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PubMedDate not supplied

Philosophy of science in doctoral nursing education revisited.

Because every scientific theory and all research methods are tied to some philosophical framework, it is important that scientists within a given discipline be aware of the philosophical orientations that serve as the basis for developing theory and advancing knowledge. Nurse scientists have been challenged recently to examine the discipline's philosophical underpinnings in order to understand the evolutionary process of nursing science. The inclusion of the study of philosophy of science in doctoral nursing curriculum has remained a topic of periodic discourse. Whereas some assert that it promotes the essential process of philosophical reflection necessary for scientific exploration of relevant phenomenon, others contend that nurse scientists' preoccupation with this issue has diverted their attention from the real business of nursing science--that of knowledge development that will lead to legitimization of nursing as a discipline. Philosophy of science provides a useful frame of reference in which to appreciate the unfolding of nursing as a discipline. It should not be viewed as a distraction but rather a critical step in the transformation of the doctoral student into a productive nurse scientist. Doctoral programs remain the most logical place in which to educate future scholars regarding nursing's unique philosophical foundations and their implications for scientific inquiry and continued knowledge development. Creating and maintaining liaisons between nursing and philosophy departments--as well as requiring courses that emphasize the interrelationships among philosophy of science, nursing theory, and nursing research--are just a few of the strategies whereby doctoral programs can actively promote advancement of the discipline.

Curriculum↗

PubMed1999

The quarantine of philosophy in medical education: why teaching the humanities may not produce humane physicians.

Patients increasingly see physicians not as humane caregivers but as unfeeling technicians. The study of philosophy in medical school has been proposed to foster critical thinking about one's assumptions, perspectives and biases, encourage greater tolerance toward the ideas of others, and cultivate empathy. I suggest that the study of ethics and philosophy by medical students has failed to produce the humane physicians we seek because of the way the subject matter is quarantined in American medical education. First, the liberal arts are seen as the province of undergraduate education, and not medical school. Second, philosophy, when taught in medical school, is seen by students as just one subject to be mastered along with many other more important ones, and not as a way to foster critical thinking and empathy. What is needed is a new pedagogy that combines both cognitive and affective elements to implant and nourish the liberal arts in students. Removing the quarantine of philosophy from other facets of medical education is an important first step.

Education, Medical↗

PubMed2000

What philosophy should be taught to the future medical professionals?

The presence of philosophy, amidst other humanities, within the body of medical education seems to raise no doubt nowadays. There are, however, some questions of a general nature to be discussed regarding the aforementioned fact. Three of them are of the greatest importance: (1) What image of medicine prevails in modern Western societies? (2) What ideals of medical professionals are commonly shared in these societies? (3) What is the intellectual background of the students of medico-related faculties? The real purposes and goals ascribed to philosophy as a part of medical curricula, as well as methods of teaching philosophy depend on the answers given to these questions. An option to be presented here is influenced by the experience of teaching philosophy to students of medical faculties at the Jagiellonian University in Kraków. This approach is deliberately posed against mainstream medical education that is usually based on an unquestioned belief in the power of biomedical sciences. Such a model cannot, however, pretend to be a universal one to be implemented all over the world. In any case, it is the only thing a philosopher can do to improve the quality of a physician-patient encounter in facing a disease.

Curriculum↗

PubMed2006

A review of educational philosophies as applied to radiation safety training at medical institutions.

This paper examines the educational philosophy of radiation safety education programs at medical institutions. The regulatory mandates for radiation safety training have traditionally emphasized competency-based training. This emphasis led to the adoption of a behaviorist philosophy that requires predetermined responses to certain situations. The behaviorist approach determines the roles of teacher and learner as well as the methods to be used. This paper examines these roles and methods and the influence of a highly regulated environment on the adoption of the behaviorist model. The paper also suggests that other educational philosophies, such as the progressive philosophy, should be examined to provide a rich foundation for improving the educational experience and outcomes.

