Nursing Theories Nursing Practice
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2168 FM i-xx.qxd4/9/106:08 PMPage ivF. A. Davis Company1915 Arch StreetPhiladelphia, PA 19103www.fadavis.comCopyright 2010 by F. A. Davis CompanyCopyright 2010 by F. A. Davis Company. All rights reserved. This book is protected by copyright. No part of it maybe 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, MSNDirector of Content Development: Darlene D. PedersenAssistant Editor: Maria Z. PriceArt and Design Manager: Carolyn O’BrienAs new scientific information becomes available through basic and clinical research, recommended treatments and drugtherapies undergo changes. The author(s) and publisher have done everything possible to make this book accurate, upto date, and in accord with accepted standards at the time of publication. The author(s), editors, and publisher are notresponsible for errors or omissions or for consequences from application of the book, and make no warranty, expressed orimplied, in regard to the contents of the book. Any practice described in this book should be applied by the readerin accordance with professional standards of care used in regard to the unique circumstances that may apply in eachsituation. The reader is advised always to check product information (package inserts) for changes and new informationregarding dose and contraindications before administering any drug. Caution is especially urged when using new orinfrequently ordered drugs.Library of Congress Cataloging-in-Publication DataNursing theories and nursing practice / [edited by] Marilyn E. Parker, Marlaine Cappelli Smith. — 3rd ed.p. ; cm.Includes bibliographical references and index.ISBN-13: 978-0-8036-2168-8ISBN-10: 0-8036-2168-X1. Nursing—Philosophy. 2. Nursing. I. Parker, Marilyn E. II. Smith, Marlaine Cappelli.[DNLM: 1. Nursing Theory—Biography. 2. Nurses—Biography. WY 86 N9737 2010]RT84.5.N8793 2010610.7301—dc222010005930Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is grantedby 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, 222 Rosewood Drive, Danvers, MA 01923. For those organizations that have been granted a photocopy license by CCC, a separate system of payment has been arranged. The fee codefor users of the Transactional Reporting Service is: 8036-1169-2/04 0 .25.
2168 FM i-xx.qxd4/9/106:09 PMPage vPreface to the Third EditionThis book offers the perspective that nursingis a professional discipline with a body ofknowledge that guides its practice. Nursingtheories are an important part of this body ofknowledge, and regardless of complexity orabstraction, reflect nursing and should be usedby nurses to frame their thinking, action, andbeing in the world. As guides, nursing theories are practical in nature and facilitate communication with those we serve as well aswith colleagues, students, and others practicing in health-related services. Our hope isthat this book illuminates for the reader theinterrelationship between nursing theoriesand nursing practice, and that this will focuspractice more meaningfully and make a difference in the health and quality of life ofpeople who are recipients 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,by reflecting and presenting the unique contributions of eminent nursing thinkers. Ourforemost nursing theorists have written forthis book, or their work has been described bynurses who have thorough knowledge of thetheorist’s work and who have a deep respectfor the theorist as person, nurse, and scholar.Indeed, to the extent possible, contributingauthors have been selected by theorists towrite about their work. Seven additionalgrand or middle range theories and the conceptualizations of an early nursing scholarhave been added to this edition of the book.This expansion reflects the growth in nursingtheory development especially at the middlerange; it was not possible to include all existing middle range theories in this volume.This book is intended to assist nursing students in undergraduate, masters, and doctoralnursing programs to explore and appreciatenursing theories and their use in nursing practice and scholarship. In addition, and inresponse to calls from practicing nurses, thisbook is intended for use by those who desireto enrich their practice by the study of nursingtheories and related illustrations of nursingpractice. The contributing authors describedevelopment processes and perspectives onthe work, giving us a variety of views for thetwenty-first century and beyond. Each chapterof the book includes both descriptions of aparticular theory and an illustration of use