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Book Details
Abstract
A classic text is back with fresh, comprehensive nursing theories, critiques, and philosophies. Nursing Theorists and Their Work, 9th Edition provides you with an in-depth look at 39 theorists of historical, international, and significant importance. This new edition has been updated with an improved writing style, added case studies, critical thinking activities, and in-depth objective critiques of nursing theories that help bridge the gap between theory and application. In addition, the six levels of abstraction (philosophy, conceptual models, grand theory, theory, middle-range theory, and future of nursing theory) are graphically depicted throughout the book to help you understand the context of the various theories.
- Each theorist chapter is written by a scholar specializing in that particular theorist’s work, often having worked closely with the theorists, to provide the most accurate and complete information possible.
- A case study at the end of each theorist chapter puts the theory into a larger perspective, demonstrating how it can be applied to practice.
- Critical Thinking Activities at the end of each theorist chapter help you process the theory presented and apply it to personal and hypothetical practice situations.
- Diagrams for theories help you visualize and better understand inherently abstract concepts.
- A Brief Summary in each theorist chapter helps you review for tests and confirm their comprehension.
- A Major Concepts & Definitions box included in each theorist chapter outlines the theory’s most significant ideas and clarifies content-specific vocabulary.
- Points for Further Study at the end of each chapter directs you to assets available for additional information.
- Quotes from the theorist make each complex theory more memorable.
- An extensive bibliography at the conclusion of each theorist chapter outlines numerous primary and secondary sources of information for further study.
- NEW! Improved writing style and increased use of subheadings make the narrative more concise, direct, and accessible.
- NEW! Updated research and findings incorporate new content along with more examples and clinical correlations.
- NEW! History of Nursing Science chapter emphasizes nursing science updates
- UNIQUE! Graphical depiction of the six levels of abstraction (philosophy, conceptual models, grand theory, theory, middle-range theory, and future of nursing theory) helps you to understand the context of the various theories.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | Cover | ||
| Inside front cover | IFC | ||
| Front matter | i | ||
| Nursing theorists and their work 9e | iii | ||
| Copyright | iv | ||
| Dedication | v | ||
| Contributors | vi | ||
| Reviewers | ix | ||
| About the editor | x | ||
| Preface | xi | ||
| Acknowledgments | xii | ||
| Table of contents | xiii | ||
| I Evolution of Nursing Theories | 1 | ||
| Introduction | 1 | ||
| 1 Introduction to nursing theory: Its history and significance | 2 | ||
| History of nursing theory | 2 | ||
| Significance of nursing theory | 6 | ||
| Significance for the discipline | 6 | ||
| Significance for the profession | 7 | ||
| Summary | 9 | ||
| Points for further study | 9 | ||
| References | 9 | ||
| 2 Nursing theorists of historical significance | 11 | ||
| Hildegard E. peplau | 12 | ||
| Theory of interpersonal relations | 12 | ||
| Virginia henderson | 14 | ||
| Definition of nursing | 14 | ||
| Faye glenn abdellah | 15 | ||
| Twenty-one nursing problems | 15 | ||
| Ernestine wiedenbach | 16 | ||
| The helping art of clinical nursing | 16 | ||
| Lydia hall | 18 | ||
| Core, care, and cure model | 18 | ||
| Joyce travelbee | 19 | ||
| Human-to-human relationship model | 19 | ||
| Kathryn E. barnard | 19 | ||
| Child health assessment | 19 | ||
| Evelyn adam | 21 | ||
| Conceptual model for nursing | 21 | ||
| Nancy roper, winifred w. logan, and alison j. tierney | 21 | ||
| A model for nursing based on a model of living | 21 | ||
| Ida jean (orlando) pelletier | 22 | ||
| Nursing process theory | 22 | ||
