Teaching and Learning > DISCOURSE

The Value of Studying Philosophy for PG Research Students in Nursing

Author: Stephen Timmons, Alastair Morgan, Alison Edgley and Jennifer Park

Journal Title: Discourse

ISSN: 2040-3674

ISSN-L: 1741-4164

Volume: 9

Number: 1

Start page: 195

End page: 210

Return to vol. 9 no. 1 index page

Introduction and Background

"Philosophy is to be studied, not for the sake of any definite answers to its questions since no definite answers can be known to be true, but rather for the sake of the questions themselves; because these questions enlarge our conception of what is possible, enrich our intellectual imagination and diminish the dogmatic assurance which closes the mind against speculation; but above all because, through the greatness of the universe which philosophy contemplates, the mind also is rendered great." (Russell, 1912)

With the exception of ethics, it remains relatively uncommon for students in nursing to formally study philosophy. While its relevance to a practice-based discipline may be questioned by some, there is sufficient writing and scholarly activity (such as the International Philosophy of Nursing Society and its journal Nursing Philosophy, and centres such as the Centre for Philosophical Nursing Research at the University of Alberta) to suggest that it is in the mainstream of intellectual work in the discipline worldwide. The value of philosophy to nursing was asserted by Griffin (1980). Cash (2004) presents a strong argument for the central relevance of philosophy in the development of nursing, both as knowledge and as practice. Yumul (2004) presents a similarly strong argument, though from a more personal, reflexive stance. Porter (2001) points to the value of philosophy in underpinning the practice of research in nursing. There are several writers who argue that there are benefits for research students in nursing, in particular, to study philosophy, including Appleton and King (2002), Drummond and Standish (2007) and Pesut and Johnson (2008). These authors broadly agree that the benefits include helping 'nursing students to learn to articulate and defend their own ideas while refining their critical thinking skills.' (Butts and Lundy 2003, p91). Butts and Lundy are among the few authors to report on experience of teaching philosophy to nursing students, though theirs is not an empirical study.

While there is only a limited literature that explores the teaching of philosophy to nursing students, there are relevant papers which consider more generally teaching philosophy to non-philosophy students. These include Taylor (2003) who explores teaching philosophy to students of architecture and town planning. The relevance of Taylor's work is that the link between philosophy and a practice-based discipline such as town planning may not be apparent to everyone. Taylor shows how valuable the students found the subject to be, particularly in terms of developing their skills in conceptual analysis, and academic debate, both of which are important for postgraduate students in nursing. Evans (2003) points to similar benefits, in terms of reasoning and argument, for the teaching of philosophy to students in general, and Kuçuradi (2003) makes a plea for the teaching of philosophy to students from a wide range of disciplines. Kunkel (1983) argues that in addition to developing critical thinking, the teaching of philosophy to non-philosophy students can have more general educational benefits.

In the light of this fairly positive view of the value of learning philosophy, it therefore seems odd that it so rarely plays an explicit part in postgraduate education in nursing. Within the UK, the General Nursing Council Trust Evaluation of professional doctorates for nurses found that while philosophy had initially been a part of some doctoral programmes, it had largely been abandoned as irrelevant (Ellis, 2008). In the light of this contradiction between the literature and practice, we wished to establish whether there was any value in continuing to teach philosophy to postgraduate research students, from the perspective of the students. This approach has successfully been applied to the debate in the literature over the relevance of sociology, where students' views had not largely been taken into account. (Edgley, Timmons and Crosbie 2008).

The Module

'Philosophy of Social Science' is a compulsory module for postgraduate students in the School of Nursing where this study was conducted. A major object of the philosophy of social science course is to increase students' awareness of the ontological, epistemological and methodological assumptions that underpin various research strategies. The module aims to help students understand debates in philosophy and about the nature of knowledge claims so that they are able to critically examine assumptions that are built into the available methods of data gathering and analysis. More broadly, the module seeks to improve the critical awareness and abilities of students. A supplementary reason the module is offered is in order for postgraduate programmes to achieve Economic and Social Research Council (ESRC) recognition for funding (ESRC 2008).

