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Philosophies and Theories for Advanced Nursing Practice 3rd Edition By Janie B. Butts
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Philosophies and Theories for Advanced Nursing Practice 3rd Edition Test Bank | Complete Guide
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Philosophies and Theories for Advanced Nursing Practice 3rd Edition By Janie B. Butts
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Test Bank For Philosophies and Theories for AdvancedNursing Practice 3rd Edition By Janie B. Butts
Assumptions - ANSWER:Beliefs about phenomena perceived as true to accept a
theory and may not be susceptible to testing.
Conceptual Model - ANSWER:A set of interrelated concepts that symbolically
represents and conveys a mental image of a phenomenon.
Concepts - ANSWER:Elements or components of a phenomenon necessary to
understand the phenomenon, abstract and derived from impressions received about
phenomena.
Hypotheses - ANSWER:Tentative suggestions that a specific relationship exists
between two concepts or propositions.
Knowledge - ANSWER:Awareness or perception of reality acquired through insight,
learning, or investigation.
Law - ANSWER:Proposition about the relationship between concepts in a theory that
has been repeatedly validated, highly generalizable.
Metaparadigm - ANSWER:Represents the worldview of a discipline, the ideology
within which theories, knowledge, and processes for knowing find meaning and
coherence.
Models - ANSWER:Graphic or symbolic representations of phenomena that objectify
and present certain perspectives or points of view about nature or function.
Paradigm - ANSWER:Organizing framework containing concepts, theories,
assumptions, beliefs, values, and principles that form the way a discipline interprets
the subject matter.
Propositions - ANSWER:Statements of a constant relationship between two or more
concepts or facts.
Philosophy - ANSWER:Statement of beliefs and values about human beings and their
world.
Theory - ANSWER:Set of logically interrelated concepts, statements, propositions,
and definitions derived from philosophical beliefs or scientific data, from which
questions or hypotheses can be deduced, tested, and verified.
Factor-Isolating Theories - ANSWER:Descriptive theories.
, Factor-Relating Theories - ANSWER:Explanatory theories.
Situation-Relating Theories - ANSWER:Predictive theories.
Situation-Producing Theories - ANSWER:Prescriptive theories.
Characteristics of Theory - ANSWER:Logical, simple, generalizable, composed of
concepts and propositions, provide bases for testable hypotheses, consistent with
other validated theories, contribute to the body of knowledge.
Components of Theory - ANSWER:Purpose, concepts and definitions, theoretical
statements, structure/linkages and ordering, assumptions.
Nursing Theory - ANSWER:Conceptualization of some aspect of nursing reality
communicated for describing, explaining, predicting, or prescribing nursing care.
Theory Development - ANSWER:Important to develop a body of substantive
knowledge to guide nursing practice and establish nursing as a profession and
academic discipline.
Nursing Theories - ANSWER:Provide nurses with patient focus and a framework to
sort patient data in practice, inform practice and theory.
Columbia - ANSWER:Columbia University's Teacher's College offered the first
masters program for nurses, operated from a biomedical model, and considered
patient problems and needs to be the practice focus.
Hildegard - ANSWER:Introduced her theory about interpersonal relations, focusing
on the nurse-patient relationship.
Yale - ANSWER:In the 1960s, the Nurse Practitioner movement began at Yale School
of Nursing, emphasizing the relationship between the nurse and the patient.
Eras of Nursing Knowledge - ANSWER:A historical overview of nursing knowledge
evolution, including the Curriculum Era, Research Era, Graduation Era, Theory Era,
and Theory Utilization Era.
Curriculum Era (1900-1940s) - ANSWER:Focused on understanding the nature of
knowledge needed for nursing practice, transitioning from the 'art of nursing' to the
'science of nursing,' and expanding curricula beyond physiological and
pathophysiologic knowledge.
Research Era (1950-1970s) - ANSWER:Marked the move of nursing into higher
learning institutions, emphasizing research as the driving force, and the relationship
between theory and research.
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