| Points for further study | 24 | ||
| References | 24 | ||
| 3 History of nursing science | 28 | ||
| Historical views of the nature of science | 28 | ||
| Rationalism | 29 | ||
| Empiricism | 29 | ||
| Early 20th century views of science and theory | 29 | ||
| Emergent views of science and theory in the late 20th century | 30 | ||
| Interdependence of theory and research | 31 | ||
| Science as a social enterprise | 33 | ||
| Points for further study | 33 | ||
| References | 33 | ||
| 4 Theory development process | 35 | ||
| Theory components | 35 | ||
| Concepts and definitions | 35 | ||
| Relational statements | 37 | ||
| Linkages and ordering | 38 | ||
| Contemporary issues in nursing theory development | 41 | ||
| Theoretical boundaries and levels to advance nursing science | 41 | ||
| Nursing theory, practice, and research | 41 | ||
| Summary | 42 | ||
| Critical thinking activities | 42 | ||
| Points for further study | 42 | ||
| References | 42 | ||
| 5 The structure and analysis of specialized nursing knowledge | 44 | ||
| A structure of nursing knowledge | 44 | ||
| Analysis of theory | 46 | ||
| Clarity | 46 | ||
| Simplicity | 46 | ||
| Generality | 46 | ||
| Accessibility | 46 | ||
| Importance | 46 | ||
| References | 47 | ||
| II Nursing Philosophies | 49 | ||
| Introduction | 49 | ||
| 6 Modern nursing | 50 | ||
| Credentials and background of the theorist | 50 | ||
| Theoretical sources for theory development | 52 | ||
| Use of empirical evidence | 54 | ||
| Major assumptions | 54 | ||
| Nursing | 54 | ||
| Person | 54 | ||
| Health | 54 | ||
| Environment | 55 | ||
| Theoretical assertions | 55 | ||
| Logical form | 56 | ||
| Acceptance by the nursing community | 56 | ||
| Practice | 56 | ||
| Education | 57 | ||
| Research | 58 | ||
| Further development | 58 | ||
| Critique | 58 | ||
| Clarity | 58 | ||
| Simplicity | 58 | ||
| Generality | 59 | ||
| Empirical precision | 59 | ||
| Derivable consequences | 59 | ||
| Summary | 59 | ||
| Critical thinking activities | 60 | ||
| Points for further study | 61 | ||
| References | 61 | ||
| Bibliography | 62 | ||
| Primary sources | 62 | ||
| Journal articles | 62 | ||
| Secondary sources | 62 | ||
| Unpublished dissertations | 64 | ||
| Journal articles | 64 | ||
| 7 Watsons philosophy and theory of transpersonal caring | 66 | ||
| Credentials and background of the theorist | 66 | ||
| Theoretical sources | 68 | ||
| Use of empirical evidence | 70 | ||
| Major assumptions | 70 | ||
| Theoretical assertions | 71 | ||
| Nursing | 71 | ||
| Personhood (human being) | 71 | ||
| Health | 71 | ||
| Environment | 72 | ||
| Logical form | 72 | ||
| Application by the nursing community | 72 | ||
| Practice | 72 | ||
| Administration and leadership | 73 | ||
| Education | 73 | ||
| Research | 73 | ||
| Further development | 74 | ||
| Critique | 74 | ||
| Clarity | 74 | ||
| Simplicity | 74 | ||
| Generality | 74 | ||
| Empirical precision | 75 | ||
| Derivable consequences | 75 | ||
| Summary | 75 | ||
| Critical thinking activities | 75 | ||
| Points for further study | 76 | ||
| References | 76 | ||
| Bibliography | 77 | ||
| Primary sources | 77 | ||
| 8 Theory of bureaucratic caring | 80 | ||
| Credentials and background of the theorist | 80 | ||
| Theoretical sources for theory development | 82 | ||
| Use of empirical evidence | 84 | ||
| Major assumptions | 86 | ||
| Nursing | 86 | ||
| Person | 86 | ||
| Health | 86 | ||
| Environment | 86 | ||
| Theoretical assertions | 86 | ||
| Logical form | 87 | ||
| Acceptance by the nursing community | 87 | ||
| Practice | 87 | ||
| Administration | 88 | ||
| Education | 88 | ||
| Research | 89 | ||
| Further development | 91 | ||
| Critique of the work | 91 | ||
| Clarity | 91 | ||
| Simplicity | 92 | ||
| Generality | 92 | ||
| Accessibility | 92 | ||
| Importance | 92 | ||
| Summary | 93 | ||
| Critical thinking activities | 94 | ||
| Points for further study | 94 | ||
| References | 94 | ||
| Bibliography | 96 | ||
| Primary sources | 96 | ||
| Secondary sources | 96 | ||
| 9 Caring, clinical wisdom, and ethics in nursing practice | 98 | ||
| Credentials and background of the philosopher | 98 | ||