Data Collection and Sample

Following Avis (2003) we do not believe that it is necessary for qualitative research to follow a specific methodological prescription. This was, broadly, an interpretive, pragmatic project. Data collection was by interviewing students who had completed the Philosophy of Social Science module within the last five years and who were still engaged in research in the School of Nursing. Involvement in the study comprised a 30-45min, one-to-one interview with the researcher (JP, not one of the module team). Fifteen students who responded positively to an email were invited to be interviewed. The interview schedule is attached at Appendix One. The topics chosen were derived from the literature, and from student evaluations of the module. Although most interviews took place within the School of Nursing in a private room, for logistical reasons three of the interviews were conducted by telephone. Participants had a wide variety of backgrounds in philosophy.

Although three quarters of the students had experienced some study of philosophy prior to the module, it was in less depth. In addition some of the students had either forgotten or struggled with their previous exposure to philosophy, and for some this had been a considerable time ago. At the time of interview around one half of students were at the stage of designing their project and reading background literature, a quarter were doing fieldwork or analysis and the remainder were writing up their research. Research topics that students were investigating covered prevention of and patient experience of injury or specific disease, palliative care, lifestyles, diagnosis and nurse education.

Ethical issues

Ethical approval for the study was given by the relevant Research Ethics Committee. Written information was sent in advance of the interview, and written consent taken at the interview. Confidentiality was guaranteed. Numbers in brackets following quotes indicate interviewee codes. Further identification has been avoided in order to maintain confidentiality.

Analysis

All interviews were tape-recorded and the resulting transcripts analysed for using NVivo 7. The analysis involved two stages, first coding the transcripts into an evolving tree structure of concepts and themes through a process of iterative modification. The coded text was then drawn upon to illustrate the emergent themes.

Findings

Of the participants: three were on the taught Doctor of Health Science (DHSci) course, one was doing a Master of Arts in Research Methods (MARM) and 11 were undertaking a PhD. Four students were on parttime courses—two PhDs and two DHSci. Nearly half were in their second year. Nine participants were female and six male, with one female and four males being international students.

The interviews generated a large amount of data. From this we will focus on their perception of the relationship between what they learned on the module, and their own research, as this is the principle issue that is discussed in the available literature. Although many students found the philosophy module hard and had not always enjoyed the experience they nonetheless valued the ways in which participation in the module had prompted a perceived development in their abilities, often not immediately, but on reflection. The students interviewed did not appear to experience the same sorts of difficulties in studying philosophy as the students discussed by Cantor (2007), such as inexperience in writing essays, or with expressing themselves in seminars.

Encouragement to read further

The students perceived knowledge and understanding had been broadened by being encouraged throughout the module to read more extensively around philosophy and their subject, in preparation for the lectures. For some, the additional reading, as opposed to the lectures and tutorials, was the most effective aspect in the preparation and writing of their assignment. One student described how, in relation to their assignment they now understood their approach to their research, returning to re-read the literature from a new perspective by considering the economic, cultural and social conditions at the time. From their perspective, breadth of reading gave more credence to students' research by placing it within a context and giving breadth to their work.

Having been encouraged and given ideas for reading some students had been opened to the multiple approaches that were possible, enabling them to put their research in a particular philosophical context. For others it provided confirmation of a choice of method, for example a qualitative exploration as appropriate for the question asked in their research. An increased awareness of the available philosophies enabled students to reconcile decisions that they had taken, again giving them confidence in their stance.

Well it's encouraged me to do some reading about interpreting what people say, and I've joined a narrative research group (8)

Alternative frameworks

During and following the module, students argued that they felt better able to choose appropriately from the variety of philosophical standpoints that they had been introduced to during the module. Even when they had decided on their research question and method beforehand, students were then able to re-evaluate and, for some, to change or confirm these decisions while broadening their thinking on the research they were undertaking.

In being able to understand a variety of alternative approaches appropriate to their research they were then able to rationalise their decision to embark on the route they had chosen. This resulted in them gaining greater confidence that they were embarking in a sensible direction for the research and self-assurance that they would be able to justify their decision-taking both verbally and in the written thesis.

...all these approaches, I'm not looking at them from one angle, but oh this is a good one, and the reason why I choose it because of this and that. I also look at the ones which I wouldn't use. (15)

Students linked knowledge gained as a result of the philosophy module to their choice of methodology, creating questionnaires and the ways their methodology section was written. However, where students had followed several modules all of them had to different extents contributed to their increased knowledge.