ofthe theory in nursing practice. Each chapteroffers a glimpse into the theory and how itmight be used in practice. We anticipate thatthis will lead to deeper study of the theory byconsulting published books and articles by thetheorists and those working closely with thetheory in practice or research.The first section of the book provides anoverview of nursing theory and a focus forthinking about evaluating and choosingnursing theory for use in nursing practice.Section II introduces the work of early nursing scholars whose ideas provided a foundation for theory development. The nursingconceptual models and grand theories wereclustered into three sections. Section IIIincludes those that have been classifiedwithin the interactive-integrative paradigm,while the fourth section includes those in theunitary-transformative paradigm. We separated the grand theories that focus on caringwithin Section V. The final section includesa selection of middle range theories.An outline at the beginning of each chapter provides a map for the contents. Majorpoints are highlighted in each chapter. Sincethis book focuses on the relationship ofnursing theory to nursing practice we invitedthe authors to share a practice exemplar. Thev
2168 FM i-xx.qxdvi4/9/106:09 PMPage viPrefaceresearch methods and key research findingsrelated to the theories have been placed on thebook’s website under “Additional ChapterContent” at http://davisplus.fadavis.com. Werecognize the value of research in expandingnursing theory and in serving as a foundationfor theory; however, this decision allowed usto focus the book more explicitly on theoryand its relationship to practice. Having saidthis, readers will notice that not all the theorists chose to provide a practice exemplar, andsome authors insisted on including researchrelated to the theory in their chapters. Twochapters, 8 and 18, were not updated from thesecond edition.The book’s website features materials thatwill enrich the teaching and learning of thesenursing theories. Materials that will be helpful for teaching and learning about nursingtheories are included as online resources. Forexample, there are case studies and activitiesthat facilitate student learning; powerpointpresentations are included in both instructorand student websites. We have cited onlineresources, more extensive bibliographies andhave included biographies of chapter contributors. The ancillary materials for studentsand faculty have been prepared for this bookby Dr. Shirley Gordon and a group of doctoral students from Florida Atlantic University.We are so grateful to Dr. Gordon for hercreativity and leadership and to the doctoralstudents for their thoughtful contributions tothis project.For the latest and best thinking of some ofnursing’s finest scholars, all nurses who readand use this book will be grateful. For thecontinuing commitment of these scholars toour discipline and practice of nursing, we areall thankful. Continuing to learn and sharewhat you love keeps the work and the lovealive, nurtures the commitment, and offersboth fun and frustration along the way. Thishas been illustrated in the enthusiasm for thisbook shared by many nursing theorists andcontributing authors who have worked to create this book and by those who have addedtheir efforts to make it live. For us, it is a joyto renew friendships with colleagues whohave joined in preparing this book and to findnew friends and colleagues as contributingauthors.Nursing Theories and Nursing Practice, nowin the third edition, has roots in a seriesof nursing theory conferences held inSouth Florida beginning in 1989 and endingwhen efforts to cope with the aftermath ofHurricane Andrew interrupted the energyand resources needed for planning and offering the Fifth South Florida Nursing TheoryConference. Many of the theorists in thisbook addressed audiences of mostly practicing nurses at these conferences. Two booksstimulated by those conferences and published by the National League for Nursingare Nursing Theories in Practice (1990) andPatterns of Nursing Theories in Practice(1993).For me (Marilyn), even deeper roots of thisbook are found early in my nursing career,when I seriously considered leaving nursingfor the study of pharmacy. In my fatigue andfrustration, mixed with youthful hope anddesire for more education, I could not answerthe question “What is nursing?” and could notdistinguish the work of nursing from othertasks I did every day. Why should I continuethis work? Why should I seek degrees in afield that I could not define? After reflectingon these questions and using them to