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PubMed2002

Caring science and the science of unitary human beings: a trans-theoretical discourse for nursing knowledge development.

BACKGROUND: Two dominant discourses in contemporary nursing theory and knowledge development have evolved over the past few decades, in part by unitary science views and caring theories. Rogers' science of unitary human beings (SUHB) represents the unitary directions in nursing. Caring theories and related caring science (CS) scholarship represent the other. These two contemporary initiatives have generated two parallel, often controversial, seemingly separate and unrelated, trees of knowledge for nursing science. AIM: This paper explores the evolution of CS and its intersection with SUHB that have emerged in contemporary nursing literature. We present a case for integration, convergence, and creative synthesis of CS with SUHB. A trans-theoretical, trans-disciplinary context emerges, allowing nursing to sustain its caring ethic and ontology, within a unitary science. METHODS: The authors critique and review the seminal, critical issues that have separated contemporary knowledge developments in CS and SUHB. Foundational issues of CS, and Watson's theory of transpersonal caring science (TCS), as a specific exemplar, are analysed, alongside parallel themes in SUHB. By examining hidden ethical-ontological and paradigmatic commonalities, trans-theoretical themes and connections are explored and revealed between TCS and SUHB. CONCLUSIONS: Through a creative synthesis of TCS and SUHB we explicate a distinct unitary view of human with a relational caring ontology and ethic that informs nursing as well as other sciences. The result: is a trans-theoretical, trans-disciplinary view for nursing knowledge development. Nursing's history has been to examine theoretical differences rather than commonalities. This trans-theoretical position moves nursing toward theoretical integration and creative synthesis, vs. separation, away from the 'Balkanization' of different theories. This initiative still maintains the integrity of different theories, while facilitating and inviting a new discourse for nursing science. The result: Unitary Caring Science that evokes both science and spirit.

Consciousness↗
PubMed2003

Community science: bridging the gap between science and practice with community-centered models.

A major goal of community science is to improve the quality of life in our communities by improving the quality of the practice of treatment, prevention, health promotion, and education. Community science is an interdisciplinary field, which develops and researches community-centered models that enable communities to use evidence-based interventions more effectively and efficiently. In this article, the gap between science and practice and the need to bridge the gap with new models serve as an entry point and guide to the development of a community science. Therefore, the article describes (1) the "prevention science" model of bringing science to practice, (2) why this model is necessary but not sufficient for influencing the quality of interventions in our everyday world, (3) the gap between science and practice and the need to integrate "prevention science" models with community-centered models in order to bridge the gap, and (4) features of community science.

Community Mental Health Services↗
PubMedDate not supplied

[The structure of scientific knowledge. Science for knowledge and science for action].

Moving from the seminal contribution of Aristotele--according to whom science is not concerned with the what, neither with the how of reality, but with the why--the article emphasizes some characteristic features of a science: it must be rational, methodologically grounded, and it must have a specific object, depending on which many different sciences can be distinguished. An historical sketch of science is offered, as well as some recent contributions in the field of epistemology, in particular those of Carl R. Popper and of Thomas S. Kuhn. The case of Glottodidactics (Language Teaching)--which has been considered as a proper science only since a few years ago, and which has, since then, regular university courses--is very useful to study the difference between "sciences to know" and "sciences to do", and to outline the structure of an interdisciplinary science; this case--this is the author's claim--is quite similar to that of Nursing Science.

Humans↗
PubMed1997

Downsizing of basic science departments in U. S. medical schools: perceptions of their chairs. The National Caucus of Basic Biomedical Science Chairs.

