Teaching Philosophy of Science in Nursing Doctoral Education

Purposes: To explore the teaching and learning process regarding philosophy of science and to offer creative recommendations based on classroom experience. Conceptual Framework: Dewey\u27s writings about intelligence, deliberation, and critical reflection; Freire\u27s 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\u27 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

Effects of Public Health Nursing Participation in Selected Academic Courses on Self-Reported Functions and Competences: A Collaborative Pilot-Study

A profile of the education levels of practicing public health nurses (PHNs) in Mississippi in 1988 indicated that 71 % of those nurses were prepared in associate degree or diploma programs. Since these programs typically do not provide formal academic courses in community health nursing, nurses currently enter the workplace with insufficient preparation for this increasingly complex role. A collaborative pilot study between the agency and a state-supported school of nursing evaluated the impact of participating in selected components of an academic community health nursing program on the self-reported competencies and functions of beginning PHNs. Twelve PHNs who were employed during six months in the geographic area contiguous to the school were selected to attend 10 classroom sessions on basic topics applicable to the generic PHN role in a southern state. A control group of 12 PHNs hired during the same period of time was also selected. Both groups completed an instrument on functions and competencies before and after the course. A significant difference was seen in certain functions and competencies between attenders and nonattenders