examinemy nursing, I could find no one who wouldconsider the questions with me. I rememberbeing asked, “Why would you ask that question? You are a nurse; you must surely knowwhat nursing is.” Such responses, along witha drive for serious consideration of my questions, led me to the library. I clearly rememberreading several descriptions of nursing that, Ithought, could have just as well have beenabout social work or physical therapy. I thenfound nursing defined and explained in abook about education of practical nurses written by Dorothea Orem. During the weeksthat followed, as I did my work of nursing inthe hospital, I explored Orem’s ideas aboutwhy people need nursing, nursing’s purposes,and what nurses do. I found a fit of her ideas,as I understood them, with my practice, and
2168 FM i-xx.qxd4/9/106:09 PMPage viiPrefaceI learned that I could go even further toexplain and design nursing according to theseways of thinking about nursing. I discoveredthat nursing shared some knowledge andpractices with other services, such as pharmacy and medicine, and I began to distinguishnursing from these related fields of practice. Idecided to stay in nursing and made plans tostudy and work with Dorothea Orem. Inaddition to learning about nursing theoryand its meaning in all we do, I learnedfrom Dorothea that nursing is a unique discipline 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 nursinghas been a continuation of my initial experience of the interrelations of all aspects ofnursing scholarship, including the scholarshipthat is nursing practice. Over the years, I havebeen privileged to work with many nursingscholars, some of whom are featured in thisbook. My love for nursing and my respect forour discipline and practice have deepened,and knowing now that these values are sooften shared is a singular joy.Marlaine’s interest in nursing theory hadsimilar origins to Marilyn’s. As a nurse pursuing an interdisciplinary master’s degree inpublic health I recognized that while all theother 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, Dr. RosemarieParse and Dr. Mary Jane Smith. This discovery was the answer I was seeking, and it bothexpanded and focused my thinking aboutnursing. The question of “What is nursing?”was answered for me by these theories and Icouldn’t get enough! It led to my decision topursue my PhD in Nursing at New YorkUniversity where I studied with MarthaRogers. During this same time I taught atDuquesne University with Rosemarie Parseand learned more about Man-Living-Health,viiwhich is now humanbecoming. I conductedseveral studies based on Rogers’ conceptual system and Parse’s theory. At theory conferencesI was fortunate to dialogue with VirginiaHenderson, Hildegard Peplau, Imogene Kingand Madeleine Leininger. In 1988 I accepteda faculty position at the University ofColorado when Jean Watson was Dean. TheSchool of Nursing was guided by a caringphilosophy and framework and I embracedcaring as a central focus of the discipline ofnursing. I had studied Newman’s theory ofHealth as Expanding Consciousness and wasintrigued by it, so for my sabbatical I decidedto study it further as well as learn more aboutthe unitary appreciative inquiry process thatRichard Cowling was developing.We both have been fortunate to holdfaculty appointments in universities wherenursing theory has been valued, and weare fortunate today to hold positions at theChristine E. Lynn College of Nursing atFlorida Atlantic University where faculty andstudents ground their teaching scholarshipand practice on caring theories, includingNursing as Caring, developed by Dean AnneBoykin and a previous faculty member at theCollege, Savina Schoenhofer. Many facultycolleagues and students continue to help usstudy nursing and have contributed to thisbook in ways we would never have adequatewords to acknowledge. We are grateful to ourknowledgeable colleagues who reviewed andoffered helpful suggestions for chapters of thisbook, and we sincerely thank those who contributed to the book as chapter authors. It isalso our good fortune that many nursing theorists and other nursing scholars live in orwillingly visit our lovely state of Florida. Sincethe first edition of this book was published wehave lost several nursing theorists. Their workcontinues through those refining, modifying,testing and expanding the theories. The discipline of nursing is expanding with moreresearch and practice in existing theories andthe introduction of new theories. This is especially important at a time when nursing theorycan provide what is missing and needed mostin health care today.
