Nursing Theories And Practice
·- Fourth EditionNursing Theoriesand Nursing Practice
3312 FM i-xx 26/12/14 5:51 PM Page iNursing Theories & Nursing PracticeFourth Edition
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3312 FM i-xx 26/12/14 5:51 PM Page iiiNursing Theories & Nursing PracticeFourth EditionMarlaine C. Smith, PhD, RN, AHN-BC, FAANMarilyn E. Parker, PhD, RN, FAAN
3312 FM i-xx 26/12/14 5:51 PM Page ivF. A. Davis Company1915 Arch StreetPhiladelphia, PA 19103www.fadavis.comCopyright 2015 by F. A. Davis CompanyCopyright 2015 by F. A. Davis Company. All rights reserved. This book is protected by copyright. No partof it may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,mechanical, photocopying, recording, or otherwise, without written permission from the publisher.Printed in the United States of AmericaLast digit indicates print number: 10 9 8 7 6 5 4 3 2 1Publisher, Nursing: Joanne Patzek DaCunha, RN, MSN; Susan RhynerDevelopmental Editor: Marcia KelleyDirector of Content Development: Darlene D. PedersenContent Project Manager: Echo K. GerhartManager of Art and Design: Carolyn O’BrienAs new scientific information becomes available through basic and clinical research, recommended treatmentsand drug therapies undergo changes. The author(s) and publisher have done everything possible to make this bookaccurate, up to date, and in accord with accepted standards at the time of publication. The author(s), editors, andpublisher are not responsible for errors or omissions or for consequences from application of the book, and makeno warranty, expressed or implied, in regard to the contents of the book. Any practice described in this bookshould be applied by the reader in accordance with professional standards of care used in regard to the uniquecircumstances that may apply in each situation. The reader is advised always to check product information (packageinserts) for changes and new information regarding dose and contraindications before administering any drug.Caution is especially urged when using new or infrequently ordered drugs.Library of Congress Cataloging-in-Publication DataNursing theories and nursing practice.Nursing theories & nursing practice / [edited by] Marlaine C. Smith, Marilyn E. Parker. — Fourth edition.p. ; cm.Preceded by Nursing theories and nursing practice / [edited by] Marilyn E. Parker, Marlaine C. Smith.3rd ed. c2010.Proudly sourced and uploaded by [StormRG]Includes bibliographical references and index.Kickass Torrents TPB ET h33tISBN 978-0-8036-3312-4 (alk. paper)I. Smith, Marlaine C. (Marlaine Cappelli), editor. II. Parker, Marilyn E., editor. III. Title.[DNLM: 1. Nursing Theory—Biography. 2. Nurses—Biography. WY 86]RT84.5610.7301—dc232014047296Authorization to photocopy items for internal or personal use, or the internal or personal use of specificclients, is granted by F. A. Davis Company for users registered with the Copyright Clearance Center(CCC) Transactional Reporting Service, provided that the fee of .25 per copy is paid directly to CCC, 222Rosewood Drive, Danvers, MA 01923. For those organizations that have been granted a photocopy licenseby CCC, a separate system of payment has been arranged. The fee code for users of the TransactionalReporting Service is: 8036-3312-4/15 0 .25.
