is This Theory? | 210 | ||
| FORMING A COMPLETE CRITICAL REFLECTION | 211 | ||
| WHEN ARE THOROUGH DESCRIPTION AND CRITICAL REFLECTION IMPORTANT? | 211 | ||
| CONCLUSION | 212 | ||
| References | 212 | ||
| 9 - Knowledge Authentication Processes | 213 | ||
| AUTHENTICATION OF EMANCIPATORY KNOWLEDGE: DEMONSTRATING SUSTAINABILITY, EMPOWERMENT, SOCIAL EQUITY, AND DEMYSTIFICATION | 216 | ||
| AUTHENTICATING ETHICAL KNOWLEDGE: DIALOGUE AND JUSTIFICATION | 218 | ||
| AUTHENTICATING PERSONAL KNOWLEDGE: RESPONSE AND REFLECTION | 221 | ||
| AUTHENTICATING AESTHETIC KNOWLEDGE: APPRECIATION AND INSPIRATION | 223 | ||
| AUTHENTICATING EMPIRICAL KNOWLEDGE: CONFIRMATION AND VALIDATION | 226 | ||
| Refining Concepts and Relationships | 227 | ||
| Identifying Empiric Indicators. Empiric indicators and operational definitions are used to represent concepts as variables in em... | 227 | ||
| Empirically Grounding Emerging Relationships. The process of empirically grounding emerging relationships involves connecting ex... | 229 | ||
| Validating Relationships Using Traditional Empiric Methods. Validating theoretic and other conceptual relationships requires cre... | 229 | ||
| Developing Sound Validation Research | 231 | ||
| Confirmation and Validation Using Critical Analysis and Reasoned Thought | 231 | ||
| AUTHENTICATION AND THE WHOLE OF NURSING KNOWLEDGE | 231 | ||
| CONCLUSION | 233 | ||
| References | 233 | ||
| 10 - Integrated Expression of Knowledge in Practice | 234 | ||
| PATTERNS GONE WILD | 235 | ||
| INTEGRATION OF KNOWLEDGE WITH A FOCUS ON EMANCIPATORY KNOWING: PRAXIS | 240 | ||
| INTEGRATION OF KNOWLEDGE WITH A FOCUS ON ETHICS: MORAL/ETHICAL COMPORTMENT | 243 | ||
| INTEGRATION OF KNOWLEDGE WITH A FOCUS ON PERSONAL KNOWING: THERAPEUTIC USE OF SELF | 245 | ||
| INTEGRATION OF KNOWLEDGE WITH A FOCUS ON AESTHETICS: TRANSFORMATIVE ART/ACTS | 247 | ||
| INTEGRATION OF KNOWLEDGE WITH A FOCUS ON EMPIRICS: SCIENTIFIC COMPETENCE | 248 | ||
| CONCLUSION | 250 | ||
| References | 250 | ||
| 11 - Integrated Expressions in Practice: Strengthening the Discipline | 252 | ||
| CONCEPTUALIZING FEATURES OF YOUR PRACTICE IN RELATION TO DISCIPLINARY KNOWLEDGE | 252 | ||
| Goal Congruence: Are Your Practice Goals and the Goals Embedded in Nursing’s Formal Expressions of Knowledge Congruent? | 253 | ||
| Context: Are the Contexts Embodied in Nursing Knowledge Congruent With Your Practice Situation? | 253 | ||
| Concepts and Assumptions: Is There or Might There be Similarity Between the Concepts and Assumptions as Expressed in Nursing Kno... | 254 | ||
| Sufficiency: Are Formal Expressions Sufficient as a Basis for Nursing Action? Responses to this question require expert judgment... | 255 | ||
| INTEGRATION OF KNOWLEDGE AND EVIDENCE INFORMED PRACTICE | 256 | ||
| QUALITY CARE AND KNOWLEDGE INTEGRATION | 260 | ||
| Scientific Competence of Nurses | 262 | ||
| Functional Outcomes | 262 | ||
| Nurse Satisfaction | 263 | ||
| Quality of Care Perceived by Those Who Receive Care | 263 | ||
| IT TAKES A VILLAGE | 264 | ||
| Educators and Educational Considerations | 264 | ||
| Administration and Administrative Considerations | 265 | ||
| Policymaking and Community Organizing | 266 | ||
| CONCLUSION | 267 | ||
| References | 267 | ||
| Interpretive Summary: Examples of Broad Theoretic Frameworks Defining the Scope, Philosophy, and General Characteristics of Nurs... | 269 | ||
| Glossary | 287 | ||
| Index | 301 | ||
| A | 301 | ||
| B | 302 | ||
| C | 302 | ||
| D | 303 | ||
| E | 304 | ||
| F | 306 | ||
| G | 306 | ||
| H | 306 | ||
| I | 307 | ||
| J | 307 | ||
| K | 307 | ||
| L | 309 | ||
| M | 310 | ||
| N | 310 | ||
| O | 311 | ||
| P | 311 | ||
| Q | 312 | ||
| R | 312 | ||
| S | 312 | ||
| T | 313 | ||
| U | 313 | ||
| V | 313 | ||
| W | 314 | ||
| Z | 314 |