I would say that it has guided, even my methodology in particular because the way I now structure my methodology is in relation to the epistemological way of thinking. [In] particular I want to ground my research on particular epistemological assumptions, so that guides my research, that analysis and interpretation and finally writing up.'(14)

Students said that being exposed to philosophical thinking, the variety of philosophical approaches, together with the reading for the module and their research, alongside discussion and sharing of ideas both in and out of tutorials expanded their perspectives and enabled them to be more perceptive. They talked about changing their thinking and compared their position before, to after, experiencing the philosophy module. They appreciated these developments and described them as 'thinking beyond', 'thinking in a different way', the module 'opened up ideas', 'broadened horizons', 'gave the experience of a new style of philosophy'. Another aspect of students' thinking was to realise that there is no absolute right or wrong and that everything is debatable. For nurses this challenged their previous scientific training and positivist philosophy. They felt they had advanced and were now better able to challenge and would have been poorer without taking the module. For others breadth of thinking was in learning how to explore and investigate, probe and consider claims and evidence.

I'm doing an ethnographic study so obviously I believe that truth isn't clear cut and can be mathematically tested, around that sort of area it has helped, and also understanding how the research paradigms came about, why they have particular beliefs and values and it's the assumptions that everything begins from and it's helped in being able to challenge assumptions as well, so it's helped quite a lot. (10)

Critical thinking

According to the respondents, the module challenges students' thinking and encourages them to be more critical not only in relation to their research but also in their reading. In appreciating the absence of right and wrong they realised that their task was to provide and justify the rationale for the particular philosophical stance adopted in their thesis. This resulted in some students reflecting on previous work or completed parts of their thesis and the ways they would now approach this.

Interviewer: Can you think of any ways in which what you learnt on the course has actually influenced the research?
Student: It's more around my thinking, my ability to critique things, reading research articles and writing my literature review. So it's more when you read other studies being able to think they're very much influenced by Marxism [...] Making me be more critical. It's definitely helped. I just feel different. (5)

Reflexivity

As well as providing students with wider knowledge and encouraging them to think further and be more critical, students saw the module as providing them with a greater depth of understanding and insight. Some students began to appreciate the effect their own beliefs also had on their research and this came as insight to some.

Before... I'd actually got a very simplistic view, but the philosophy module [...] has made me kind of think can I actually get to the depth of somebody's experience simply by talking to them. I've realised I can't and that is something that I've got to write in to my methodology chapter.Whereas going back to the Master's it was, I talked to people and this is how it was for them, and now I realise, that probably isn't how it was for them ... But it was this kind of the ontology of how can we know something, can we actually know something by simply interviewing somebody. (6)
What I've done in terms of my research I think is the module did kind of open my eyes to the issues and to an understanding that I didn't understand. So before then I was in a fog but didn't know it. Afterwards I knew I was in it and somehow had to find my way out of it. So it was good for that and it did introduce me to the basic concepts. (11)

Students' focus during the module varied according to the stage of their own research and previous experience. However all had at least some idea about their area of research interest and during the later part of the module had a focus on the topic for their assignment. Consequently there was diversity in students' desire, and need to make linkages between elements of the course and their own research. Many of the effects of the module already discussed have demonstrably been directly related to the students' theses in particular their reading and thinking around particular philosophical topics. However it is pertinent to identify further aspects of the way in which projects overtly show links to the philosophy module. Such links included effects on proposals, the philosophical approach to a project, claims and conclusions. Students were very clear that it was only they who could make such links with their project, although they did acknowledge that some peers found this difficult and had not yet succeeded. The impetus for one had been their upgrade in which they had to express their philosophical thinking. Others described 'key' lectures during which they had realised they 'had a light-bulb moment', the topic was fitting for their research, this resulted in students' increased interest as they realised that philosophical knowledge was appropriate.

... it's about making a connection with your own research and your own methodologies. I guess for some people maybe that doesn't happen, but I think it's understanding even if that doesn't happen while you're actually doing the philosophy course you might find that clicks kind of later on and it falls into place. (2)
At the beginning I wanted to do sort of feminist, but then I realised my sex, gender, sexuality, would probably not allow me to do a feminist study, so, but that was really useful for my thinking, and I realised why it would be difficult for me to do a feminist study, which was the original plan. (3)

In being more able to critique their study students described themselves as being more perceptive and cautious in relation to the claims and generalities that they would be drawing on their research. An example given was about 'truth' in relation to being able to define medication in different ways.