2168 FM i-xx.qxdviii4/9/106:09 PMPage viiiPrefaceAll three editions of this book have beennurtured by Joanne DaCunha, an expert nurseand editor for F. A. Davis Company, who hasshepherded this project and others becauseof her love of nursing. We are both gratefulfor her wisdom, kindness, patience andunderstanding of nursing. We give specialthanks to Kimberly DePaul and Maria Priceof F. A. Davis, for their gentle and wise editorial assistance, attention to detail, and creativeideas during the development of the projectand to Berta Steiner who so carefully directedthe book’s production. Marilyn thanks herhusband, Terry Worden, for his abiding loveand for always being willing to help, and herniece, Cherie Parker, who represents manynurses who love nursing practice and scholarship and thus inspire the work of this book.Marlaine acknowledges her husband Brianfor his love and support, and her childrenKirsten, Alicia and Brady for their understanding, and gives special recognition to herparents, Deno and Rose Cappelli, for instilling in her the love of learning, the value ofhard work, and the importance of caring forothers.M ARILYN E. PARKERW EST PALM B EACH , F LORIDAM ARLAINE C. S MITHB OCA R ATON , F LORIDA
2168 FM i-xx.qxd4/9/106:09 PMPage ixNursing TheoristsCharlotte D. Barry, PhD, RN, NCSNAssociate Professor of NursingFlorida Atlantic UniversityBoca Raton, FloridaAnne Boykin, PhD, RNDean and ProfessorFlorida Atlantic UniversityBoca Raton, FloridaBarbara Montgomery Dossey,PhD, RN, AHN-BC, FAANInternational Co-DirectorNightingale Initiative for Global HealthSanta Fe, New MexicoJoanne R. Duffy, PhD, RN, FAANProfessorIndiana UniversityIndianapolis, IndianaHelen L. Erickson*Lydia Hall†Virginia Henderson†Dorothy Johnson†Imogene King†Katharine Kolcaba, PhD, RNAssociate Professor EmeritusThe University of AkronAkron, OhioMadeleine M. Leininger*Myra Levine†Patricia Liehr, PhD, RNProfessor and Associate Dean for Nursing Researchand ScholarshipFlorida Atlantic UniversityBoca Raton, FloridaRozzano C. Locsin, PhD, RNProfessorFlorida Atlantic UniversityBoca Raton, FloridaBetty Neuman, PhD, RN, PLC, FAANBeverly, OhioMargaret Newman*Dorothea E. Orem†Ida Jean Orlando (Pelletier)*Marilyn E. Parker, PhD, RN, FAANClinical ProfessorUniversity of KansasKansas City, KansasRosemarie Rizzo Parse, PhD, FAANDistinguished Professor EmeritusLoyola University ChicagoChicago, IllinoisJosephine Paterson*Hildegard Peplau†Marilyn Anne Ray, PhD, RN, CTNProfessor EmeritusFlorida Atlantic UniversityBoca Raton, FloridaPamela G. Reed, PhD, RN, FAANProfessorUniversity of ArizonaTucson, ArizonaMartha E. Rogers†Sister Callista Roy, PhD, RN, FAANProfessor and Nurse TheoristBoston CollegeChestnut Hill, MassachusettsSavina O. Schoenhofer, PhD, RNProfessor of NursingAlcorn State UniversityNatchez, MississippiMarlaine C. Smith, PhD, RN, AHN-BC, FAANHelen K. Persson Eminent Scholar and Associate DeanFlorida Atlantic UniversityBoca Raton, Floridaix
2168 FM i-xx.qxdx4/9/106:09 PMPage xNursing TheoristsMary Jane Smith, PhD, RNProfessor and Associate DeanWest Virginia UniversityMorgantown, West VirginiaMary Ann Swain, PhDProvost and Vice President for Academic AffairsBinghamton UniversityBinghamton, New YorkKristen M. Swanson, PhD, RN, FAANProfessor and DeanUniversity of North CarolinaChapel Hill, North CarolinaEvelyn Tomlin*Joyce Travelbee†Jean Watson, PhD, RN, AHN-BC, FAANDistinguished Professor of NursingUniversity of Colorado at Denver—Anschutz CampusAurora, ColoradoErnestine Wiedenbach†Loretta Zderad**Retired†Deceased
