護理哲理與知識建構

中文課程綱要摘要 本課程為護理博士班核心必修課程，本課程旨在引導博士生探究科學知識與護理知識的哲學基礎、歷史發展及演變歷程，並從本體論、知識論、價值論、文化、臨床實務、生活經驗與多元致知型態等觀點，批判性反思護理現象的本質、意義與價值。 課程內容涵蓋科學哲學、護理致知型態、研究典範、概念發展、知識建構、理論形成與理論評析。學生將透過哲學對話、文獻批判、敘事反思、田野探索、跨文化比較及理論建構工作坊，選擇一項與個人研究興趣相關的護理現象，辨識知識缺口，發展核心概念、概念關係與理論命題，並整合文獻、實務、文化及生活經驗，逐步建構與修正具有哲學一致性、文化回應性、原創性及實務價值的初步護理理論。 English Course Abstract This core doctoral-level course explores the philosophical foundations, historical development, and evolving nature of scientific and nursing knowledge. Students critically examine the nature, meaning, and value of nursing phenomena from ontological, epistemological, axiological, cultural, clinical, experiential, and multiple ways-of-knowing perspectives. Course content includes philosophy of science, patterns of knowing in nursing, research paradigms, concept development, knowledge construction, theory formation, and theory evaluation. Through philosophical dialogue, critical literature review, narrative reflection, field-based inquiry, cross-cultural comparison, and theory-development workshops, students will select a nursing phenomenon relevant to their scholarly interests, identify knowledge gaps, develop core concepts, conceptual relationships, and theoretical propositions, and integrate literature, practice, culture, and lived experience. By the end of the course, students will construct and refine a beginning nursing theory that demonstrates philosophical coherence, cultural responsiveness, originality, and practical value.

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十、國際博士生的教學安排 X. Teaching Arrangements for International Doctoral Students 1. 英文作為共同學術語言，中文用於補充台灣及原住民族的在地脈絡。 English will serve as the shared academic language, while Chinese may be used to supplement Taiwanese and Indigenous local contexts. 2. 課程大綱、每週學習目標、指定閱讀、作業說明及評分規準均提供完整英文版本。 Complete English versions of the syllabus, weekly learning objectives, required readings, assignment guidelines, and grading rubrics will be provided. 3. 核心閱讀以英文原典及國際學術文獻為主。 Core readings will primarily consist of original English-language texts and international scholarly literature. 4. 涉及台灣社會、健康制度、文化及原住民族議題的案例，均提供必要的英文背景資料，不預設國際學生已熟悉台灣脈絡。 Cases involving Taiwanese society, healthcare systems, cultural contexts, or Indigenous issues will include essential background information in English. Prior familiarity with Taiwan will not be assumed. 5. 鼓勵國際學生運用其母國文化、健康照護制度及專業經驗進行比較，以豐富跨文化知識建構。 International students are encouraged to draw upon the cultures, healthcare systems, and professional experiences of their home countries to enrich cross-cultural knowledge construction. 6. 口語表達中的文法、口音或語言流暢度不作為主要評分依據；評量重點為哲學深度、論證品質、概念清晰度及理論創新。 Grammar, accent, and linguistic fluency in oral presentations will not be primary grading criteria. Assessment will focus on philosophical depth, quality of argumentation, conceptual clarity, and theoretical originality. 7. 所有理論模型、核心概念、概念關係及理論命題均須以中英文雙語標示。 All theoretical models, core concepts, conceptual relationships, and theoretical propositions must be labeled in both Chinese and English. 8. 小組討論與博士論壇採跨文化組隊，促進不同文化、專業與照護經驗之間的對話。 Cross-cultural grouping will be used in class discussions and doctoral forums to promote dialogue among diverse cultural, professional, and caregiving perspectives. 9. 對台灣文化或制度不熟悉的學生，教師將提供必要的概念說明、案例背景與學習支持。 Students unfamiliar with Taiwanese culture or institutions will receive necessary conceptual explanations, contextual information, and learning support. 10. 學生可選擇以英文完成口頭報告、答辯及書面作業；中文能力不影響課程成績。 Students may complete oral presentations, defenses, and written assignments in English. Chinese-language proficiency will not affect course grades.