3312 FM i-xx 26/12/14 5:51 PM Page vPreface to the Fourth EditionThis book offers the perspective that nursing isa professional discipline with a body of knowledge that guides its practice. Nursing theoriesare an important part of this body of knowledge, and regardless of complexity or abstraction, they reflect phenomena central to thediscipline, and should be used by nurses toframe their thinking, action, and being in theworld. As guides, nursing theories are practicalin nature and facilitate communication withthose we serve as well as with colleagues, students, and others practicing in health-relatedservices. We hope this book illuminates for thereaders the interrelationship between nursingtheories and nursing practice, and that this understanding will transform practice to improvethe health and quality of life of people who arerecipients of nursing care.This very special book is intended to honorthe work of nursing theorists and nurses whouse these theories in their day-to-day practice.Our foremost nursing theorists have writtenfor this book, or their theories have been described by nurses who have comprehensiveknowledge of the theorists’ ideas and who havea deep respect for the theorists as people,nurses, and scholars. To the extent possible,contributing authors have been selected bytheorists to write about their work. Threemiddle-range theories have been added to thisedition of the book, bringing the total numberof middle-range theories to twelve. Obviously,it was not possible to include all existingmiddle-range theories in this volume; however, the expansion of this section illustratesthe recent growth in middle-range theory development in nursing. Two chapters from thethird edition, including Levine’s conservationtheory and Paterson & Zderad’s humanisticnursing have been moved to supplementary online resources at http://davisplus.fadavis.com.This book is intended to help nursing students in undergraduate, masters, and doctoralnursing programs explore and appreciate nursing theories and their use in nursing practiceand scholarship. In addition, and in responseto calls from practicing nurses, this book is intended for use by those who desire to enrichtheir practice by the study of nursing theoriesand related illustrations of nursing practice.The contributing authors describe theory development processes and perspectives on thetheories, giving us a variety of views for thetwenty-first century and beyond. Each chapterof the book includes descriptions of a theory,its applications in both research and practice,and an example that reflects how the theorycan guide practice. We anticipate that thisoverview of the theory and its applications willlead to deeper exploration of the theory, leading students to consult published works by thetheorists and those working closely with thetheory in practice or research.There are six sections in the book. The firstprovides an overview of nursing theory and afocus for thinking about evaluating and choosing a nursing theory for use in practice. Forthis edition, the evolution of nursing theorywas added to Chapter 1. Section II introducesthe work of early nursing scholars whose ideasprovided a foundation for more formal theorydevelopment. The nursing conceptual modelsand grand theories are clustered into threeparts in Sections III, IV, and V. Section IIIcontains those theories classified within theinteractive-integrative paradigm, and those inv
3312 FM i-xx 26/12/14 5:51 PM Page viviPreface to the Fourth Editionthe unitary-transformative paradigm are included in Section IV. Grand theories that arefocused on the phenomena of care or caringappear in Section V. The final section containsa selection of middle-range theories.An outline at the beginning of each chapterprovides a map for the contents. Major pointsare highlighted in each chapter. Since thisbook focuses on the relationship of nursingtheory to nursing practice, we invited theauthors to share a practice exemplar. You willnotice that some practice exemplars were written by someone other than the chapter author.In this edition the authors also providedcontent about research based on the theory.Because of page limitations you can findadditional chapter content online at http://davisplus.fadavis.com. While every attemptwas made to follow a standard format for eachof the chapters throughout the book, some ofthe chapters vary from this format; for example, some authors chose not to include practiceexemplars.The book’s website features materials thatwill enrich the teaching and learning of thesenursing theories. Materials that will be helpfulfor teaching and learning about nursing theories are included as online resources. For example, there are case studies, learning activities,and PowerPoint presentations included onboth the instructor and student websites. Otheronline resources