2168 FM i-xx.qxd4/9/106:09 PMPage xiContributorsPatricia Deal Aylward, MSN, RN, CNSAssistant ProfessorSanta Fe Community CollegeGainesville, FloridaMarcia Dombro, EdD, RNChairpersonMiami-Dade CollegeMiami, FloridaElizabeth Ann Manhart Barrett, PhD, RN, FAANProfessorCity University of New YorkNew York, New YorkLynne M. Dunphy, PhD, APRN-BCProfessorRouthier Endowed Chair for PracticeUniversity of Rhode IslandKingston, Rhode IslandNettie Birnbach†Laureen M. Fleck, DNS, FNP-BC, CDEFamily Nurse PractitionerFlorida Atlantic UniversityBoca Raton, FloridaHoward Karl Butcher, PhD, RN, PMHCNS-BCAssociate ProfessorUniversity of IowaIowa City, Iowaxi
2168 FM i-xx.qxdxii4/9/106:09 PMPage xiiContributorsMaureen A. Frey, PhD, RNResearch AssociateWayne State UniversityDetroit, MichiganBonnie Holaday, RN, DNSProfessorClemson UniversityClemson, South CarolinaTheresa Gesse, PhD, RNProfessorUniversity of MiamiMiami, FloridaMary B. Killeen, PhD, RN, NEA-BCConsultantEvidence Based Practice Nurse Consultants, LLCHowell, MichiganShirley C. Gordon, PhD, RNAssociate ProfessorFlorida Atlantic UniversityBoca Raton, FloridaSusan Kleiman, PhD, RN, CS, NPPFounderInternational Institute for Human Centered CaringRiverdale, New YorkDonna L. Hartweg, PhD, RNDirectorIllinois Wesleyan UniversityBloomington, IllinoisKaitlin A. LaubhamNursing StudentUniversity of KentuckyLexington, Kentucky
2168 FM i-xx.qxd4/9/106:09 PMPage xiiiContributorsDanielle Linden, MSN, ARNP-BC, ARNPNurse PractitionerCoral Springs, FloridaViolet M. Malinski, PhD, RNAssociate ProfessorHunter-Bellevue School of NursingNew York, New YorkxiiiAnn R. Peden, ARNP, CS, DSNProfessorUniversity of KentuckyLexington, KentuckyMargaret Dexheimer Pharris,PhD, RN, MPH, FAANAssociate ProfessorCollege of St. CatherineSt. Paul, MinnesotaMarilyn R. McFarland,PhD, RN, CTN, FNP-BCAssociate ProfessorUniversity of Michigan at FlintFlint, MichiganLinda G. Payne, MSN, RN, BC, CARN-APPhD Student and Teaching AssistantFlorida Atlantic UniversityBoca Raton, FloridaMaude Rittman, PhD, RNAssociate Chief of Nursing Service for ResearchGainesville Veteran’s Administration Medical CenterGainesville, FloridaKaren Moore Schaefer, PhD, RNAssociate ChairTemple UniversityPhiladelphia, Pennsylvania
2168 FM i-xx.qxdxiv4/9/106:09 PMPage xivContributorsChristina L. Sieloff, PhD, RN, CNA-BCAssociate ProfessorMontana State UniversityBillings, MontanaAutumn WellsNurse Research InternUniversity of KentuckyLexington, KentuckyJacqueline Staal, MSN, ARNP, FNP-BCPhD StudentFlorida Atlantic UniversityBoca Raton, FloridaKelly N. White, MSN, FNP-BCPhD StudentFlorida Atlantic UniversityBoca Raton, FloridaTheris A. Touhy, DNP, GCNS-BCProfessorFlorida Atlantic UniversityBoca Raton, FloridaTerri Kaye Woodward,Marian C. Turkel, PhD, RNDirector of Professional Nursing PracticeAlbert Einstein Healthcare NetworkPhiladelphia, PennsylvaniaMSN, RN, CNS, AHN-BC, HTCPFounderCocreative WellnessDenver, ColoradoLin Zhan, PhD, RN, FAANDean and ProfessorMassachusetts College of Pharmacy and HealthSciencesBoston, Massachusetts
