Critical Social Theory References

Lapum, J., Hamzavi, N. , Veljkovic, K., Mohamed, Z., Pettinato, A., Silver, S. and Taylor, E. (2011). A performative and poetical narrative of critical social theory in nursing education: an ending and threshold of social justice. Nursing Philosophy, 13, 27–45. MacFarlane, C. (2006). Advanced Introduction to Critical Social Theory. Retrieved from: http://theoria.ca/research/files/cstcomp.pdf McEwen, M. and Wills, E. (2011). Theoretical basis for nursing (3 ed.). Philadelphia, PA: Lippincott Williams & Wilkins. Sumner, J., and Danielson, E. (2007). Critical Social Theory as a means of analysis for caring in nursing. International Journal for Human Caring, 11(1), 30-37. Wilson-Thomas, L. (1995). Applying critical social theory in nursing education to bridge the gap between theory, research and practice. Joumal of Advanced Nursing, 21, 568-575.

Critical Social Theory

As part of the requirement for Advance Nursing Theory at the Universuty of North Alabama, we are asked to create a blog that discusses a borrowed theory that can and is uded in nursing. In previous posts, I discussed Modeling and Social Learning Theory. For this class, I'll discuss the Critical Social Theory. According to McEwen and Mills (2011), Critical Social Theory uses societal awareness to expose social inequalities that would keep people from reaching their full potential. It questions and challenges all forms of domination and exploitation and assumes that the truth is socially determined (McFarlane, 2006). Also, critical social theory involves an intense and critical determination towards freedom by drawing a person’s attention to oppression and the constraints of human behavior (Lapum, Hamzavi, Veljkovic, Mohamed, Pettinato, Silver & Taylor, 2011). McEwen and Mills (2011) state that critical social theory assumes that the truth is socially determined and people must question their assumptions to identify any oppressive social arrangements through self reflection. Critical Social Theory has many uses in nursing. Sumner and Danielson (2007) explore the relationship between Critical Social Theory and nurse-patient relationships within the constraints of the health care delivery system. They state that the critical social theory is a tool that can probe for gaps, silences and false construction in communication between the nurse-patient relationships in order to identify oppressed voices (Sumner & Danielson, 2007). It also provides opportunities to question historical and current influences, confront unquestioned norms and values and these norms and values relevance in current nursing practice. Lastly, Critical Social Theory facilitates understanding of caring in nursing (Sumner & Danielson, 2007). Sumner and Danielson (2007) conclude that through critical reflection that nurses develop insights that can explain central nursing values so they can be implemented in their practice. When Critical Social Theory is applied to nursing practice, there can be an increased understanding of nursing’s traditional value and roles in the history of healthcare. It also is a mean for nurses to acknowledge their own feelings that may influence their practice and question the traditional roles of nursing and their relevance (Sumner & Danielson, 2007). I am planning on working as a nurse educator upon graduation; therefore, I was interested in the role of theory within nursing education. Wilson-Thomas (1995) states that when Critical Social Theory is applied to nursing education, it bridges the gap between theory, research and practice and the congruency between theories, research and practice is critical in professional development. When Critical Social Theory is used in nursing education, it can assist nurses and nurse educators in analyzing the knowledge that is generated from androcentric ideology, so that the nursing care provided can be promoted and maintained from a caring, humanistic and contextual perspective (Wilson-Thomas, 1995). Critical Social Theory will also enable nurse educators and nursing students to challenge the traditional norms within nursing, in order to uncover hidden meanings and constraining sociopolitical barriers to optional health for every health care client (Wilson-Thomas, 1995).