General Instructions for the Preliminary Examination
Part I: Scholarship and Philosophy
Part II: Research and Theory
June 1 through 11, 2012
The Preliminary Examination presents questions that integrate and synthesize knowledge gained from required preliminary doctoral course work. The goals of this examination are to assess students’ ability to:
• integrate and synthesize required preliminary doctoral course work
• critically synthesize knowledge to articulate meaningful conclusions, and
• clearly and logically communicate in written text.
This exam focuses on course content and concepts presented in three of the core courses required of all TWU PhD Nursing Science students. These courses are:
• NURS 6004 – Theory and Foundations of Nursing Research
• NURS 6023 – Philosophy of Nursing Science
• NURS 6053 – Exploring Scholarship
The examination is presented as two separate, focused exams – one testing research and theory, the other testing scholarship and philosophy. Students will receive a separate grade for each exam. Students must pass both portions of the Preliminary Examination in order to progress in the PhD nursing program at TWU. The examination can be repeated one time only. Students whose performance is judged to be inadequate will be given feedback about their performance by the doctoral program coordinator or faculty advisor and a plan will be developed to address the area(s) in need of improvement.
Honesty in completing the examination is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing the exam or being suspended or expelled from the university. Do not jeopardize the examination by any violation of academic honesty.
Specific Instructions for Part I: Scholarship/Philosophy Exam:
1. This is the Scholarship and Philosophy portion of the preliminary exam. You will have ten days (which includes two weekends) to complete this portion of the exam, concurrent with the research and theory portion of the exam.
2. Read the article that you should have received electronically along with these instructions. Before beginning to answer the questions on this exam, be sure to read the article thoroughly and critically. The article for this portion of the exam is:
Weinberger, D. (2012). Shift happens. The Chronicle Review, April 22. Can be accessed
online at: http://chronicle.com/article/Shift-Happens/131580
3. Each exam question has evaluation criteria. Review the attached criteria before responding to any of the questions.
4. Responses are to be typed and must be no longer than 8 double-spaced pages. Font size must be a minimum of 11 and all margins at least one inch. (Suggested fonts are Arial 11 or Times New Roman 12).
5. You are expected to cite 3 to 6 current scholarly references to support your responses to the questions on this exam. References must be in the correct APA format, 6th ed.
6. IF YOU EXCEED THE PAGE LIMIT, ONLY THE FIRST 8 PAGES WILL BE READ Title page, references, tables, figures, and other appendices are not included in the 8 page limit.
7. It is not necessary to retype the questions. However, you must clearly indicate the number and/or letter of the specific criterion to which you are responding
8. Please number your pages.
Instructions for the Scholarship and Philosophy
Portion of the Preliminary Examination
June 1 through 11, 2012
The TWU doctoral nursing curriculum emphasizes the interrelatedness of the philosophy of nursing science, theoretical foundations, scholarship, and clinical expertise. The specific courses you have taken, Philosophy of Nursing Science and Exploring Nursing Scholarship, presented various perspectives on ways of knowing, the theoretical and philosophical bases of nursing practice and nursing education, and societal factors that drive the profession. In these courses, you were asked to examine and articulate your worldview of nursing.
In the article, Shift Happens, Weinberger (2012) presents a variety of interpretations and applications of Thomas Kuhn’s The Structure of Scientific Revolutions (1962). Before you begin to answer the questions listed below, read the article several times while reflecting upon your own worldview of nursing and the theories and philosophical underpinnings that drive the nursing profession.
1. What is the major point that Weinberger is trying to make in this article? Do you agree or disagree with this premise? Clearly state your position and provide a logical argument to support your stance. Cite at least three scholarly references to support your position.
2. Using your own words, define the concept of “incommensurability.” Is this a viable concept in nursing science today? Why or why not?
3. Kuhn’s publication of The Structure of Scientific Revolutions in 1962 was a landmark event in the history, philosophy, and sociology of scientific knowledge. It has ignited debates across multiple disciplines over the years as it challenged the then-prevailing view of progress in “normal science.”
A. Based on your worldview of nursing, is Kuhn’s model of scientific progress in the form of paradigm shifting still relevant today? Why or Why not?
B. Provide an example from your professional nursing experience (clinical practice, administration, or education) that illustrates your view.
Scholarship & Philosophy Preliminary Exam Criteria Code Number __________
Evaluation Criteria Comments Exceeds
Expectations Meets
Expectations Below
Expectations
1A. Major point of Weinberger article clearly stated
1B. Statement of agreement or disagreement is decisively stated
1C. Argument is logical and congruent with stated stance
1D. A minimum of 3 appropriate references are cited to support argument
2A. Incommensurability is clearly and succinctly defined using students own words
2B. The viability of incommensurability is definitively stated.
2C. A supportive argument is made to support position
3Ai. Personal worldview is articulated
3Aii. The relevance of Kuhn’s model of scientific progress in today’s world is stated.
3Aiii. A supportive argument is made to support position
3B. An example from student’s nursing practice is presented that is congruent with stated position.
Additional considerations:
3 to 10 current, scholarly, 6th ed APA-formatted references are used to support responses
Grammar, spelling, sentence structure are correct, cohesive, and appropriate for the doctoral level.
Additional Comments
Final Evaluation
Exceeds ( ) Meets ( ) Below ( )
Grading Rubric for Preliminary Examinations
Expectations/
Components Exceeds Expectations
Meets Expectations Performs below Expectations
Presentation of Information
Concise, clear, logical organization of ideas
Precise selection and presentation of information
Presentation is focused, unified, flowing
Presentation gives clear direction to reader
Ideas organized
Congruent selection and presentation of information
Presentation is structured
Presentation of ideas can be tracked by reader Little or no organizational scheme
Tangential/irrelevant selection and presentation of information
Presentation confusing, rambling
Presentation style requires multiple readings by reader
Evidence of
Understanding Identifies key central issues and underlying assumptions for the topic
Presents diverse perspectives on topic
Presents clear personal perspective
on topic
Integrates Resources in seamless support of expressed views
Identifies key issues central to topic
Presents more than one perspective on topic
Expresses views relevant to topic
Uses appropriate resources and/or experiences to support expressed views Limited identification or articulation of issues central to topic
Fails to identify or identifies a single perspective on topic
Expressed views are vague or cursory
Limited or inappropriate use of resources and/or experiences
Depth of
Commentary
Synthesis and evaluation of topic
Forms patterns and structure from diverse topical elements
Appraises and presents the most effective explanation
Creates new point of view from expressed opinions Application and analysis of topic
Applies topical elements to specific situations
Deconstructs topic into component parts; recognizes logical fallacies in reasoning
Draws conclusions about identified issues and expressed opinions Recall and comprehension of topical knowledge
Rote presentation of facts about topic
Describes/explains selected topical elements
Conclusions are absent or superficially drawn with little expression of own views