PURPOSE: To assess the status of basic science departments in academic health centers through a survey of department chairs. METHOD: In November 1995 the National Caucus of Basic Biomedical Science Chairs developed a 35-item questionnaire that was sent to the presidents of the Caucus's six member associations, who distributed it to their medical school chairs. The questionnaire was sent to 90% of the basic science chairs; a total of 683 questionnaires were distributed. By April 1996, 59% (400/683) of the chairs responded. Preliminary tabulations were made by each association, and then all the questionnaires were sent to the Caucus chair for compilation and analysis. RESULTS: The chairs in all six basic science disciplines reported four basic trends. Reduction in staffing: Eleven percent of the chairs were in "acting" positions, temporarily filling vacancies that sometimes had not been filled for five years or more. There were 583 reported faculty vacancies, but active searches were under way for only 339 of these. The chairs reported the abolition of, on average, one faculty position per department between 1985 and 1995, but these losses were clustered in only a third of the schools; thus several departments had experienced extensive faculty depletion. Overall, there was a 10% attrition of basic science faculty. Restructuring of the basic sciences: In all, 22 disciplinary departments had merged between 1985 and 1995, and merger discussions were under way at another 9% of the departments. Seven percent of the chairs reported that their schools were considering a single, combined basic science department, but only one such unit exists so far. Graduate student recruitment had become solely interdisciplinary at 26% of the schools, had remained strictly departmental at another 44%, and was joint at the remaining 30%. The development of a non-research-based teaching track was being considered at a fourth of the reporting departments. New fiscal policies/professional stability: A salary incentive beyond the university contribution, to reward research funding, was in effect at 28% of the departments and under consideration by another 29%. For a junior faculty member who, at the time of tenure decision, lacked research grant support, termination was reported by almost a third of the chairs as being extremely likely; however, half of the chairs did not respond to this question. Changes in tenure: A fourth of the chairs reported that modifications of their school's tenure policies were under serious consideration; and almost three fourths felt that tenure had become more difficult to achieve. CONCLUSION: This survey reveals certain profound and disconcerting changes in the basic science departments of U.S. medical school. More studies are needed to see whether these trends continue. Further downsizing and merging of the basic sciences should be avoided in order to preserve the quality of medical education for future physicians as well as the quality of health care in the United States.

Curriculum↗
PubMed1989

Health science, natural science, and clinical knowledge.

The epistemological status of health science, natural science, and clinical knowledge is explored. It is shown that 'health science', a term increasingly used in association with the clinical knowledge of the therapies, nursing, and other health occupations, is not fully a science in the sense of the natural sciences. It is rather a hybrid which relates applications of natural science, behavioral science, and the humanities to problems in health. The same may be said of clinical knowledge which entails, as essentials, humanistic considerations involving the personal concerns of the patient, in addition to the more evident external aspects of diagnosis and treatment. The recent introduction of the term 'health science' reflects scientism in its approach to health issues. It also reflects confusion about the nature of clinical knowledge.

Behavioral Sciences↗
PubMed2002

This view of science: Stephen Jay Gould as historian of science and scientific historian, popular scientist and scientific popularizer.

Science historian Ronald Numbers once remarked that the two most influential historians of science of the 20th century were Thomas Kuhn and Stephen Jay Gould. All historians are deeply familiar with Kuhn's work and influence, and most know of the remarkable impact Gould has had on evolutionary theory through both his professional and popular works. But little attention has been paid to the depth, scope, and importance of Gould's rôle as historian and philosopher of science, and his use of popular science exposition to reinforce old knowledge and generate new. This paper presents the results of an extensive quantitative content analysis of Gould's 22 books, 101 book reviews, 479 scientific papers, and 300 Natural History essays, in terms of their subject matter (Evolutionary Theory, History and Philosophy of Science, Natural History, Paleontology/Geology, Social Science/Commentary), and thematic dichotomies (Theory-Data, Time's Arrow-Time's Cycle, Adaptationism- Nonadaptationalism, Punctuationism-Gradualism, Contingency-Necessity). Special emphasis is placed on the interaction between the subjects and themata, how Gould has used the history of science to reinforce his evolutionary theory (and vice versa), and how his philosophy of science has influenced both his evolutionary theory and his historiography. That philosophy can best be summed up in a quotation from Charles Darwin, frequently cited by Gould: 'All observation must be for or against some view if it is to be of any service'. Gould followed Darwin's advice throughout his career, including his extensive writings on the history and philosophy of science.

Biological Evolution↗
PubMed1998

[Jerzy Kmita's conception of a theoretical history of science as an instrument in the study of the history of medical sciences].

In the approach taken by Jerzy Kmita, the theoretical history of science is such reflexion on the history of scientific praxis that recognizes as its point of departure the technological role of that praxis as its defining function, while at the same time recognizing that such praxis is regulated in subjective-rational terms by the specific domain of modern European culture which is symbolically described as science. In this understanding science is social methodological awareness, i.e. the whole of norms and directives that are respected by the research community and which universally regulate scientific praxis in rational-subjective terms. The theoretical history of science takes account of two kinds of considerations, treating science as (1) the subjective-rational source of scientific praxis, and thus indirectly also of scientific knowledge (which is true, probably true, or coming closer to the truth than the already existent scientific knowledge); (2) a subjective-rational cultural regulator of scientific praxis and knowledge that is functionally determined by the needs of technological effectiveness, and possibly also evaluate-religious and educational effectiveness, and that is capable of satisfying such needs. Following the historical changes of those aspects is not subject to evaluative judgements relating to the plausibility of the emerging scientific knowledge, the developmental phases of science or the ideals of truth. The proposed theoretical history of science constitutes only an attempt to reconstruct the said phenomena in subjective-rational terms, and hence has a culture-descriptive character. The aim of the article is to present the potential and limitations of using this conception for the study of the history of medical sciences.