But yes, it [philosophy] helped me to understand how things work in the study ... and I need to be cautious when I critique the study. (12)
... all the conclusions I make are going to be about how I accept what people are saying, are their beliefs, you know I make these inferences from those assumptions, using the data and all the other techniques that you use but ultimately it's my beliefs about what I'm getting which has been an insight for me. (11)

The students thought that having a clear philosophical approach to a project gave it both a basis and coherence. This was evident for students in later years of their research. This also enabled and gave students confidence to write in a more reasoned way, and encompassed having to relate their conclusions to the theoretical framework. Students valued the way that learning philosophy had helped with writing the different sections of their thesis. As a result the philosophy was described as permeating the whole research process and thesis.

It also gives a coherency to research. If you have something that underpins what you do and you can carry that forward to the analysis and therefore through into the recommendations, it gives the whole thing a coherency and consistence. (7)

Broader life context

In addition to the uses of the module in respect of their research projects some students anticipated that they would be able to draw on aspects of the module in their future years. They argued it had given them a broader and more enlightened understanding and awareness and in so doing had increased their confidence in general. For one student their own philosophical stance and thinking had been challenged while another, someone already attracted to philosophy, expressed an interest in pursuing philosophy teaching. Others were now reflecting on previous research, which they could now criticise from new standpoints that they had learnt about in the philosophy module. For some, learning from the module would be a continuing process.

One of the things that I've fallen down on in my interviews is when people asked me about theoretical basis for my work and I didn't have a clue … because then I would have done some reading before the interview, but I didn't know where to start. (8)

International students

International students mostly talked about other international students struggling with the module, although there was acknowledgement that this could have been the same even if the module had been in their own language, especially for science graduates. Students were anxious not only in terms of the course content and cultural differences but also because foreign funders expected them to pass the module to demonstrate value. They therefore spoke of feeling extra pressure to get through the module. Students from countries with a greater philosophical understanding and where philosophy is part of their cultural experience showed exceptions to this—they could be less able with the practical aspects of the research or with putting their thoughts into English.

Speaking of international colleagues UK students were not surprised by the difficulties experienced with this course, relating that some international students had been very disappointed with their results despite at least one seemingly having a better grasp of philosophy that the UK student. Another student expressed the view that the module was taught, especially from a European or American perspective, in relation to a 'very Western philosophy'. They also thought Asian students had considerable difficulty with the alien concept of feminism and viewed this as a 'handicap' for them in relation to the module.

They felt there was no kind of trying to make it accessible to them in a way that they would understand in a way that could link to some of their beliefs and I think, again from some of the conversations that I've had, they have felt that they are handicapped from being from that culture. (7)
Yes, even though it is difficult but I think it's useful for students and also international students to learn. (9)

Discussion

The findings support the claims both in the nursing (Griffin 1980, Appleton and King 2002, Cash 2004, Yumul 2004, Porter 2001, Drummond and Standish 2007, Pesut and Johnson 2008) and philosophical literatures (Russell 1912, Kunkel 1983, Taylor 2003, Evans 2003, Kuçuradi 2003) that the formal study of philosophy has tangible benefits for postgraduate research students in nursing. These included critical thinking and a deeper understanding of the research process as well as confidence in the choices that they made on the research journey.

Additional benefits not extensively discussed elsewhere in the literature were a depth of thinking that most students had not experienced before. Related to this was an appreciation that the various methodological alternatives available to them as researchers were not simply neutral 'tools' to be selected on purely pragmatic grounds, but that each approach existed within an epistemological framework and tradition. Intriguingly, some students spoke of philosophy as giving them a broader understanding and an approach that was applicable outside their research in their wider lives, supporting the argument of Russell (1912) and Kunkel (1983) that philosophy has a much wider relevance than any other subject.

Conclusion

Students almost unanimously recognised and commented that the philosophy module was both difficult and challenging. Overall many had not, at the time, found the experience enjoyable and there was concern about a heavy reading load to cover prior to lectures.

it's a hard course, but absolutely imperative. (5)
Most students had understood the relevance of the module to their research, though others did not make this link, while for many recognizing a link came towards the end of the module. Although students found the assignment difficult it had made them think, talk, and write about how to apply philosophical thinking to their work. Having to put their learning into a context meant that they only then began to understand why they had been obliged to experience the Philosophy of Social Science module.

The students interviewed had, they felt, all benefited from the experience of philosophy either through the module or their own reading, though for some this had not been until a considerable time after the module. Benefits of the module had been to expand their knowledge, critical thinking and understanding which resulted in some literature becoming more accessible. Of those who had made the links, they had linked all stages of their research to a philosophical framework. In particular they talked about the module's effects on their methodology, literature and writing. They recognised that it facilitated the justification of their research approach thereby resulting in greater awareness and depth to the research, and increasing its credibility. They also indicated greater insight into drawing the research claims and conclusions.