2168 FM i-xx.qxd4/9/106:09 PMPage xvReviewersGeraldine Allen, RN, DSN, FNPMSN Program DirectorTroy UniversitySelma, AlabamaCarole-Lynne Le Navenec, PhD, RNAssociate ProfessorUniversity of CalgaryCalgary, Alberta, CanadaCathryn J. Baack, PhD, RN, CPNPAssistant ProfessorMedCentral College of NursingMansfield, OhioMargherite Matteis, PhD, RN, PMHCNS-BCAssociate ProfessorRegis CollegeWeston, MassachusettsMary Baumberger-Henry, PhD, RNAssociate ProfessorWidener University School of NursingChester, PennsylvaniaVictoria Menzies, PhD, APRN-BCAssistant ProfessorFlorida International UniversityMiami, FloridaBeverly M. Brown, EdD, MSN, APRN/GCNS, BCAssistant ProfessorTennessee State UniversityNashville, TennesseeCarel Mountain, MSN, RNNursing FacultyShasta CollegeRedding, CaliforniaNancy Hinzman, MSN, RNAssociate Professor of NursingCollege of Mount St. JosephCincinnati, OhioCarla Mueller, PhD, RNProfessorUniversity of St. FrancisFort Wayne, IndianaMarlene Huff, PhD, MSNAssociate ProfessorUniversity of AkronAkron, OhioBarbara R. Norwood, MSN, EdD, RNAssociate ProfessorUniversity of Tennessee at ChattanoogaChattanooga, TennesseeKathleen Ann Kalb, PhD, RNAssociate Professor of NursingThe College of St. CatherineSt. Paul, MinnesotaLauren E. O’Hare, EdD, RNChairWagner CollegeStaten Island, New YorkBarbara Kearney, PhD, RNAssistant ProfessorMurray State UniversityMurray, KentuckyNelma B. Shearer, PhD, RNAssociate ProfessorArizona State UniversityPhoenix, ArizonaNorma Krumwiede, EdD, RNProfessorMinnesota State UniversityMankato, MinnesotaChristina L. Sieloff, PhD, RN, CNA-BCAssociate ProfessorMontana State UniversityBillings, MontanaJudy Kuhns-Hastings, PhD, APRN-BC, FNPAssociate Professor of NursingUniversity of MaineOrono, MainePamela Wessling, MSN, ARNP, NP-CAssistant ProfessorBarry UniversityMiami Shores, Floridaxv
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2168 FM i-xx.qxd4/9/106:09 PMPage xviiContentsSection IAn Introduction to Nursing Theory1Chapter 13Nursing Theory and the Discipline of NursingM ARLAINE C. S MITHChapter 2A Guide for the Study of Theories for PracticeM ARILYN E. PARKERChapter 3ANDAND20M ARLAINE C. S MITHEvolution of Nursing TheoryChapter 416M ARLAINE C. S MITHChoosing, Evaluating and Implementing NursingTheories for PracticeM ARILYN E. PARKERSection IIM ARILYN E. PARKERAND33Florence Nightingale’s Legacy of Caring and ItsApplications35LYNNE M. D UNPH YChapter 5Twentieth-Century Nursing: Ernestine Wiedenbach,Virginia Henderson, and Lydia Hall’s Contributions toNursing Theory and Their Use in Practice54S HIRLE Y C. G ORDON , T HERIS A. T OUH Y, T HERESAG ESSE , M ARCIA D OMBRO , AND N ET TIE B IRNBACHChapter 6Nurse-Patient Relationship Theories: Hildegard Peplau,Joyce Travelbee, and Ida Jean Orlando67A NN R. P EDEN , K AITLIN A. L AUBHAM ,AU TUMN W ELLS , J ACQUELINE S TAAL , ANDM AUDE R IT TMANSection III Conceptual Models/Grand Theories in the Interactive/Integrative ParadigmChapter 7Myra Levine’s Conservation Model8183K AREN M OORE S CHAEFERChapter 8Dorothy Johnson’s Behavioral System Model and ItsApplications104B ONNIE H OLADAYChapter 9Dorothea Orem’s Self-Care Deficit TheoryD ONNA L. H ART WEGAND121L AUREEN M. F LECKChapter 10 Imogene King’s Theory of Goal AttainmentI MOGENE K ING , C HRISTINA LEIBOLD S IELOFF,M ARY B. K ILLEEN , AND M AUREEN F RE Y146xvii