include additional content,more extensive bibliographies and longer biographies of the theorists. Dr. Shirley Gordonand a group of doctoral students from FloridaAtlantic University developed these ancillarymaterials for the third edition. For this edition,the ancillary materials for students and facultywere updated by Diane Gullett, a PhD candidate at Florida Atlantic University. She developed all materials for the new chapters as wellas updating ancillary materials for chapters thatappeared in the third edition. We are so grateful to Diane and Shirley for their creativity andleadership and to the other doctoral students fortheir thoughtful contributions to this project .We hope that this book provides a usefuloverview of the latest theoretical advances ofmany of nursing’s finest scholars. We aregrateful for their contributions to this book. Aseditors we’ve found that continuing to learnabout and share what we love nurtures ourgrowth as scholars, reignites our passion andcommitment, and offers both fun and frustration along the way. We continue to be gratefulfor the enthusiasm for this book shared bymany nursing theorists and contributingauthors and by scholars in practice andresearch who bring theories to life. For us, ithas been a joy to renew friendships with colleagues who have contributed to past editionsand to find new friends and colleagues whosetheories enriched this edition.Nursing Theories and Nursing Practice, nowin the fourth edition, has roots in a series ofnursing theory conferences held in SouthFlorida, beginning in 1989 and ending whenefforts to cope with the aftermath of HurricaneAndrew interrupted the energy and resourcesneeded for planning and offering the FifthSouth Florida Nursing Theory Conference.Many of the theorists in this book addressedaudiences of mostly practicing nurses at theseconferences. Two books stimulated by thoseconferences and published by the NationalLeague for Nursing are Nursing Theories inPractice (1990) and Patterns of Nursing Theoriesin Practice (1993).For me (Marilyn), even deeper roots of thisbook are found early in my nursing career,when I seriously considered leaving nursing forthe study of pharmacy. In my fatigue and frustration, mixed with youthful hope and desirefor more education, I could not answer thequestion “What is nursing?” and could not distinguish the work of nursing from other tasksI did every day. Why should I continue thiswork? Why should I seek degrees in a fieldthat I could not define? After reflecting onthese questions and using them to examine mynursing, I could find no one who would consider the questions with me. I remember beingasked, “Why would you ask that question? Youare a nurse; you must surely know what nursing is.” Such responses, along with a drive forserious consideration of my questions, led meto the library. I clearly remember reading several descriptions of nursing that, I thought,could just as well have been about social workor physical therapy. I then found nursing
3312 FM i-xx 26/12/14 5:51 PM Page viiPreface to the Fourth Editiondefined and explained in a book about education of nurses written by Dorothea Orem.During the weeks that followed, as I did mywork of nursing in the hospital, I exploredOrem’s ideas about why people need nursing,nursing’s purposes, and what nurses do. Ifound a fit between her ideas, as I understoodthem, with my practice, and I learned that Icould go even further to explain and designnursing according to these ways of thinkingabout nursing. I discovered that nursing sharedsome knowledge and practices with other services, such as pharmacy and medicine, and Ibegan to distinguish nursing from these relatedfields of practice. I decided to stay in nursingand made plans to study and work withDorothea Orem. In addition to learning aboutnursing theory and its meaning in all we do, Ilearned from Dorothea that nursing is a uniquediscipline of knowledge and professional practice. In many ways, my earliest questions aboutnursing have guided my subsequent study andwork. Most of what I have done in nursing hasbeen a continuation of my initial experience ofthe interrelations of all aspects of nursingscholarship, including the scholarship that isnursing practice. Over the years, I have beenprivileged to work with many nursing scholars,some of whom are featured in this book.My love for nursing and my respect for ourdiscipline and practice have deepened, andknowing now that these values are so oftenshared is a singular joy.Marlaine’s interest in nursing theory hadsimilar origins to Marilyn’s. As a nurse pursuing an interdisciplinary master’s degree in public health, I (Marlaine) recognized that whileall the other public health disciplines had someunique perspective to share, public healthnursing seemed to lack a clear identity. Insearch of the identity of nursing I pursued asecond