Emerging Philosophy

Emerging Philosophy : 

Emerging Philosophy Tina Judge

Background of Influential Factors : 

Background of Influential Factors

Politics As An Influence : 

Politics As An Influence Politics is a hot topic now-a-days, so let’s start there… As Pam would say in some of her notes… Hold on Tight!

Social & Political Factors : 

Social & Political Factors Ahh… Politics Shhhh… Be Very, Very Quiet Very, Very Quiet

Political Influences : 

Political Influences Hesitate to Discuss Political Viewpoints, YET Heavily Influenced by Conservative Policies Democratic and Socialist Perspectives are Beautiful Notions; However, Difficult to Implement in Cultures that are Not Homogenous in Work Ethic

Exploitation of Already Existing Socialist Programs : 

Exploitation of Already Existing Socialist Programs

I Told You What I Am Not… As Opposed to What I Am… : 

I Told You What I Am Not… As Opposed to What I Am… It’s Most Likely Cause I’m Still Working It Out In My Own Mind

And That’s Because It’s Less About Who/What I Agree With; And More About Who/What I Have The Least Amount of Disagreement With : 

And That’s Because It’s Less About Who/What I Agree With; And More About Who/What I Have The Least Amount of Disagreement With

Growing Up Less Advantaged : 

Growing Up Less Advantaged When you grow up in an area where everyone is poor, you don’t realize that YOU are poor – until you move away (if you do!)

Growing Up in Coal Mine Region! : 

Growing Up in Coal Mine Region!

Growing Up West Virginia… : 

Growing Up West Virginia… Father was a Lumbarjack for the Coal Mines. How can you high school chemistry lab without a lab? First to have college degree in my extended family.

Growing Up Hillbilly Style: It’s My Culture So I Can Make Fun of It… : 

Growing Up Hillbilly Style: It’s My Culture So I Can Make Fun of It… But If You Make Fun of It… Then It’s On!

So Why Did I Post This? : 

So Why Did I Post This? Recurring Themes by Self Doubt, Feelings of Inadequacy How Can I Be the One to Manage Our Practice? Afterall, I Have An Accent! (in case you didn’t notice) Am I Over It Yet? Not Completely – But Getting There!

Influential People & Events : 

Influential People & Events Passing The Light!

Other Influential Events : 

Other Influential Events Teaching at Local College Moving to VA/Obtaining Post MSN’s NP Taught Me The Value of Post-Graduate Work

Having A Family with My Hubby MikeMarshall (8), Austin (11), & Laila (1) : 

Having A Family with My Hubby MikeMarshall (8), Austin (11), & Laila (1)

Cognitive Style : 

Cognitive Style How individuals process information and prefer to learn The way individuals organize information and experiences How learners perceive, interact with, and respond to the learning environment Keafe (1987); Garity (1985); Laschinger & Boss (1984); DeGroot (1982)

The Assimilator, Ehh?… That Would Be Me… : 

The Assimilator, Ehh?… That Would Be Me…

Description of Cognitive Style - Assimilator : 

Description of Cognitive Style - Assimilator By taking some online tests and reading DeGroot, I matched the assimilator style more closely for the following reasons: assimilating disparate observations into an integrated explanation, and more concerned with abstract concepts and logically sound theories, but less concerned with the practical use of theories.  DeGroot (1982); Kolb (1981)

Ways of Knowing:Esthetic Knowledge : 

Ways of Knowing:Esthetic Knowledge Knowledge is developed & integrated through Empirics: what is known is accessible through the physical senses Ethics: Ethical knowing involves making moment-to-moment judgments about what ought to be done, what is good, what is right, and what is responsible Personal knowing: Personal knowing concerns the inner experience of becoming a holistic, authentic self capable of unifying the plural dimensions Aesthetics: Aesthetic knowing involves deep appreciation of the meaning of a situation and calls forth inner creative resources that transform experience Carper (1978)

Esthetic Knowledge : 

Esthetic Knowledge Knowing/Understanding is influenced by an integration of the domains described by Carper. Knowing involves the recognition of intuitive patterns of response; interpretation of patterns ultimately is defined by reflecting on the processes and outcomes associated with the processes after alternative interpretations are explored. Empathy is the ability to understand the experiences of others.

Ontology : 

Ontology Ontology is the study of the nature of being, existence or reality in general. It is the study of the concepts and relationships that can exist for an agent or a community of agents. Ontology = SUBSTANCE of a discipline (its substantive focuses, phenomena of interest) Guba & Lincoln (1998); Crotty (1998); DeGroot (1998); Reed (2009); Audi (1999); Reed & Shearer (1995)

Contextual-Developmental Metaparadigm : 

Contextual-Developmental Metaparadigm Events are composed of continually changing patterns. Interconnectedness of person and environment, emphasis on both person and environment. The WHOLE is person-environment as a unit. Reed (2009); Pepper as Cited in Reed (2009)

Contextual-Developmental Metaparadigm : 

Contextual-Developmental Metaparadigm Heraclitus's maxim of "One can never step in the same river twice“. Reality as an ongoing and dynamic event. Reciprocally active and reactive interrelationship. To understand an isolated event, it needs to be interpreted within the context it happened. Woolf (1998).