Curriculum↗

PubMed1997

A philosophy of care for a neonatal intensive care unit. Operationalization of a nursing model.

Crisis reactions, a stressful environment, infant care practices, and nurse behavior may cause difficulties in entering the natural parental role for parents of infants who are admitted to a neonatal intensive care unit (NICU). In connection with discussions in the Uppsala NICU on what constitutes good care, a philosophy of care, based on Callista Roy's adaptation model, was formulated for the purpose of providing developmentally supportive, family-centered care, and for defining good care and the professional nurse role. The philosophy describes the infant's needs and environment. Caring activities focus on support of the infant's and his parent's roles and self-concept in their progress towards independence from professional assistance. The philosophy is an essential component in the introductory program which integrates newly recruited personnel from different disciplines into the unit. It is presented as a suggestion of how a model-based philosophy of care can be formulated by operationalization of the theoretical concepts of a nursing model.

Adaptation, Physiological↗

PubMed2003

Teaching philosophy of science in nursing doctoral education.

PURPOSE: To explore the teaching and learning process regarding philosophy of science and to offer creative recommendations based on classroom experience. CONCEPTUAL FRAMEWORK: Dewey's writings about intelligence, deliberation, and critical reflection; Freire's writings about active knowers provide the foundation for the teaching and learning environment for doctoral students. METHODS: A case example is presented. Creative strategies and assignments are used, such as classroom exploration and connections between nursing, philosophy, philosophy of science, and students' personal lives; classroom deliberation; journaling; philosophical thinking; development of a philosophical topic such as determinism, freedom, or the mind; and presentation of a philosophical book. CONCLUSIONS: The philosophy of science course is critical content for doctoral students.

Education, Nursing, Graduate↗

PubMed2003

The idea of a moral psychology: the impact of psychoanalysis on philosophy in Britain.

In this paper the author addresses the question of the significance of psychoanalysis for moral psychology via a more specific question: the impact of psychoanalysis on British philosophy in the twentieth century. He argues that there has been no influence of any real significance, and offers intellectual reasons why not. However, he also argues that there has recently emerged the possibility for a future engagement between psychoanalysis and philosophy, and he offers a history of the emergence of this possibility. In particular, the author discusses how the emerging interest within philosophy to work out a satisfying approach to naturalist moral psychology leads it to a concern with internal mental structure and, most importantly, to transformations of intrapsychic structures. He believes that this will lead philosophy to take a greater interest in psychoanalysis.

England↗

PubMed2000

Philosophy as a missing link between values and behavior.

Despite the persistence of social scientists, evaluating the relationship between values and behavior has not yielded clear results. Here, a model is proposed to conceptualize and measure a person's operating philosophy. This assesses a different level of the value structure within personality from separate values or clusters of values; it is the evaluative structure within which a person's values exist. Building on major philosophies, such as utilitarianism or humanism, the model assumes that a person has a predominant Pragmatic, Intellectual, or Human Operating Philosophy. In a sample of 801 subjects, each of these operating philosophies had significant associations with a variety of the expected behaviors evident in work and graduate school, such as initiative and empathy, as well as learning styles, skills, and flexibility. Interpretation of the results is offered as a way to understand the relationship between people's values or beliefs and their behavior and approach to learning.

Adult↗

PubMedDate not supplied

Using Deweyan philosophy to rename and reframe adaptation-to-environment.

John Dewey's philosophy has been suggested as having been formative in the philosophy of occupational therapy, but the occupational therapy literature offers few analyses of Dewey's work and its implications for the discipline. I offer an abbreviated analysis of Deweyan philosophy and then assess how adequately that philosophical corpus has been interpreted in the occupational therapy literature. My conclusion is that significant inconsistencies exist between a Deweyan perspective and selected concepts in occupational therapy. I take particular issue with the concept of adaptation-to-environment and specifically with aspects of that conceptualization that I term "environment as container," "subjective-internalized focus," and "mechanization of processes." I offer an alternative concept, "place integration," that is more consistent with Dewey's philosophy. The advantages of the conceptual renaming and reframing are discussed.

