Research I - Research Process

Scholar Year: 2023/2024

Courses

Head Teacher Responsability Lucília Rosa Mateus Nunes Head Ana Filipa Silva Poeira Colaborador Ana Rita Correia Santos e Silva Colaborador

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 1,33 ,66 Lectures Type Teacher Classes Hours Theoretical Totals 1 1,33 Ana Filipa Poeira   0,26 Ana Rita Silva   0,53 Lucília Nunes   0,53 Seminário Totals 1 0,66 Ana Filipa Poeira   0,26 Ana Rita Silva   0,40

Teaching language

Portuguese

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

a) Know the key elements for a epistemological debate
b) Understands the relation of knowledge to the philosophy of science.
c) Distinguishes science, skilled knowledge, research and common sense.
d) Analyzes and discusses the relation of epistemology and knowledge
e) Identifies scientific paradigms and their relations to patterns of knowledge.
f) Analyzes the relationship between methods and knowledge.

Syllabus

I. General notions of epistemology.
Current Panorama of the sciences. Knowledge and the organization of scientific knowledge. The theories: the "nucleus of science". The laws and scientific theories.
The central ideas of "A Discourse on the sciences". Theses of an emerging paradigm.
Functions of theories. The correspondence with reality. The development of the sciences and the demands of society. The idea of progress in scientific knowledge. Specialization of knowledge and its dissemination. Concept of science, qualified knowledge and research.

II. Epistemological approaches related to scientific theories – currents and authors.
• Epistemological currents and their authors: Bachelard; Karl Popper; Thomas Kuhn; Imre Lakatos; Paul Feyerabend; Michael Polanyi; Larry Laudan.
• Epistemological Approaches to Nursing: Barbara Carper; Patricia Benner; Jacqueline Fawcett; Afaf. Meleis; Christine Tanner, Pamela Reed, Gary Rolfe.

III. Principles and processes.
Scientific Principles in Nursing. Scientific method and problem-solving. Scientific methods and the construction of knowledge. The domain of human sciences. Investigation. Fundamentals of research. Role of the researcher (levels of production, facilitation and use). Importance for nursing.

Demonstration of the syllabus coherence with the UC intended learning outcomes

While a discipline of knowledge, nursing is engaged in human responses to health problems and life
processes, as well as the transitions faced by individuals, families and communities. Given the importance of scientific principles and current understanding of the epistemological approaches, it is important to know and understand the fundamentals of scientific thought, which will build the development of the research process. And expand the analysis by exploring the concepts of fundamental standards of nursing knowledge and relations between clinical and knowledge. Especially given that the epistemology concerns the study of the sources, nature, and limits the validity of knowledge. Hence, the need to approach the various theories and understanding of modes on the validity and the possibility of knowledge.

Teaching methodologies

Expository and participative, with ressource to online platforms.
Placement of supporting texts on the Moodle platform with debate and synthesis in plenary.

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

Teaching and learning methodologies are educational expressions and, at the same time, constitute pedagogical responses to the needs of appropriating knowledge at a given moment; we seek to carry out active methodologies, given that, on the one hand, the dynamics of the classes change over the course of the sessions. We recognize that epistemology is seen as abstract thought and knowledge, is difficult for students to approach.

Assessment methodologies and evidences

Continuous assessment involves:
a) Individual written test including multiple choice questions (60% of the final grade).
b) Group work on epistemological approaches related to scientific theories – currents and authors (40% of the final classification).
The student must have a grade equal to or greater than 9.5 in each element of continuous assessment.

Exam rating:
Individual written exam contemplated the totality of the syllabus (100%).

Bibliografia

HAMBURGUER, Jean - A Filosofia das Ciências Hoje. Lisboa: Fragmentos, 1988
.NUNES, Lucília - Para uma epistemologia da Enfermagem (2ª Edição). Loures: Lusodidacta, 2018.
NUNES, Lucília. & POEIRA, Ana Filipa - Apostilha de Investigação. I. Da origem à disseminação do conhecimento. Departamento de Enfermagem da Escola Superior de Saúde do Instituto Politécnico de Setúbal, 2021. ISBN 978-989-54837-5-4
REED P. The practice turn in nursing epistemology. Nursing science quarterly. 2006 Jan; 19 (1) : 36-38.
ROLFE, G. Nursing Praxis and the Science of the Unique. Nursing Science Quarterly, 2006, 19(1):39-43 DOI: 10.1177/0894318405284128
SANTOS, Boaventura de Sousa - Um discurso sobre as ciências. Porto: Afrontamento, 1998
SOARES, Mª Isabel Couto - O que é o conhecimento? Porto: Campo das Letras, 2004
TANNER, C. Thinking Like a Nurse: A Research-Based Model of Clinical Judgment in Nursing. Journal of Nursing Education, 2006, 45(6):204-11 DOI: 10.3928/01484834-20060601-04

Complementary:
BACHELARD, Gaston – Epistemologia. Lisboa: Edições 70, 2006.
LOOSE, John - Introdução histórica à Filosofia da Ciência. Lisboa: Terramar, 1998
NUNES, Lucília – Ética de Enfermagem. Fundamentos e Horizontes. Loures: Lusociência, 2011
SALVIANO et all - Epistemology of nursing care: a reflection on its foundations. Rev Bras Enferm [Internet]. 2016; 69(6):1172-7. http://dx.doi.org/10.1590/0034-7167-2016-0331
SANTOS, Boaventura de Sousa - Introdução a uma ciência pós-moderna. Porto: Afrontamento, 1995