Ch 2, pg 23-31
Theoretical framework
Knowledge development process:
-identification of knowledge gaps
>absence of theoretical or scientific knowledge relevant to the phenomenon of interest
-knowledge generation
>conducting research that provides answers to well thought out research questions
-knowledge distribution
>journal articles, textbooks, public presentations to nurses
-knowledge is adopted
>nurses alter their practice on the basis of publishes info or as organizations develop policies and
protocols that are informed by newly generated knowledge
-knowledge is revised
>revision as new health issues arise + advances in clinical practice occur or knowledge becomes
outdated
Carper’s ways of knowing:
-theoretical/empirical knowledge
>scientific knowledge development and testing of theories/theoretical models
>observation and measurement of case-specific issues and phenomena
>quantitative and qualitative research
-sociopolitical knowledge
>contextual knowledge that moves beyond nurse-patient relationship and the profession
>understanding of culture, society, and politics
>awareness of how society is organized and its implications for health
-aesthetic knowledge:
>the art of nursing
>the expressive, intuitive and creative aspect of nursing practice that incorporates poetry, art,
music, and stories, allowing a deep understanding of the human experience
-ethical knowledge:
>moral component of nursing knowledge
>encompasses the moral principles, codes and theories of ethical conduct
>the moment to moment judgment of what is “right” and “responsible”
>involves confrontation and resolution of ethical conflicts
-experiential knowledge
>knowledge that comes from repeated exposure to situations that lead to the refining of earlier
ideas and thoughts
>involves momentum along a continuum of novice to competent to expert to practitioner
>expert practitioner is fully engaged and attuned to each situation and responds on the basis of
past learning
-personal knowledge:
>knowledge that comes from the inner experiences and maturation of the nurse
>encompasses becoming a whole, aware, genuine, and authentic self
>continual life process that occurs w deep reflection
>allows for true interpersonal relationships
-theoretical knowing: has to do w developing or testing ideas and theories
-theoretical knowing is informed by empirical knowing, which involves observations of reality (surveys,
questionnaires, etc)
-observations include:
>speaking w people about their life experiences and using their responses to specific and general
questions to understand the phenomenon
>observing social or cultural interactions as they naturally occur, interpret what each interaction
might mean for both parties (use interactions to develop theories about health service delivery for that
pop’n)
>delivering an intervention and assessing changes in health care related behaviours after
intervention is delivered
>using surveys or a questionnaire to ask a large group of men and women questions about
experiences of violence and their current symptom levels regarding pain, digestive issues, or depression
Philosophies of research:
-philosophical beliefs: these beliefs are the motivating values, concepts, principles, and the nature of
human knowledge of an individual, group, or culture. They are the basis of a worldview or paradigm
-paradigm: set of beliefs and practices, shared by communities of researchers that guide the knowledge
development process
-3 paradigms for nursing research:
>positivism/post-positivism, constructivism, critical theory
-ontology: “to be”; science or study of being/existence and its relationship to nonexistence
>what can be said to exist
>into what categories can existing things be sorted
-epistemology: branch of philosophy that deals w the truth
>what is knowledge
>how do we know what we know
>what is the scope or limitation of knowledge
-methodology: discipline-specific principles, rules, and procedures that guide the process through which
knowledge is acquired
-aim of inquiry: goals or specific objectives of the research
-context: personal, social, political environment in which a phenomenon of interest occurs
-values: personal beliefs of the researcher
>Table 2.1, pg 27-28
-positivism: philosophical orientation that suggests a material world exists that can be sensed (touched,
seen, heard, tasted)
-post positivism: emphasizes that our observations cannot always be relied upon b/c they are subject to
error and human bias
>approximation to reality is the best we can do
-constructivism: suggests reality and the way in which we understand our world are largely dependent on
our perception
>constructivists value subjectivity (personal knowing) over objectivity (quantified knowing)
Research methods:
-techniques, procedures and processes used by researchers to organize a study in order for it to provide
answers to the research question
-qualitative: systematic, interactive and subjective research method used to describe and give meaning to
life experiences
>if the question to be answered concerns understanding the meaning of a human experience,
such as grief, hope or loss, then this method will be used
>creating meaning about a phenomenon
-quantitative:
>question to be answered is concerned w testing for the presence of specific relationships,
assessing for group differences, clarifying cause and effect interactions, or explaining how effective a
nursing intervention was
>objective, precise, highly controlled measurement techniques
>systematically describes a phenomenon