九、課程評量建議 IX. Course Assessment 評量項目 Assessment Component 比例 Weight 英文文獻導讀、課堂討論與學術參與English-Language Literature Presentation, Class Discussion, and Scholarly Engagement 20% 期中博士知識建構提案Midterm Doctoral Knowledge Construction Proposal 25% 田野、跨文化與情境化知識分析Field-Based, Cross-Cultural, and Contextualized Knowledge Analysis 15% 期末博士論壇口頭發表與答辯Final Doctoral Forum Presentation and Defense 20% 期末初步理論建構書面報告Final Written Report on Beginning Theory Construction 20% 合計 Total 100% 評量原則 Assessment Principles • 評量重點為哲學思辨深度、論證品質、概念關係的邏輯性、文化回應性及理論創新。 Assessment emphasizes philosophical depth, quality of argumentation, logical coherence of conceptual relationships, cultural responsiveness, and theoretical originality. • 學生須呈現理論模型從初步構想到田野檢視、跨文化分析及最終修正的發展歷程。 Students must demonstrate how their theoretical models evolve from beginning ideas through field-based inquiry, cross-cultural analysis, and final refinement. • 課堂討論、口頭答辯及書面報告均重視學術誠信、證據運用與反思能力。 Class discussions, oral defenses, and written reports emphasize academic integrity, appropriate use of evidence, and reflective capacity.

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十一、Required Textbooks 1. Kuhn, T. S. (2021). The Structure of Scientific Revolutions (50th Anniversary Edition) 程樹德, 傅大為, 王道還。科學革命的結構。遠流。 2. Chinn, P. L., & Kramer, M. K. (2021). Knowledge development in nursing: Theory and process (11th. ed.). Mosby. https://www.amazon.com/-/zh_TW/Peggy-L-Chinn-ebook-dp-B07LBSYRW7/dp/B07LBSYRW7/ref=mt_other?_encoding=UTF8&me=&qid= 3. Rodgers, B. L., Knafl, K. A. (2000). Concepts development in nursing: Foundations, techniques, and applications (2nd. ed). W.B. Saunders Company. https://www.amazon.com/Concept-Development-Nursing-Foundations-Applications/dp/072168243X 4. Walker, L. O., & Avant, K. C. (2018). Strategies for theory construction in nursing (6th. Ed.). Pearson Education. https://www.amazon.com/-/zh_TW/Lorraine-Walker/dp/0134754077/ref=sr_1_2?dchild=1&keywords=Strategies+for+theory+construction+in+nursing&qid=1630549895&sr=8-2 Recommended Textbook 5. Rodgers, B. L. (2004). Developing nursing knowledge: Philosophical traditions and influences. Lippincott Williams & Wilkins. https://www.amazon.com/-/zh_TW/Beth-L-Rodgers-dp-B019NDTM30/dp/B019NDTM30/ref=mt_other?_encoding=UTF8&me=&qid=1630550008 6. 陳瑞麟（2010）。科學哲學：理論與歷史。群學。 7. 陳瑞麟（2017）。科學哲學：假設的推理(2版)。五南。 8. Alligood, M. R. (2013). Nursing theory: Utilization & application. Elsevier Health Sciences. 9. Meleis A. I. (2018). Theoretical nursing: Development and progress (6th ed.). Wolters Kluwer. 10. Meleis A. I. (2010). Transitions theory: Middle range and situation specific theories in nursing research and practice. Springer. 11. Leininger M. (1970). Nursing and anthropology: Two worlds to blend. John Wiley & Sons. 12. McCarthy, C. T., & Aquino-Russell, C. (2009). A comparison of two nursing theories in practice: Peplau and Parse. Nursing Science Quarterly, 22(1), 34-40. 13. McFarland M., Wehbe-Alamah H. B. (Eds.). (2018). Leininger’s transcultural nursing: Concepts, theories, research, & practice (4th ed.). McGraw-Hill. 14. Parse, R. R. (2013). Living quality: A human becoming phenomenon. Nursing Science Quarterly, 26(2), 111-115. 15. Ray M. A. (2016). Transcultural caring dynamics in nursing and health care (2nd ed.). F.A. Davis. 16. Watson J. (2012). Human caring science: A theory of nursing (2nd ed.). Jones & Bartlett. 17. Watson J. (2018). Unitary caring science: Philosophy and praxis of nursing. University Press of Colorado. Required Reading (p 5) ***Assigned by the instructor for each class Web Resources for Philosophy of Science: 1. Nursology.net https://nursology.net/resources/books/knowledge-development-in-nursing/ Content drafted by Jacqueline Fawcett and Peggy Chinn Date: September 12, 2021 2. Stanford Encyclopedia of Philosophy http://plato.stanford.edu/contents.html 3. The Internet Encyclopedia of Philosophy http://www.iep.utm.edu/ 4. Nightingale Initiative for Global Health. (2019). Home. Retrieved from https://www.nighvision.net 5. Nursing Now. (n.d.). A global campaign to raise the profile of nursing. Retrieved from https://www.icn.ch/what-we-do/campaigns/nursing-now

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