Chapter 3 Philosophy of Nursing Philosophy • Investigation of the nature, causes, or principles of reality, knowledge, or values, based on logical reasoning • A system of thought based on such inquiry • Critical analysis of fundamental assumptions or beliefs • A set of ideas or beliefs relating to a particular field or activity; an underlying theory Perspectives of Truth • Classical philosophers • Theocratics • Empiricists • Rationalists • Idealists • Positivists • Early existentialists • Pragmatists • Relativists • Phenomenologists • Existentialists • Poststructuralists/ postmodernists Continuum of Realism and Idealism Realism • The world is static • Seeing is believing • The social world is a given • Reality is physical and independent • Logical thinking is superior Idealism • The world is evolving • There is more than meets the eye • The social world is created • Reality is a conception perceived in the mind • Thinking is dynamic and constructive Beliefs • Three categories of beliefs: – Existential beliefs – Evaluative beliefs – Prescriptive/proscri ptive beliefs • What are your beliefs about the major concepts in nursing? – Person – Environment – Health – Nursing Assertions Related to Values • Each person has a few • All humans possess the same values • People organize values into systems • Values are developed in response to culture, society, and personality • Behaviors are manifestations or consequences of values Values • Process of valuing involves 3 steps: – Choosing values – Prizing values – Acting on values Acquiring Values • Must be chosen freely • Must be selected from a list of alternatives • Must have thoughtful consideration of each of the outcomes of the alternatives • Must be prized and cherished • Must involve a willingness to make values known to others • Must precipitate action • Must be integrated into lifestyle Values Clarification • Helps us to understand who we are • Helps us to understand what is important to us • Helps us to be more open to accepting others’ choice of values Guide for Developing a Personal Philosophy of Nursing (1 of 3) • Introduction – Who are you? – Where do you practice nursing? • Define nursing – What is nursing? – Why does nursing exist? – Why do you practice nursing? Guide for Developing a Personal Philosophy of Nursing (2 of 3) • What are your assumptions or underlying beliefs about nurses, patients, other healthcare providers, and communities? • Define the major domains of nursing: – Person – Health – Environment Guide for Developing a Personal Philosophy of Nursing (3 of 3) • How are the domains connected? • What is your vision of nursing for the future? • What are the challenges that you will face as a nurse? • What are your goals for professional development? 2 RUNNING Header: Training Design Proposal Training Design ...

1. Chapter 3
Philosophy of Nursing
Philosophy
• Investigation of the nature, causes, or
principles of reality, knowledge, or values,
based on logical reasoning
• A system of thought based on such inquiry
• Critical analysis of fundamental assumptions
or beliefs
• A set of ideas or beliefs relating to a particular
field or activity; an underlying theory
Perspectives of Truth
• Classical
philosophers
• Theocratics

2. • Empiricists
• Rationalists
• Idealists
• Positivists
• Early existentialists
• Pragmatists
• Relativists
• Phenomenologists
• Existentialists
• Poststructuralists/
postmodernists
Continuum of Realism and Idealism
Realism
• The world is static
• Seeing is believing
• The social world is a
given

3. • Reality is physical and
independent
• Logical thinking is
superior
Idealism
• The world is evolving
• There is more than
meets the eye
• The social world is
created
• Reality is a conception
perceived in the mind
• Thinking is dynamic and
constructive
Beliefs
• Three categories of
beliefs:

4. – Existential beliefs
– Evaluative beliefs
– Prescriptive/proscri
ptive beliefs
• What are your beliefs
about the major
concepts in nursing?
– Person
– Environment
– Health
– Nursing
Assertions Related to Values
• Each person has a few
• All humans possess the same values
• People organize values into systems
• Values are developed in response to culture,
society, and personality

5. • Behaviors are manifestations or consequences
of values
Values
• Process of valuing involves 3 steps:
– Choosing values
– Prizing values
– Acting on values
Acquiring Values
• Must be chosen freely
• Must be selected from a list of alternatives
• Must have thoughtful consideration of each of
the outcomes of the alternatives
• Must be prized and cherished
• Must involve a willingness to make values
known to others
• Must precipitate action

6. • Must be integrated into lifestyle
Values Clarification
• Helps us to understand who we are
• Helps us to understand what is important to us
• Helps us to be more open to accepting others’
choice of values
Guide for Developing a Personal
Philosophy of Nursing (1 of 3)
• Introduction
– Who are you?
– Where do you practice nursing?
• Define nursing
– What is nursing?
– Why does nursing exist?
– Why do you practice nursing?