Students pointed to the value of the philosophy module by not wanting to have missed the experience, despite not finding it enjoyable. It was described as being 'quite relevant despite the terminology', 'confusing but necessary' and existed in stark contrast to their previous more pragmatic and practical experience.

It [the module] opened my eyes to where I was at, opened my eyes to some of the very basics and then doing the assignment was amazing ... now having got through to some conclusion myself I see it's absolutely vital. (11)

We would therefore argue that the formal teaching of philosophy to postgraduate research students should be more widely considered, and, where possible, revived.

Appendix One: Interview Topic Guide

1. Introduction

2. The module

3. Your research

Summarising:

Effect of philosophy module on

  1. your learning?
  2. your critical thinking? (other processes contributed here?)
  3. the claims of the research, how if at all? Links from conceptual ideas to practical things?

References

Appleton, J. and King, L., 'Journeying from the philosophical contemplation of constructivism to the methodological pragmatics of health services research',Journal of Advanced Nursing 40 (6) ,(2002) pp. 641–648.

Avis, M., 'Do we Need Methodological Theory to Do Qualitative Research?', Qualitative Health Research, Vol. 13, No. 7, (2003) pp. 995-1004.

Butts, J. and Lundy, K., 'Teaching Philosophy of Science in Nursing Doctoral Education', Journal of Nursing Scholarship, 35 (1) (2003) pp.87–91.

Cantor, G., 'Teaching Philosophy & HPS to Science Students', The Subject Centre for Philosophical and Religious Studies (2007)

Cash, K., 'Postautistic theorizing?', Nursing Philosophy 5(2) (2004), pp.93-4.

Drummond, J. and Standish, P., 'Introduction : Philosophical Inquiry into Education', in Drummond, J. and Standish, P. (eds.), The Philosophy of Nurse Education (Basingstoke: Palgrave Macmillan 2007).

Edgley A., Timmons S., Crosbie B., 'Desperately Seeking Sociology: Nursing Student Perceptions of Sociology on Nursing Courses', Nurse Education Today (2008), doi:10.1016/j.nedt.2008.06.001

Ellis, L., 'Personal Communication', Economic and Social Research Council 2008 Criteria for recognition of postgraduate programmes: http://www.esrc.ac.uk/ESRCInfoCentre/Images/Section_C _Criteria_for_Recognition_tcm6-9067.pdf

Evans, D., 'Teaching Philosophy to Engineers', in Ferrari, J., Kemp, P., Evans, D. and Robinet-Bruyère, N. (eds.) Socrates Pour Tous/Socrates For Everyone ; Teaching Philosophy to Non- Philosophers, (Paris : Librairie Philosophique J. Vrin, 2003). Griffin, A., 'Philosophy and Nursing', Journal of Advanced Nursing 5 (3) , pp. 1980261–272.

Kuçuradi, I., 'Teaching Philosophy to Students of Other Disciplines', in Ferrari, J., Kemp, P., Evans, D. and Robinet- Bruyère, N. (eds.) Socrates Pour Tous/Socrates For Everyone ; Teaching Philosophy to Non-Philosophers, (Paris: Librairie Philosophique J. Vrin, 2003).

Kunkel, J., 'Introductory Philosophy as a 'Service Course'', Teaching Philosophy 6 (1) (1983) pp. 1-11.

Pesut, B. and Johnson, J., 'Reinstating the 'Queen': Understanding Philosophical Inquiry in Nursing', Journal of Advanced Nursing, Volume 61, Issue 1, (2008) pp. 115-121.

Porter, S., 'Nightingale's Realist Philosophy of Science', Nursing Philosophy 2 (1) , (2001) pp. 14-25.

Russell, B., The Problems of Philosophy, (London: Williams and Norgate, 1912).

Taylor, N., 'Teaching Philosophy to Non-philosophy Students ; the Example of Architecture and Town Planning', Discourse vol. 3, no. 1, (2003) pp. 41-52.

Yumul, H., 'Teaching Philosophy', Philosophy Pathways (online journal) Vol. 91 (2004) http://www.philosophypathways.com/newsletter/issue91.html

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This page was originally on the website of The Subject Centre for Philosophical and Religious Studies. It was transfered here following the closure of the Subject Centre at the end of 2011.

 

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