Roger’s Theory of Unitary Human Beings : 

Roger’s Theory of Unitary Human Beings Humans are viewed as integral with the universe. The irreducible nature of individuals is different from the sum of the parts. The energy field of the human being interacts with the energy field environment. The manifestations of the field patterning that emerge are observable events. The environment = "irreducible ,pan dimensional energy field identified by pattern and integral with the human field“

Roger’s Theory of Unitary Human Beings : 

Roger’s Theory of Unitary Human Beings Human beings-environment energy fields relationship. The purpose of nurses is to promote health and well-being for all persons wherever they are. Nursing focus on people and the manifestations that emerge from the mutual human /environmental field process. Health = expression of the life process. Nursing therapeutics: “Repatterning of man and environment for more effective fulfillment of life’s capabilities” Fawcett (1993); Reed (2009); Reed (1995); Meleis, A.I. (2007).

Reality… Is it Moving or Not? : 

Reality… Is it Moving or Not?

Rorty’s Postmodern Spin : 

Rorty’s Postmodern Spin Concepts and intuitions come together to produce knowledge. Epistemology is consistent with the picture of the mind working on empirical content to produce in itself thoughts and representations which, when all goes all, mirrors reality. “Truth cannot be out there—cannot exist independently of the human mind—because sentences cannot so exist, or be out there”

Rorty & Nursing Science : 

Rorty & Nursing Science Research should be centered around “what works,” not so much the quest for truth. “What works” is not defined by the researcher, but by the communities sharing a culture and language, and affected by the problem itself. Language does not define truth, but discourse and a contrasting of vocabularies allow an understanding and fluidity of meaning, and are contextualized in the process of the dialogue Trainor, 2000; Warms, 1999; Issacs et al, 2009

Rorty & Nursing Science : 

Rorty & Nursing Science Rorty’s philosophical underpinnings support a pluralistic approach that highlights the interpersonal of what nurses do and what nursing scientists are interested in – that which has meaning to the patient as much as the nurse – the recognition of the person and of what it means to be human. Trainor, 2000; Warms, 1999; Issacs et al, 2009

Metaparadigm Statement : 

Metaparadigm Statement

Metaparadigm Statement : 

Metaparadigm Statement Man is more than sum of his parts, and consistent with Rogers, man & environment are one, & are irreducible. Context is important, and events cannot be interpreted without the context. Health exists; as such it has patterns. Health and Illness on the same continuum. Rogers (1970); Wright (2007); Reed (2009); Reed (1997)

Metaparadigm Statement : 

Metaparadigm Statement Health is about helping persons optimize their potential, according to the needs of the patient. Health, though, is not always defined by the patient alone, but according to the needs of the patients inextricable parts. The role of nursing is to help patients discover effective methods of maximizing optimal outcomes though promoting the patient’s quality of life. Rogers (1970); Wright (2007); Reed (2009); Reed (1997)

Incorporating Rogers into My Daily Practice : 

Incorporating Rogers into My Daily Practice I stated that I very much believe in a psychopharmacologic approach to treating psychiatric disorders. Although this approach is based on a biomedical model, it’s application can be much more than what it appears. As a psychiatric specialist, I treat illness by identifying receptor patterns of response for individual patients.

Patterns Identified In Practice : 

Patterns Identified In Practice Examples of patterns of response to receptor activity can the following dimensions: Mood Sleep & Wakefulness Patterns Thematic Isolation Patterns: Anxious Isolation vs Amotivated Isolation Thought Processes Domains: Thought Activation Patterns – Thought Acceleration, Suicidal Rumination, Anxious/Ruminative Thought Patterns, Vivid Dreams

Spectrum of Receptor Response : 

Spectrum of Receptor Response

Matchmaker, Matchmaker, Make Me a Match…. : 

Matchmaker, Matchmaker, Make Me a Match…. Simply Put, Although I Am A Nurse Practitioner Specializing in Psychiatry My Real Job Is MatchMaker!

Three Elements of Matchmaking : 

Three Elements of Matchmaking Combining the Three Elements of Matchmaking To Best Optimize Therapeutic Treatment Response While Minimizing Adverse Effects

Rorty in Daily PracticeHelping Patients Mitigate Their Realities : 

Rorty in Daily PracticeHelping Patients Mitigate Their Realities As stated earlier, the mind produce in itself thoughts and representations which, when all goes all, mirrors reality. In daily practice, I work with patients to understand the power they give to their words.

