Unit I: Introduction to Theory and Body of Knowledge
Study Questions

As indicated in the general instructions for individual activities, study questions are meant to facilitate your independent reading and learning. You may or may not write out your responses to the questions. I suggest you e-mail me to discuss items and terminology you have difficulty with. Since we do not have the classroom setting for lecture and discussion, this interaction and discussion using e-mail communication is very important. This type of activity facilitates divergent and critical thinking, very important elements of graduate education.

1. Reflect on your reading in Chapter One of Chinn & Kramer regarding Carper's patterns of knowing for nursing and your own nursing practice.

a. Describe a client situation and/or problem requiring a nursing intervention.

b. Describe the intervention.

c. How do you see Carper's ways of knowing contributing to your actions?

2. Briefly describe the purposes of knowledge development as summarized by Chinn and Kramer (p. 14-16).

3.  According to Chinn and Jacob three major trends contributed to developing nursing         knowledge in the second half of the twentieth century. Briefly highlight each trend and how it impacted nursing knowledge development. (Chapter Two)

4. Review the various definitions of theory provided in Chapter 3. Which is closest to the definition you held before starting this class? Try to put into words your own definition of theory.

5. Refer to the empiric-abstract continuum figure on page 55 of Chinn & Kramer. Provide an example of at least one abstract construct and its corresponding direct or indirect concepts and empirical indicators.

Example:
Construct: transportation
Concept: automobile, train, airplane, bicycle
Empiric Indicators: Toyota Camry, Amtrak passenger car, Boeing 737, Schwinn 10-speed

6.  Chapter 3 of Chinn & Kramer provides an overview of the empiric theory development process. The process of creating conceptual meaning (concept analysis) is described first, but need not be the first step in theory development. Your major individual assignment for this course is to perform an analysis on a concept of interest to you in your clinical practice or one of importance to the family you are working with this semester.

a. Identify the concept, or possible concepts you will choose from, for your analysis.

b. Delineate the purpose of the concept analysis (refer to Chinn & Kramer pp. 61-62 on "clarifying your purpose").

7. Refer to Chapter 3 in Chinn & Kramer and the terminology list for Unit I. These two sources describe and define various definitions for theory and theory related terms, as well as terms relevant to the concept analysis process. Review definitions for each of the following terms. Please note that Chinn & Kramer and Walker & Avant (see PowerPoint concept analysis tutorial) give different definitions of related and borderline cases---you may want to use Chinn & Kramer's to decrease confusion.