Research I: Nursing Epistemology

Scholar Year: 2019/2020

Courses

Head Teacher Responsability Lucília Rosa Mateus Nunes Head

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 1,33 ,67 Lectures Type Teacher Classes Hours Theoretical Totals 1 1,33 Seminário Totals 1 0,67

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Competencies / outcomes
GENERIC
- INSTRUMENTAL
A. Communicates effectively using the Mother Tongue
A1 - correctly uses the oral and written communication
A2 - use communication differently and appropriate to the contexts of their own area of ​​intervention
A3 - identifies and correctly uses technical vocabulary and discourse specific to their own area of ​​intervention
D. Properly use information technology and communication
D3 - apply computer skills to query data
D4 - Develops and uses strategies to obtain the information
E. Collects, analyzes, discusses and provides information
E1 - collects and selects appropriate information
E2 - organizes information logically
E5 - prepare documents according to potential readers (summaries, memoranda, book reviews, reflections ...)
- SYSTEMIC
P. Promotes its own learning process lifelong
P1 - participate in moments of collective learning
P2 - develops processes of self-regulation and improve their personal skills and
Professional
P3 - develops and uses effective strategies for individual learning

SPECIFIC SKILLS COURSE
23. Apply critical thinking and problem solving techniques.
23.1. knows various techniques of problem solving
23.2. looking for flexible ways of solving problems
66. Uses available information technology effectively and appropriately
66.1. apply knowledge of the media and information technologies available
92. Assume responsibility for their learning throughout life.
92.1. conducts self-assessment, aimed at lifelong learning
92.2. a critical analysis of his journey and results pointing ways of acquiring and developing

Curricular Unit
Know the key elements for a debate epistemological
Understands the relationship of knowledge to the philosophy of science.
Distinguishes science, skilled knowledge, research and common sense.
Analyzes and discusses the relationship of epistemology and knowledge
Identifies scientific paradigms and their relationship to patterns of knowledge.
Analyzes the relationship between methods and knowledge

Syllabus

1. Understanding Philosophy of Science.
Historical currents. Current landscape of science.
Knowledge and organization of scientific knowledge. Theories: the "core knowledge". Laws and scientific theories. Functions of theories.
The correspondence with reality. The development of science and the demands of society. The idea of ​​progress of scientific knowledge. Specialization of knowledge and its dissemination. The problem of the "two cultures" and the emergence of a
"Third culture."
II. Epistemological approaches concerning scientific theories - current and authors.
1. Scientific practice and epistemology of Bachelard. Opinion and common sense. Term 'epistemological obstacle' and 'epistemological break'. The thesis of epistemological discontinuity.
2. Rudolph Carnap and the ideal of a unified science. The formation of the Vienna Circle
and your project neopositivist. The Manifesto to "the scientific conception of the world."
3. Karl Popper and a new conception of sound science. The devaluation of
induction as a scientific method. The falsification of universal judgments. Criticism
Popper. The notion of conjecture.
4. Thomas Kuhn. The notion of 'normal science' paradigm of scientific revolution.
The "context of discovery" and understanding the course of scientific research. Paradigm and normal science as puzzle solving. Scientific research and solving puzzles. Anomalies and paradigm shift. Incommensurability of paradigms.
5. Imre Lakatos and normativism epistemological critique. «History internal 'and' external history 'of the development of scientific knowledge. The "research programs." The 'hard core' and 'protective belt' of 'research programs. "
6. The history of science: a journey of transgressions. The conception of anarchism
methodological Paul Feyerabend. The 'tower argument' and the value of inconsistent theories.
7. Michael Polanyi. Tacit knowledge. Intuition and personal knowledge. Knowledge proximal (subsidiary) and distal (focal). Interaction between imagination and
intuition. The breakthrough role.
8. Theodor Adorno. Critical theory. The relationship between theory and practice - theory and praxis.
The Frankfurt School. Notion of domination and exploitation of man. Dialectics and questioning.
9. Fawcett. Theorizing about theories - prerspetiva metatheoretical. Analysis and criticism of nursing theories. Structure of knowledge of Nursing [metaparadigm, philosophy, conceptual models, major theories, theories and empirical indicators medium].
10. Afaf Meleis. Model evaluation of nursing theories. Phases of nursing: Practice, research, theories, and philosophical integration.
11. Barbra Carper. Fundamental standards of nursing knowledge. Processes and knowledge products.
III. Principles and processes.
Concept of science, skilled knowledge and research. Scientific principles in
Nursing. Scientific method and problem solving.
Scientific methods and knowledge building.
The field of humanities. Dilthey and the distinction between science and spirit
nature. Research. Fundamentals of research. The research institutions / health organizations. Professional role before the investigation (production levels, facilitation and use). Importance to nursing

Demonstration of the syllabus coherence with the UC intended learning outcomes

Syllabus support the learning objectives acquisition

Teaching methodologies

Expository and participatory.
Development of small group work in reading and commenting texts of epistemologists.
Discussion and summary in plenary.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Teaching ans assessment methodologies are tailored to the learning objectives achievment.

Assessment methodologies and evidences

Continuous evaluation

1. Work-group in a theory/school epistemology (listed in the Guide)
Presentation and discussion. 30%.

2. Individual test.
Appraisal devolution and feedback in class. 70%.

In exam - Test, according the exams calendars.

Attendance system

According Academic Regulation

Software

Office - word, powerpoint

Keywords

Humanities > Philosophy > Epistemology

Bibliografia

SOARES. Mª Isabel Couto - O que é o conhecimento? Porto: Campo das Letras, 2004
HESSEN, Johannes - Teoria do conhecimento. Arménio Amado Editor
BACHELARD, Gaston – Epistemologia. Lisboa: Edições 70, 2006,
SANTOS, Boaventura de Sousa - Introdução a uma ciência pós-moderna. Porto: Afrontamento, 1995
- Um discurso sobre as ciências. Porto: Afrontamento, 1998
HAMBURGUER, Jean - A Filosofia das Ciências Hoje. Lisboa: Fragmentos, 1988
LOOSE, John - Introdução histórica à Filosofia da Ciência. Lisboa: Terramar, 1998