Acclimatization↗

PubMedDate not supplied

Changing philosophy by group interviews.

Establishing a philosophy to guide clinical practice is widely regarded as desirable. The articulation of a philosophy is considered by Wright to be the first step in building a model of nursing, and the university which is the source of students for the author's ward has made the existence of a philosophy statement a prerequisite for teams wishing to have students attend their wards. This article relates how a nursing team used the technique of focused group interviews to allow its members to voice their feelings over the direction of an established ward philosophy, and how the changes they suggested were incorporated into a revised statement.

Humans↗

PubMed1998

Adaptation of the bioprogressive philosophy to use brackets with .022" slots.

The Bioprogressive orthodontic treatment philosophy is traditionally associated with the use of brackets that have .018" slots. Proponents of the Bioprogressive philosophy suggest this slot configuration largely because they believe that lighter wires provide force levels that are within the biological limits of the periodontal support system. At the same time, the principles of orthodontic anchorage advocated by the Bioprogressive philosophy depend on careful torque control of both molar and anterior teeth. It is possible and sometimes advisable to use wires designed for use in brackets with .018" slots, in brackets with .022" slots. Under these circumstances, the thinner wires may not provide sufficient control over torque moments to develop the required degree of molar anchorage. This article suggests that with the use of certain wires, and with minor modifications to the shapes of arches, that the use of brackets with .022" slots need not conflict with many of the important principles of orthodontic treatment advocated in the Bioprogressive philosophy.

Chromium Alloys↗

PubMed2004

Developing a treatment philosophy.

Developing a philosophy is an excellent way to begin a dental career. Many dentists reading this column already are well into practice and may have developed a philosophy without realizing it. It is important to reflect on that philosophy and even write it down to clarify the direction you would like your practice to take. Our experience in consulting to more than 7,500 practices has shown that many dentists completely change the direction and vision for their practice when the philosophy is clearly established and documented. This change often gives these dentists greater profitability and the opportunity to retire at an earlier age.

Humans↗

PubMed1990

Shaping the future through a philosophy of nursing.

Commitment to a philosophy of nursing requires input by all individual members of a division of nursing. The author describes the process of developing and introducing a new philosophy of nursing, including task force selection and preparation, review of potential strategies to develop a philosophy, details of the process used, and an introduction of the new philosophy to staff members.

Attitude of Health Personnel↗

PubMed1979

Human development through occupation: a philosophy and conceptual model for practice, part 2.

The development of a philosophy of practice called "human development through occupation" is described in this paper. This philosophy was developed through study and identification of generic concepts in four major theoretical frameworks for occupational therapy described in a preceding article. The philosophy of practice proposes a view of Man, a view of human health, and a view of the profession. These theoretical and philosophical resources are then used to construct a conceptual model of the content and sequence of the occupational therapy practice process. It is believed that the four theoretical frameworks, philosophy of practice, and conceptual model detailed in these two papers can provide direction for general practitioners and specialists in service, education, and research. Examples of application are included, together with suggestions for further investigation.

Health↗

PubMedDate not supplied

Antifoundationalism and the possibility of a moral philosophy of medicine.

The problem of developing a moral philosophy of medicine is explored in this essay. Among the challenges posed to this development are the general mistrust of moral philosophy and philosophy in general created by post-modernist philosophical and even anti-philosophical thinking. This reaction to philosophical systematization is usually called antifoundationalism. I distinguish different forms of antifoundationalism, showing that not all forms of their opposites, foundationalism, are alike, especially with regards to claims made about the certitude of moral thought. I conclude that we are correct to mistrust absolutist principles in a moral philosophy of medicine, but can find some center within the practice of medicine itself for a moral foundation.

Cultural Diversity↗

PubMed2006

Physicians' philosophy of care: a comparison of complementary and conventional medicine.