Historiography↗
PubMed1992

Behavioral science education in family medicine: a survey of behavioral science educators and family physicians.

A mailed questionnaire was used to provide a profile of behavioral science educators in family practice residency programs, to examine some aspects of behavioral science curriculum development, and to compare the attitudes of behavioral science educators and family physicians regarding the proper level of involvement of family physicians in a variety of psychosocial problems. The study populations consisted of all 383 behavioral science coordinators of US family practice programs and a national sample of 400 residency-trained family physicians. Eighty percent of the behavioral science educators were familiar with the Core Competency Objectives in Behavioral Science Education, published by the Society of Teachers of Family Medicine, and 61% had used this document to aid in curriculum development. Both behavioral science educators and family physicians perceived that the training provided in the areas of physician-patient relationships, family awareness, and personal and professional relationships was quite effective. The physicians felt significantly less effectively trained in the areas of biopsychosocial assessment and management. A high level of concordance was found between the responses of physicians and educators regarding the appropriate level of involvement of family physicians in various psychosocial problems. One exception between the two groups involved the problems of family and social functioning, for which family physicians advocated a more active level of involvement than did behavioral science educators.

Adult↗
PubMed1999

[Nursing science and natural sciences. Critical notes on a difficult relationship as a starting point for its new definition].

This article deals with the question of how nursing, supported by its own science, can gain benefit from natural science disciplines, if it can be presupposed that such disciplines represent one of the most important bases of nursing science. In the context of this question it is necessary to ascertain the condition, which must be fulfilled by the natural sciences in order to be able to occupy the honorable position of a cognate discipline of nursing science. This position is elucidated on the background of following aspects: The fundamental relationship between nursing science and the natural science with regard to their traditional perspectives and scientific objectives is discussed and illuminated on the background of differing concepts of body and person. In a further elaboration of this theme the particular meaning of the concept of person for nursing action is taken up and on its bases an extension of nursing issues which should be further developed is devised. In conclusion some propositions are brought up for discussion.

Biological Science Disciplines↗
PubMed1993

The science of unitary human beings and interpretive human science.

Natural science and human science are identified as the bases of most nursing theories and research programs. Natural science has been disclaimed by Martha Rogers as the philosophy of science that undergirds her work. The question remains, is the science of unitary human beings an interpretive human science? The author explores the works of Rogers through a dialectic with two human scientists' works. Wilhelm Dilthey's works represent the founding or traditional view, and Jurgen Habermas' works represent a contemporary, reconstructionist view. The ways Rogerian thought contributes to human studies but is distinct from traditional and reconstructionist human sciences are illuminated.

Holistic Health↗
PubMed1997

[Choose science! in a historical perspective: changing views on girls' education and the sciences, 1650-1880].

According to recent historiography on women/gender and science, the uneasy relationship between women and the exact sciences only arose when in the last quarter of the nineteenth century secondary education for girls was organised and structured in opposition to boys' education, stressing the importance of a 'modern' curriculum. Before that moment women had taken part in the popular science culture as visitors of public lectures, as amateur and rather more professional scientists and as writers of best selling books on botany, chemistry or physics. This thesis, as argued most convincingly by Patricia Phillips in her book The Scientific Lady (1990), is tested for the Netherlands. Part I deals with recent literature on the history of gender and science. Part II explores the extent to which women had access to eighteenth-century science culture in the Netherlands, and the traces this left on early nineteenth-century education for girls. The author shows that the educational reformer Barbara van Meerten-Schilperoort did indeed pay quite some attention to the 'sciences' in her curriculum proposal as well as in her publications. This confirms the thesis that only when women gained access to formal education in girls' schools next to the state regulated boys' schools for secondary education, were the exact sciences labelled 'masculine', and contrasted with the 'feminine' humanities, in part as a reflection of the respective curricula.

Adolescent↗
PubMed2001

[Definition of the real domain of the history of sciences and exploring the relationship with the philosophy of science].

The specific field of the history of science is the study and explanation of the origin and transformation of the structures of scientific knowledge. The historian of science should render understandable the reality of scientific research. The relationships between the history of science and the philosophy of science are examined stating that (1) the philosophical theories on the development of science have a scientific content only as much as they may be compared with the results of the history of science, and (2) the philosophy of science does not refer to an immediate historical reality but to an intellectual reconstruction of the past.

Biological Science Disciplines↗