Disempowering Self-Deprecating Phrases : 

Disempowering Self-Deprecating Phrases For example, helping pts replace phrases such as…. “It was devastating…” To Another Phrase Such As “It was highly inconvenient; however, I am a survivor.”

Research Focus : 

Research Focus My research focus is on therapeutic response and adverse effects of psychopharmacologic agents in women with bipolar disorder. In the preceding discussion, I addressed how Rogers theory fits into my daily work practice; Likewise, the same rationale is appropriate here, as well.

Influences Regarding My Incorporation of WorldView & Theory in Practice : 

Influences Regarding My Incorporation of WorldView & Theory in Practice Psychotherapeutic selection theories are heavily influenced by Stephen Stahl, founder of the Neuroscience Education Institute. When I embarked on this course, I had no idea that I would be selecting Rogers’ as a theoretic basis. Thank you to Dr. Reed for posing the question to our group – this was my ah ha experience, realizing that I use Rogers’ theory everyday in practice. Thank you to my working group for helping me to better understand Rogers and her theory.

Influences Regarding My Incorporation of WorldView & Theory in Practice : 

Influences Regarding My Incorporation of WorldView & Theory in Practice Selection of Rorty: I have been curious about Rorty for an extended period of time. In a previous “university life”, I took a feminism in healthcare ethics course taught by Dr. Mary Rorty, AKA wife to Richard Rorty. At the conclusion of the course, we were invited to their home to “break bread”. I was “star struck” by meeting Dr. Richard Rorty, the first time I’ve met someone of such notoriety. So it was a pleasure to come to a better understanding of his philosophic views.

References : 

References Crotty, M. (1998). The foundations of social research. Thousand Oaks: Sage. Carper, B. (1978). Fundamental patterns of knowing in nursing. In P. G. Reed & N. B. C. Shearer (Eds.). Perspectives on Nursing Theory 5th ed.: Philadelphia: Lippincott, Williams & Wilkins. DeGroot, H. A. (1998). Scientific inquiry in nursing: A model for a new age. In P. G. Reed & N. B. C. Shearer (Eds.), Perspectives on Nursing Theory 5th ed.: Philadelphia: Lippincott, Williams & Wilkins. Garity, J. (1985). Learning styles: Basis for creative teaching and learning. Nurse Educator, 10 (2), 12-16. Guba, E. & Lincoln, Y. (1989). Fourth Generation Evaluation. Newbury Park: Sage. Isaacs, S; Ploeg, J; & Tompkins, C (2009) How can Rorty help nursing science in the development of a philosophical 'foundation'?. Nursing Philosophy. 10(2) 81-90. Keefe, J. (1987). Learning Style Theory and Practice. National Association of Secondary School Principals. Kolb, D. (1985). Learning style inventory. Boston, MA: McBer and Company.   Pepper as Cited in Reed (2009). Pam’s Notes on Worldviews. Retrieved from Lecture notes Online Web site: http://nursing.d2l.ltc.arizona.edu/d2l/ Reed, P. G. (1995). A treatise on nursing knowledge development for the 21st century: Beyond postmodernism. In P. G. Reed & N. B. C. Shearer (Eds.). Perspectives on Nursing Theory 5th ed.: Philadelphia: Lippincott, Williams & Wilkins. Reed, P. G. (1997). Nursing: The ontology of the discipline. Nursing Science Quarterly, 10, 76-79. Reed, P. G. (2009). Pam’s Notes on Worldviews. Retrieved from Lecture notes Online Web site: http://nursing.d2l.ltc.arizona.edu/d2l/ Reed, P. G. (1995). A treatise on nursing knowledge development for the 21st century: Beyond postmodernism. In P. G. Reed & N. B. C. Shearer (Eds.). Perspectives on Nursing Theory 5th ed.: Philadelphia: Lippincott, Williams & Wilkins Rogers, Martha E. 1970. An Introduction to the Theoretical Basis of Nursing. Philadelphia: F.A. Davis Company. Richard Rorty (2007).  Retrieved 10/12/2009 from http://plato.stanford.edu/entries/rorty/  Trainor B.T. (2000) The challenge of postmodernism to the human service professions. Journal of Applied Philosophy, 17(1), 81–92. Warms C.A. & Schroeder C.A. (1999) Bridging the gulf between science and action: the 'new fuzzies' of neopragmatism. Advances in Nursing Science, 22(2), 1–10. Wright, B.W. (2007) . The evolution of Rogers’ Science of Unitary Human Beings: 21st century reflections. Nursing Science Quarterly. 20(1), 64-67.