BACKGROUND: This project is part of an evaluation of complementary and alternative medicine (CAM) aimed at providing a scientific basis for the Swiss Government to include 5 CAM methods in basic health coverage: anthroposophic medicine, homeopathy, neural therapy, phytotherapy and Traditional Chinese Medicine (TCM). OBJECTIVES: The objective was to explore the philosophy of care (convictions and values, priorities in medical activity, motivation for CAM, criteria for the practice of CAM, limits of the used methods) of conventional and CAM general practitioners (GPs) and to determine differences between both groups. MATERIALS AND METHODS: This study was a cross-sectional survey of a representative sample of 623 GPs who provide complementary or conventional primary care. A mailed questionnaire with open-ended questions focusing on the philosophy of care was used for data collection. An appropriate methodology using a combination of quantitative and qualitative approaches was developed. RESULTS: Significant differences between both groups include philosophy of care (holistic versus positivistic approaches), motivation for CAM (intrinsic versus extrinsic) and priorities in medical activity. Both groups seem to be aware of limitations of the therapeutic methods used. The study reveals that conventional physicians are also using complementary medicine. DISCUSSION: Our study provides a wealth of data documenting several aspects of physicians' philosophy of care as well as differences and similarities between conventional and complementary care. Implications of the study with regard to quality of care as well as ethical and health policy issues should be investigated further.

Attitude to Health↗

PubMed1994

Hospital workers discuss Catholic values. Philosophy is the focus in a series of dialogue sessions.

Feedback from staff at Timken Mercy Medical Center in Canton, OH, suggested that they were taking the facility's Catholic identity for granted. Employees did not have a strong understanding of Catholic healthcare philosophy and how it made Timken Mercy different from non-Catholic hospitals. The hospital's administrators sought a solution to this problem. In fall 1992 the hospital began to hold a series of "dialogue sessions" for its staff members on Timken Mercy's philosophy. The first sessions, for managers, were so successful that meetings were added for other hospital workers early the following year. After an opening prayer, the participants in each session discussed points taken from Timken Mercy's statement of philosophy. After the sessions, participants suggested ways the hospital's philosophy might better be embodied in their work lives. Employee morale has improved as a result of the hospital-wide discussion of Catholic healthcare values. A new openness and willingness to grow has been noted in Timken Mercy's staff.

Catholicism↗

PubMed1998

[Aspects of phenomenal philosophy as starting point for a new animal-human relationship]

The legally legitimised relationship to animals mirrors the history of philosophy. The relationship between animals and people in the Middle Ages and in the early Modern Age and the then corresponding jurisdiction allows great insights in this respect. Animals were then considered equal to people. As a consequence, it was possible in the Middle Ages and in the early Modern Age that legal proceedings against animals were undertaken, animals could even be sentenced to death. Enlightenment philosophy changed this by giving legal status exclusively to humans. In modernity animals are not considered to be people. Animals do not act voluntarily and do not have conscious knowledge of possible reactions to their own actions. Because of that, it is not possible to hold them responsible for their actions. The philosophically based premises for guilt are not given and therefore legal proceedings against animals are no longer justified. The law in respect to animals underwent complete changes as a consequence of philosophical innovation. Legally, animals are now objects and fall under the law of property. The depersonalisation of animals and accordingly the withdrawal of rights that are now exclusively given to people turns animals into basic commodities. The current efforts in philosophy to restore the respect for animals are answered either with the concept of interest or again with a concept that is linked to personality. Both ways turn out to be inadequate when it comes to integrating animals into ethics. Therefore we suggest an ethics that is open to empathy and the "view of the other". The supported ethics is orientated to the phenomenal philosophy of Emmanuel Lévinas and in contrast to conventional types of ethics it represents a higher degree of coherence as the phenomenal ethics is able to integrate phenomena of life as much as possible. Phenomenal ethics gives reasons for a title of life for higher animals and the prohibition of animal testing. The banning of animal testing should be absolute, no exceptions are justified.

Journal Article↗