master’s in nursing. At that time nursing theory was beginning to garner attention,and I learned about it from my teachers andmentors Sr. Rosemary Donley, RosemarieParse, and Mary Jane Smith. This discovery wasthe answer I was seeking, and it both expandedand focused my thinking about nursing. Thequestion of “What is nursing?” was answeredfor me by these theories and I couldn’t getviienough! It led to my decision to pursue myPhD in Nursing at New York Universitywhere I studied with Martha Rogers. Duringthis same time I taught at Duquesne Universitywith Rosemarie Parse and learned more aboutMan-Living-Health, which is now humanbecoming. I conducted several studies based onRogers’ conceptual system and Parse’s theory.At theory conferences I was fortunate todialogue with Virginia Henderson, HildegardPeplau, Imogene King, and MadeleineLeininger. In 1988 I accepted a faculty position at the University of Colorado when JeanWatson was Dean. The School of Nursing wasguided by a caring philosophy and frameworkand I embraced caring as a central focus of thediscipline of nursing. As a unitary scholar, Istudied Newman’s theory of health as expanding consciousness and was intrigued by it, sofor my sabbatical I decided to study it furtheras well as learn more about the unitary appreciative inquiry process that Richard Cowlingwas developing.We both have been fortunate to hold facultyappointments in universities where nursing theory has been valued, and we are fortunate todayto hold positions at the Christine E. Lynn College of Nursing at Florida Atlantic University,where faculty and students ground their teaching scholarship and practice on caring theories,including nursing as caring, developed by DeanAnne Boykin and a previous faculty member atthe College, Savina Schoenhofer. Many facultycolleagues and students continue to help usstudy nursing and have contributed to this bookin ways we would never have adequate words toacknowledge. We are grateful to our knowledgeable colleagues who reviewed and offeredhelpful suggestions for chapters of this book,and we sincerely thank those who contributedto the book as chapter authors. It is also ourgood fortune that many nursing theorists andother nursing scholars live in or visit our lovelystate of Florida. Since the first edition of thisbook was published, we have lost many nursingtheorists. Their work continues through thoserefining, modifying, testing, and expanding thetheories. The discipline of nursing is expandingas research and practice advances existing theoriesand as new theories emerge. This is especially
3312 FM i-xx 26/12/14 5:51 PM Page viiiviiiPreface to the Fourth Editionimportant at a time when nursing theory canprovide what is missing and needed most inhealth care today.All four editions of this book have been nurtured by Joanne DaCunha, an expert nurse andeditor for F. A. Davis Company, who has shepherded this project and others because of herlove of nursing. Near the end of this projectJoanne retired, and Susan Rhyner, our new editor, led us to the finish line. We are both grateful for their wisdom, kindness, patience andunderstanding of nursing. We give specialthanks to Echo Gerhart, who served as our contact and coordinator for this project. Marilynthanks her husband, Terry Worden, for hisabiding love and for always being willing to help,and her niece, Cherie Parker, who representsmany nurses who love nursing practice andscholarship and thus inspire the work of thisbook. Marlaine acknowledges her husbandBrian and her children, Kirsten, Alicia, andBrady, and their spouses, Jonathan Vankin andTori Rutherford, for their love and understanding. She honors her parents, Deno and RoseCappelli, for instilling in her the love of learning,the value of hard work, and the importance ofcaring for others, and dedicates this book to hergranddaughter Iyla and the new little one whois scheduled to arrive as this book is released.Marilyn E. Parker,Olathe, KansasMarlaine C. Smith,Boca Raton, Florida
3312 FM i-xx 26/12/14 5:51 PM Page ixNursing TheoristsElizabeth Ann Manhart Barrett, PhD, RN, FAANProfessor EmeritaHunter CollegeCity University of New YorkNew York, New YorkCharlotte D. Barry, PhD, RN, NCSN, FAANProfessor of NursingChristine E. Lynn College of NursingFlorida Atlantic UniversityBoca Raton, FloridaAnne Boykin, PhD, RN*Dean and Professor EmeritaChristine E. Lynn College of NursingFlorida Atlantic UniversityBoca Raton, FloridaBarbara Montgomery Dossey, PhD, RN, AHN-BC, FAAN,HWNC-BCCo-Director, International Nurse CoachAssociationCore Faculty, Integrative Nurse CoachCertificate ProgramMiami, FloridaJoanne R. Duffy, PhD, RN, FAANEndowed Professor of Research andEvidence-based Practice and Directorof the PhD ProgramWest Virginia UniversityMorgantown, West VirginiaHelen L. Erickson*Professor EmeritaUniversity of Texas at