2168 FM i-xx.qxdxviii4/9/106:09 PMPage xviiiContentsChapter 11 Sister Callista Roy’s Adaptation ModelC ALLISTA R OYAND167LIN Z HANChapter 12 Betty Neuman’s Systems Model182PATRICIA D EAL AYLWARDChapter 13 Helen Erickson, Evelyn Tomlin, and Mary Ann Swain’sTheory of Modeling and Role Modeling202H ELEN L. E RICKSONChapter 14 Barbara Dossey’s Theory of Integral Nursing224B ARBARA M ONTGOMERY D OSSE YSection IV Conceptual Models/Grand Theories in theUnitary-Transformative ParadigmChapter 15 Martha E. Rogers’ Science of Unitary Human BeingsH OWARD K ARL B U TCHERV IOLET M. M ALINSKI251253ANDChapter 16 Rosemarie Rizzo Parse’s HumanbecomingSchool of Thought277R OSEMARIE R IZZO PARSEChapter 17 Margaret Newman’s Theory of Health as ExpandingConsciousness290M ARGARET D EXHEIMER P HARRISSection VCaring Theories315Chapter 18 Madeleine Leininger’s Theory of Culture CareDiversity and UniversalityM ADELEINE M. LEININGERM ARILYN R. M C FARLAND317ANDChapter 19 Josephine Paterson and Loretta Zderad’s HumanisticNursing Theory337S USAN K LEIMANChapter 20 Jean Watson’s Theory of Human CaringJ EAN WATSONAND351T ERRI K AYE W OODWARDChapter 21 Anne Boykin and Savina O. Schoenhofer’s Nursing asCaring Theory370A NNE B OYKIN , S AVINA O. S CHOENHOFER ,AND D ANIELLE L INDENSection VI Middle-Range TheoriesChapter 22 Katharine Kolcaba’s Comfort Theory387389K ATHARINE KOLCABAChapter 23 Joanne Duffy’s Quality Caring ModelJ OANNE R. D UFFY402
2168 FM i-xx.qxd4/9/106:09 PMPage xixContentsChapter 24 Pamela Reed’s Theory of Self-transcendence417PAMELA G. R EEDChapter 25 Kristen Swanson’s Theory of Caring428K RISTEN M. S WANSONChapter 26 Mary Jane Smith and Patricia Liehr’s Story TheoryM ARY J ANE S MITHANDPATRICIA LIEHRChapter 27 The Community Nursing Practice ModelM ARILYN E. PARKER439AND451C HARLOT TE D. B ARRYChapter 28 Rozzano Locsin’s Technological Competency asCaring and the Practice of Knowing Persons in Nursing460R OZZANO C. L OCSINChapter 29 Marilyn Anne Ray’s Theory of Bureaucratic CaringM ARILYN A NNE R AYAND472M ARIAN C. T URKELChapter 30 Marlaine Smith’s Theory of Unitary Caring495M ARLAINE C. S MITHIndex505xix
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2168 Ch01 001-015.qxdSection4/9/1012:31 PMPage 1IAn Introduction toNursing Theory
2168 Ch01 001-015.qxd4/9/1012:31 PMPage 2SectionIAn Introduction to Nursing TheoryIn this first section of the book we, the editors, have written three chapters that will introducethe reader to the purpose of nursing theory and how to study, analyze, and evaluate it for usein nursing practice. If you are new to the idea of theory in nursing, the chapters in this sectionwill orient you to what theory is, how it fits into the context of nursing as a professional discipline, and how to approach its study and evaluation. If you have studied nursing theory in thepast, we hope the chapters will provide you with additional knowledge and insight as you continue your study. We assert that nursing is a professional discipline focused on the study ofhuman health and healing through caring. Nursing practice is based on the knowledge of nursing,which consists of its philosophies, theories, concepts, principles, research findings, and practicewisdom. Theories are patterns that guide the thinking about being, and doing of nursing. Allnurses are guided by some implicit or explicit theory, or pattern of thinking, as they care fortheir patients. Too often, this