7. Guide for Developing a Personal
Philosophy of Nursing (2 of 3)
• What are your assumptions or underlying
beliefs about nurses, patients, other
healthcare providers, and communities?
• Define the major domains of nursing:
– Person
– Health
– Environment
Guide for Developing a Personal
Philosophy of Nursing (3 of 3)
• How are the domains connected?
• What is your vision of nursing for the
future?
• What are the challenges that you will face
as a nurse?
• What are your goals for professional

8. development?
2
RUNNING Header: Training Design Proposal
Training Design Proposal
Quaron Hilliard
BUS680: Training and Development (NBD1950A)
Kilburn Fulton
12/23/19
Training Design Proposal
Introduction
When preparing and designing a training program for a given
group, several factors need to be taken into consideration.
Among the factors to be considered, the learning objectives of
the participants is one of the fundamental matters that need to
be taken into contemplation. Learning objectives open avenues
through which the training methods and the required
information can be identified. Apart from the learning aims, it
is also vital to account for the associated logistical preparations.
For this design, a population of 100 people who are to be hosted
in two days needs to be taken into consideration. The paper
sought to discuss explicit learning objectives, required content
during the training, a methodology to be cast-off, logistical
arrangements to be included, and their effects on the room
setting towards communication amid the group.

9. Learning Objectives
Learning objectives are essential elements upon which group
training is founded. The training will focus on finding out ways
through which practical feedback skills can be utilized in
delivering a one-to-one performance appraisal towards
employees. The first objective of the training design will be the
detection and recognition of the fundamental principles and the
advantages of applying one-to-one performance appraisal. The
second aim of the training is an adequate review of workers'
performance and seize them appropriately. The third objective
will be a demonstration of the operative communication that is
designated to motivate employees.
Training Content and Associated Methods
Because of a slightly longer duration available, that is two
training days; a variety of methods will be utilized. It attempts
to address the learning objectives set aside adequately. One-to-
one performance appraisal is just but an in-person setting, a lot
of role-playing. This will ensure that showcase communication
strategies used yields better results. In addition to the role-
playing policy, a lecture method will be used. The purpose of
making use of a lecture method is to provide detailed
information about what is expected when carrying out a one-to-
one performance appraisal. The lecture will offer the managers
the right information which they need to ensure that they
undertake the review correctly and in the required manner.
Besides, the data the members will learn from the lecture will
be utilized in selecting relevant case studies, out of which the
class will be placed in groups that will carry out their reviews.
The groups will eventually compare group outcomes of the
results. Blanchard & Thacker (2013) point out that “by not
accounting for trainee differences, companies can be the losers.
Since every trainee may learn differently, it is important to
incorporate several different methods to ensure everyone has an
equal opportunity to learn the material.”
Logistical Arrangements and Impact on Participants
A scattered set up remains the best option because there will be

10. group work as well as group protection in front of the
classroom. “Scattered: less formal, more flexible, facilitates
smaller group activities for break-away activities” (Plowman,
2016). Scattered setup will facilitate the grouping of the
members present without having to rearrange their sitting plan.
The set up will also pave the way for a smooth transition as well
as minimal downtime. Reyes (2019) points out that "Traditional,
face-to-face group work supports greater social integration
within the learning environment, which has been shown to
affect retention positively. Small groups of peers at the same
level of career maturity create a social environment that
motivates adult learners to persist". This implies that group
work will also be utilized throughout the entire training and will
open up ways through which a motivational and creative social
environment should be created. It is paramount for trainees to
feel comfortable in every task that they engage in, as this will
positively impact the outcome of the training.
The two-day training will need some media and training
equipment. There must be a room with a minimum of 105 seats
— 12 tables, which will be distributed evenly within the room.
A laptop and projector will also be required to facilitate media
communication. Trainees need to have a pen and a writing
material where they will be taking down notes. A combination
of all these components will ensure that the training remains a
success.
Visual aids will be utilized during training. This will entail
short films that will be used in conjunction with a PowerPoint
presentation. For more complex matter’s projectors will be used
in breaking them down in terms of enhancing the clarity needed.
Conclusion
For training to become a success, several factors need to be
considered. Although most of the preparation that can be done
is pre-determined, some cannot be predicted. Proper planning
ensures that the training yields fully qualified trainees at the
end of it all. There is a need to take into consideration every
learner. The unique needs of every learner need to be accounted

11. for to ensure that everything remains a success. This can be
attained through ensuring that the plan being followed
comprises of specific objectives which can be developed
through successfully. Diverse methods need to be incorporated
to ensure that an approach that did not address a particular
aspect as required has been reinforced, and the information has
been passed as necessary. Properly planned training with
quality objectives that are adhered to, the activity remains a
success.
References
Blanchard, P. N., & Thacker, J. W. (2013). Practical training:
Systems, strategies, and practices (5th ed). Upper Saddle River,
NJ: Pearson Education, Inc.
Plowman, N. (2016). Top 10 Influential Factors That Affect Job
Training. Retrieved January 13, 2020, from
http://www.brighthub.com/office/human-
resources/articles/102616.aspx
Reyes, S. (2019). Workplace Training and Education: Effective
Methods for Training Adults. Retrieved January 13, 2020, from
http://tribehr.com/blog/workplace-training-and-education-
effective-methods-for-training-adults