By: Bonnie Weaver Battey, Ph.D., R.N.

Abstract, Learning Objectives, Table of Contents

Health professionals are moving from topical, subject- and task-oriented approaches to practice to a philosophical, theoretical and conceptual perspective of health, illness, and healing.  Theories of closely related professions and disciplines, such as psychology and sociology, have historically been studied to foster systematic understanding of an array of health phenomena.  Educators of health care professionals are incorporating theoretical perspectives in curriculum design as well as organizational categories or genre for courses and course content. 
While there are numerous textbooks available that address the philosophical, theoretical and conceptual perspectives of health care, there are none that succinctly guide individuals through the introductory and necessary information.  The author of this computer assisted instruction program (CAI) is a professional educator having extensive experience teaching theories.  She provides essential, generic information to the student in a concise, contemporary mode increasingly used by modern students—the computer. 
The content is designed to address students and professionals in continuing education, health agency orientation programs, as well as multidisciplinary baccalaureate and graduate level courses.  This program may be used alone for use as an independent study auto-tutorial or as an adjunct assignment associated with a course. 
Essential, generic information includes a historical overview, philosophy of science and definitions of the components of the anatomy of a theory, i.e., assumptions, concepts, relationships and evaluation.  It not only provides examples and information about how to analyze a theory but also how to write an original theory of one’s own.  It is becoming increasingly important to teach the ability to formulate new, 21st century theory of contemporary dimensions not only in nursing and health care but also other areas of academia as well.
 
It is designed to take an individual about an hour to complete each lesson.  It is interactive in that there are objective, multiple-choice questions with at least four options for personalized validation of progress.   Inserted at appropriate intervals will be statements of encouragement and positive reinforcement generally. 

The objectives of Anatomy of a Theory are as follows:

  • Appreciate the historical implications of using theories from related disciplines upon the development of nursing and/or health care professionals’ knowledge base as unique disciplines.

  • Value the historical development of nursing and health professions theory and
    the impact it has had on the development of these professions.

  • Understand the derivation of health relevant theories from major philosophies
    of science.

  • Define four parts of the anatomy of a theory: assumptions, concepts, relationship statements and evaluation (research and practice).

  • Understand the relatedness of theory to research, practice, and the development
    of nursing knowledge.

  • Identify the comparative anatomy of selected theories from the humanities, health sciences and nursing.

  • Analyze those theories developed for the discipline of nursing or other health care professions as authored by theorists of that discipline.

  • Value theoretical statements to support one’s position in order to improve critical thinking and problem solving skills in multiple areas of professional practice, i.e., clinical, educational, administrative and scholarly arenas.

  • Ability to formulate an initial effort in developing a new, 21st century theory of contemporary dimensions of nursing and health care practices as well as other academic and professional practice disciplines


The table of contents for the computer assisted instruction program is as follows:

LESSON 1:   Introduction
LESSON 2:   Why bother about theories
LESSON 3:   Attitude and Ethics of the Theory-Builder
LESSON 4:   Language and Philosophy of Science
LESSON 5:

  Ways of thinking (abstract thinking of various disciplines)
LESSON 6:   Defining a Theory
LESSON 7:   Analysis of a Theory: Assumptions
LESSON 8:   Analysis of a Theory: Concepts
LESSON 9:   Analysis of a Theory: Relationship Statements
LESSON 10:   Analysis of a Theory: Evaluation
LESSON 11:   Application of Theory Analysis to “I-Thou” theory by Martin Buber.
LESSON 12:  How to write Your Own Theory for the 21st Century.

If you wish to discuss this program with the author, please contact Dr. Bonnie Weaver Battey by e-mail (bwbattey@comcast.net) or phone (925-706-0442).