pattern of thinking is implicit, and is colored by the lens of diseases, diagnoses, and treatments. This does not reflect practice from the disciplinary perspective of nursing. The major reason for nursing theory is to improve nursing practice, and therefore the health and quality of life of those we serve. The first chapter in this section focuses onnursing theory and how it fits within the context of nursing as a professional discipline. Weexamine the relationship of nursing theory to the characteristics of a discipline. You’ll learn newwords that describe parts of the knowledge structure of the discipline of nursing, and we’ll speculate about the future of nursing theory as nursing, health care, and our global society change.Chapter 2 is a guide to help you study the theories in this book. We hope you’ll use this guideas you read and think about nursing theory for use in practice. Nurses embrace theoriesbecause they fit with their values and ways of thinking. They choose theories to guide their practice when the theories help them to create a practice that is meaningful to them. Chapter 3focuses on the selection, evaluation, and implementation of theory for practice. Students oftenget the assignment of evaluating or critiquing a nursing theory. Evaluation is coming to somejudgment about value or worth based on criteria. Various sets of criteria exist for you to use intheory evaluation. We introduce some that you can explore further. Finally, we offer reflectionson the process of implementing theory-guided practice models.2
2168 Ch01 001-015.qxd4/9/1012:31 PMPage 3Chapter1Nursing Theory andthe
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
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
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).
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
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.
5. Include the influence of culture in nursing practice. 6. Demonstrate safe nursing practice. 7. Incorporate teaching and learning for health promotion and disease/injury prevention. 8. Assess and evaluate information to inform nursing practice. 9. Apply models and theories to support a holistic approach to nursing practice. COURSE OBJECTIVES: 1.
These are equational theories that can be turned into convergent rewrite systems, modulo associativity and commutativity of certain binary operators. Many important theories for intruder deduction fall into this category, e.g., theories for exclusive-or [10,7], Abelian groups [10], and more generally, certain classes of monoidal theories [11].
Theories Proof Systems Class PV, S1 2 eF P [11, 6] PSA, U1 2 QBF PSPACE [18, 6] Ti 2, S i p1 2 G i, G 1 P i [29, 31, 6] VNC0 Frege (F) ALogTime [14, 15, 1] VL GL L [34, 15] VNL GNL NL [35, 15] The rst three theories are rst-order theories; the last three theories are second-order. The last three theories could also be viewed as multi-sorted rst .
Fiction Excerpt 1: The Adventures of Tom Sawyer (retold with excerpts from the novel by Mark Twain) Saturday morning was come, and all the summer world was bright and fresh, and brimming with life. There was a song in every heart; and if the heart was young the music issued at the lips. There was cheer in every face and a spring in every step. The locust trees were in bloom and the fragrance .