| Philosophical sources | 99 | ||
| Use of empirical evidence | 103 | ||
| Major assumptions | 105 | ||
| Nursing | 106 | ||
| Person | 106 | ||
| Health | 106 | ||
| Situation | 106 | ||
| Theoretical assertions | 106 | ||
| Logical form | 107 | ||
| Acceptance by the nursing community | 107 | ||
| Practice | 107 | ||
| Education | 108 | ||
| Research | 109 | ||
| Further development | 109 | ||
| Critique | 110 | ||
| Clarity | 110 | ||
| Simplicity | 110 | ||
| Generality | 110 | ||
| Accessibility | 111 | ||
| Importance | 111 | ||
| Summary | 111 | ||
| Critical thinking activities | 113 | ||
| Points for further study | 114 | ||
| Videotapes and web media | 114 | ||
| References | 114 | ||
| Bibliography | 117 | ||
| Primary sources | 117 | ||
| Secondary sources | 118 | ||
| 10 Philosophy of caring | 120 | ||
| Credentials and background of the theorist | 120 | ||
| Theoretical sources | 123 | ||
| Karl marx: Critical analysis—a transformative practice | 123 | ||
| Edmund husserl: Phenomenology as the natural attitude | 124 | ||
| Maurice merleau-ponty: The body as the natural attitude | 124 | ||
| Martin heidegger: Existential being as caring | 124 | ||
| Knud eiler løgstrup: Ethics as a primary condition of human existence | 124 | ||
| Max weber: Vocation as the duty to serve one’s neighbor through one’s work | 125 | ||
| Michel foucault: The effect of his method intensifying phenomenologists’ phenomenology | 125 | ||
| Paul ricoeur: The bridge-builder | 126 | ||
| Empirical evidence | 128 | ||
| Major assumptions | 128 | ||
| Nursing | 128 | ||
| Person | 128 | ||
| Health | 128 | ||
| Environment: Space and situation | 129 | ||
| Theoretical assertions | 129 | ||
| Logical form | 129 | ||
| Acceptance by the nursing community | 130 | ||
| Practice | 130 | ||
| Education | 130 | ||
| Research | 130 | ||
| Further development | 130 | ||
| Critique | 131 | ||
| Clarity | 131 | ||
| Simplicity | 131 | ||
| Generality | 131 | ||
| Accessibility | 131 | ||
| Importance | 131 | ||
| Summary | 132 | ||
| Critical thinking activities | 132 | ||
| Points for further study | 132 | ||
| References | 132 | ||
| Bibliography | 132 | ||
| Primary sources | 132 | ||
| Secondary sources | 132 | ||
| 11 Theory of caritative caring | 140 | ||
| Credentials and background of the theorist | 140 | ||
| Theoretical sources | 142 | ||
| Use of empirical evidence | 144 | ||
| Major assumptions | 145 | ||
| The human being | 145 | ||
| Nursing | 145 | ||
| Environment | 146 | ||
| Health | 147 | ||
| Theoretical assertions | 147 | ||
| Logical form | 147 | ||
| Acceptance by the nursing community | 148 | ||
| Practice | 148 | ||
| Education | 148 | ||
| Research | 149 | ||
| Further development | 150 | ||
| Critique | 150 | ||
| Clarity | 150 | ||
| Simplicity | 150 | ||
| Generality | 150 | ||
| Accessibility | 150 | ||
| Importance | 151 | ||
| Summary | 151 | ||
| Critical thinking activities | 152 | ||
| Points for further study | 152 | ||
| References | 152 | ||
| Bibliography | 156 | ||
| Primary sources | 156 | ||
| Articles in compilation works and proceedings with referee practice | 158 | ||
| Secondary sources | 162 | ||
| III Nursing Conceptual Models | 164 | ||
| Introduction | 164 | ||
| 12 The conservation model | 165 | ||
| Credentials and background of the theorist* | 165 | ||
| Theoretical sources | 166 | ||
| Use of empirical evidence | 170 | ||
| Major assumptions | 170 | ||
| Nursing | 170 | ||
| Person | 171 | ||
| Health | 171 | ||
| Environment | 171 | ||
| Theoretical assertions | 171 | ||
| Logical form | 172 | ||
| Applications to the nursing community | 172 | ||
| Practice | 172 | ||
| Education | 172 | ||
| Research | 172 | ||
| Further development | 173 | ||
| Critique | 173 | ||
| Clarity | 173 | ||
| Simplicity | 173 | ||
| Generality | 173 | ||
| Accessibility | 173 | ||
| Importance | 173 | ||
| Summary | 173 | ||
| Critical thinking activities | 175 | ||
| Points for further study | 175 | ||
| References | 176 | ||
| Bibliography | 178 | ||
| Additional primary sources | 178 | ||
| 13 Unitary human beings | 180 | ||