AustinAustin, TexasLydia Hall†Virginia Henderson†Imogene King†Katharine Kolcaba, PhD, RNAssociate Professor Emeritus AdjunctThe University of AkronAkron, OhioMadeleine M. Leininger†Patricia Liehr, PhD, RNProfessorChristine E. Lynn College of NursingFlorida Atlantic UniversityBoca Raton, FloridaRozzano C. Locsin, PhD, RNProfessor EmeritusChristine E. Lynn College of NursingFlorida Atlantic UniversityBoca Raton, FloridaAfaf I. Meleis, PhD, DrPS(hon), FAANProfessor of Nursing and SociologyUniversity of PennsylvaniaPhiladelphia, PennsylvaniaBetty Neuman, PhD, RN, PLC, FAANBeverly, OhioMargaret Newman, RN, PhD, FAANProfessor EmeritaUniversity of Minnesota College of NursingSaint Paul, MinnesotaDorothea E. Orem†Ida Jean Orlando (Pelletier)†Marilyn E. Parker, PhD, RN, FAANProfessor EmeritaChristine E. Lynn College of NursingFlorida Atlantic UniversityBoca Raton, FloridaDorothy Johnson†ix
3312 FM i-xx 26/12/14 5:51 PM Page xxNursing TheoristsRosemarie Rizzo Parse, PhD, FAANDistinguished Professor EmeritusMarcella Niehoff School of NursingLoyola University ChicagoChicago, IllinoisHildegard Peplau†Marilyn Anne Ray, PhD, RN, CTNProfessor EmeritaChristine E. Lynn College of NursingFlorida Atlantic UniversityBoca Raton, FloridaPamela G. Reed, PhD, RN, FAANProfessorUniversity of ArizonaTucson, ArizonaMartha E. Rogers†Sister Callista Roy, PhD, RN, FAANProfessor and Nurse TheoristWilliam F. Connell School of NursingBoston CollegeChestnut Hill, MassachusettsSavina O. Schoenhofer, PhD, RNProfessor of NursingUniversity of MississippiOxford, MississippiMarlaine C. Smith, PhD, RN, AHN-BC, FAANDean and Helen K. Persson Eminent ScholarChristine E. Lynn College of NursingFlorida Atlantic UniversityBoca Raton, Florida*Retired†DeceasedMary Jane Smith, PhD, RNProfessorWest Virginia UniversityMorgantown, West VirginiaMary Ann Swain, PhDProfessor and Director, Doctoral ProgramDecker School of NursingBinghamton UniversityBinghamton, New YorkKristen M. Swanson, PhD, RN, FAANDeanSeattle UniversitySeattle, WashingtonEvelyn Tomlin*Joyce Travelbee†Meredith Troutman-Jordan, PhD, RNAssociate ProfessorUniversity of
the work of nursing theorists and nurses who use these theories in their day-to-day practice. Our foremost nursing theorists have written for this book, or their theories have been de-scribed by nurses who have comprehensive knowledge of the theorists’ ideas and who have a deep respect for the theorists as people, nurses, and scholars.
SOCIAL PSYCHOLOGY 63-81 Learning Objectives 63 Key Terms 63 Role Theories 65 Motivational Theories 67 Learning Theories 69 Cognitive Theories 73 Symbolic Interaction Theories 75 Socio-Cultural Theories 77 Evolutionary Theories 78 Summary and review 80 review QueStionS 81 4. SELF AND IDENTITY 82-107
overview of nursing theory and a focus for thinking about evaluating and choosing nursing theory for use in nursing practice. Section II introduces the work of early nurs-ing scholars whose ideas provided a founda-tion for theory development. The nursing conceptual models and grand theories were clustered into three sections. Section III
for Nursing (69) Delaware Board of Nursing (12) District of Columbia Board of Nursing (75) Florida Board of Nursing (70) Georgia Board of Nursing (31) Guam Board of Nurse Examiners (87) Hawaii Board of Nursing (37) Idaho Board of Nursing (82) Illinois Board of Nursing (49) Indiana State Board of Nursing (48) Iowa Board of Nursing (60)
3. Evaluate theories for applicability to advanced nursing practice. (1) 4. Apply nursing and non-nursing theories to selected advanced practice situations (direct care, research, education, or administration). (1) 5. Explore the linkages between theory, nursing practice and research. (1) NADM
2 S o c i a l T h e o r i e s Theories can be used to study society—millions of people in a state, country, or even at the world level. When theories are used at this level they are referred to as macro-level theories, theories which best fit the study of massive numbers of people (typically Conflict and Functional theories).
GNM BSC Nursing PBBSc Nursing MSC Nursing . of Nursing Excellence, NAAC Accredited Nursing College, Part of P.D.Hinduja Hospital and Medical Research Centre which is committed to “Quality Healthcare for all” P.D.Hinduja College of Nursing is . Medical-Surgical Nursing, Obstetrics & Gynecology Nursing,
Nursing 214 Intro to Medical Surgical Nursing 1 (9 weeks) 4 Nursing 571 Foundations of Nursing Skills Lab 0.5 MAJOR REQUIREMENTS (2nd Semester) Nursing 222 Nursing Care of Children & Families (9 weeks) 3.5 Nursing 224 Beginning Medical Surgical Nursing II 5 Nursing 226 N
(i) Medical Surgical Nursing a Cardio Vascular & Thoracic Nursing 75-81 b Critical Care Nursing 82-88 c Medical Surgical Nursing –Oncology Nursing 89-95 d Medical Surgical Nursing - Neurosciences Nursing 96-102 e Medical Surgical Nursing
