| CODE | HSC5121 | ||||||||||||
| TITLE | Foundations of Social Science | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 10 | ||||||||||||
| DEPARTMENT | Faculty of Health Sciences | ||||||||||||
| DESCRIPTION | This study unit contests that scientific research and technology cannot on their own offer an adequate guide to strategies, approaches and processes in health care. The study unit therefore seeks to present an overview of the philosophy of science. Theory and theoretical thinking in social science pertaining to Health Care will also be addressed. Differing classes of theory and the underpinning philosophies in social science will be discussed in the context of research, and to inform education and practice in health care. The study unit links philosophy and theory to research methodology, professional practice and education, showing students how to navigate, appraise and adopt different stances, perspectives and terms of social science. Study-unit Aims The aims of this study unit are: - To provide an overview of the philosophy of science and its application to social science - To provide students with the opportunity to debate the application of philosophy to research, education and practice - To develop insight into the nature and purpose of theoretical thinking - To advance the ability to critically appraise the value of theory in social science pertaining to health care education, practice and research - To familiarise students with the plurality of theories and views underpinning social science - To provide the opportunity for students to analyse and evaluate the application of varying theories to practice, education and research Learning Outcomes 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Show an understanding of the philosophy of social science - Critically evaluate the significance and value of philosophy for health care professionals working across the fields of practice, research and education - Understand the value of theory in informing practice, research and education in social science - Critically evaluate the significance and value of theory for practice, research and education - Critically appraise the concepts of man-environment-health relationships 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate creativity in suggesting application of social and philosophical concepts to practice, education and research - Critically analyze and evaluate the application of theoretical concepts in education and practice - Demonstrate critical thinking skills in an analysis of concepts relevant to health care profession - Challenge, appraise and reflect on varying personal and professional strategies, approaches and processes in the health care arena Main Text/s and any supplementary readings Main Texts: - Alligood, M. R. & Marriner-Tomey, A. (1997). Nursing theory. St Louis: Mosby - Cody, W.K., Kenney, J.W. ( 2006). Philosophical and theoretical Perspectives for advanced Nursing Practice. Philadelphia: Jones & Bartlett Pub. - Olszewski Walker, L & Coalson Avant, K. (2010) Strategies for theory construction in nursing. (5th Ed.). London: Prentice Hall. Supplimentary Readings: - Anscombe, G.E.M ( 2000). Intention. Harvard University Press (reprinted) - Anscombe, G.E.M ( 2005). Human Life, Action and Ethics St. Andrew’s Studies in Philosophy and Public Affairs, Imprint Academic - Bryar, R. (1995). Theory for Midwifery Practice. London: Macmillan - Connor, M.J., (2004). The practical discourse in philosophy and nursing: an exploration of linkages and shifts in the evolution of praxis. Nursing Philosphy, 5, (1), 54-66 - Fisher, L. (2004). Weighing the Soul – The evolution of scientific beliefs Weidenfeld. - Foot, P. (2002). Moral Dilemmas Clarendon, Oxford University Press. - Friggieri, J. (2000). In-Nisga tal-Hsieb Vol. 1 Media Centre Malta. - Gaita, R. (2002). A common humanity – Thinking about love and truth and justice. Routledge. - Kelly, D.F. (2007). Medical Care at the End of Life. Georgetown University Press. - Levinas, E. (1995). Totality and Infinity. Duquesne University Press. - MacIntyre, A. (1999). Dependent Rational Animals: why human beings need the virtues. Duckworth - McCabe, H. (2005). The Good Life: Ethics and the Pursuit of Happiness. Continuum. - McInerny, D. (2006). The Difficult Good. Fordham University Press NY. - Meleis, A. I. (1997). Theoretical Nursing Development and Progress (3rd. ed.) Philadelphia, Lippincott. - Midgley, M. (2002). Science and Poetry. Routledge. - Nagel. T. (1979). Mortal Questions. Cambridge University Press. - Nussbaum, M.C. (1987). The Fragility of Goodness. Cambridge University Press. - O’Neill, O. (2002). A Question of Trust. Cambridge University Press. - Olszewski Walker L. O., and Coalson Avant K. (1995). Strategies for Theory Construction in Nursing. (3rd ed.), London: Prentice-Hall. - Porter, J. (1994). The Recovery of Virtue. SPCK, Marylebone UK - Reed, P.G., Nicoll, H.L., Crawford, S.N.B. ( 2003). Perspectives on Nursing Theories. New York: Lippincott Williams & Wilkins. - Rodgers, B.L., Knafl, K.A. (2000). Concept Development in Nursing. New York: Saunders,WB. - Seedhouse, D. (2000). Practical Nursing Philosophy: the Universal Ethical Code. Wiley - Williams, B. (2000). Morality: An introduction to Ethics. Cambridge University Press |
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| STUDY-UNIT TYPE | Lecture, Independent Study & Tutorial | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Trevor Abela Fiorentino Christopher Caruana Maria Cassar (Co-ord.) Anna Cini Joanna Depares Adrienne Grech Sharon Martinelli Anthony Scerri Catherine Sharples Victoria Sultana Josef Trapani |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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