| Credentials and background of the theorist | 180 | ||
| Theoretical sources | 181 | ||
| Use of empirical evidence | 182 | ||
| Major assumptions | 182 | ||
| Nursing | 182 | ||
| Person | 182 | ||
| Health | 183 | ||
| Environment | 183 | ||
| Theoretical assertions | 183 | ||
| Logical form | 184 | ||
| Acceptance by the nursing community | 185 | ||
| Practice | 185 | ||
| Education | 185 | ||
| Research | 186 | ||
| Further development | 189 | ||
| Critique | 189 | ||
| Clarity | 189 | ||
| Simplicity | 189 | ||
| Generality | 190 | ||
| Accessibility | 190 | ||
| Importance | 190 | ||
| Summary | 190 | ||
| Critical thinking activities | 191 | ||
| Points for further study | 191 | ||
| Publications | 191 | ||
| Websites | 191 | ||
| References | 191 | ||
| Bibliography | 194 | ||
| Primary sources | 194 | ||
| Secondary sources | 194 | ||
| 14 Self-care deficit theory of nursing | 198 | ||
| Credentials and background of the theorist | 198 | ||
| Theoretical sources | 199 | ||
| Use of empirical evidence | 204 | ||
| Major assumptions | 204 | ||
| Theoretical assertions | 205 | ||
| Theory of nursing systems | 205 | ||
| Theory of self-care deficit | 205 | ||
| Theory of self-care | 205 | ||
| Theory of dependent-care | 205 | ||
| Logical form | 205 | ||
| Acceptance by the nursing community | 206 | ||
| Further development | 207 | ||
| Critique | 207 | ||
| Clarity | 207 | ||
| Simplicity | 207 | ||
| Generality | 207 | ||
| Accessibility | 207 | ||
| Importance | 208 | ||
| Summary | 208 | ||
| Critical thinking activities | 209 | ||
| Points for further study | 210 | ||
| References | 211 | ||
| Bibliography | 211 | ||
| Primary sources | 211 | ||
| 15 Conceptual system and middle-range theory of goal attainment | 213 | ||
| Credentials and background of the theorist | 213 | ||
| The nightingale tribute to imogene king | 213 | ||
| Theoretical sources | 214 | ||
| Use of empirical evidence | 214 | ||
| Developing the conceptual system | 215 | ||
| King’s middle-range theory of goal attainment | 216 | ||
| Major assumptions | 217 | ||
| Nursing | 217 | ||
| Person | 217 | ||
| Health | 217 | ||
| Environment | 217 | ||
| Theoretical assertions | 217 | ||
| Logical form | 217 | ||
| Acceptance by the nursing community | 219 | ||
| Practice | 219 | ||
| Education | 220 | ||
| Research | 220 | ||
| Further development | 221 | ||
| Critique | 221 | ||
| Clarity | 221 | ||
| Simplicity | 221 | ||
| Generality | 221 | ||
| Accessibility | 222 | ||
| Importance | 222 | ||
| Summary | 222 | ||
| Critical thinking activities | 223 | ||
| Points for further study | 223 | ||
| Publications | 223 | ||
| Websites | 223 | ||
| Videos | 223 | ||
| References | 223 | ||
| Bibliography | 227 | ||
| Additional primary sources | 227 | ||
| 16 Systems model | 231 | ||
| Credentials and background of the theorist | 231 | ||
| Theoretical sources | 232 | ||
| Use of empirical evidence | 234 | ||
| Major assumptions | 234 | ||
| Nursing | 234 | ||
| Human beings | 234 | ||
| Health | 236 | ||
| Environment | 236 | ||
| Theoretical assertions | 236 | ||
| Logical form | 236 | ||
| Applications by the nursing community | 236 | ||
| Practice | 237 | ||
| Education | 237 | ||
| Research | 238 | ||
| Further development | 239 | ||
| Critique | 239 | ||
| Clarity | 239 | ||
| Simplicity | 239 | ||
| Generality | 240 | ||
| Accessibility | 240 | ||
| Importance | 240 | ||
| Summary | 240 | ||
| Critical thinking activities | 241 | ||
| Community as client | 241 | ||
| Points for further study | 241 | ||
| References | 241 | ||
| Bibliography | 242 | ||
| Primary sources | 242 | ||
| Secondary sources | 242 | ||
| 17 Adaptation model | 249 | ||
| References | 249 | ||
| Bibliography | 269 | ||
| Primary sources | 269 | ||
| Book chapters | 269 | ||
| Journal articles | 270 | ||
| Dissertation | 270 | ||
| Secondary sources | 270 | ||
| Dissertations | 271 | ||
| Journal articles | 272 | ||
| 18 Behavioral system model | 273 | ||
| Credentials and background of the theorist | 273 | ||
| Theoretical sources | 273 | ||
| Use of empirical evidence | 276 | ||
| Major assumptions | 277 | ||
| Nursing | 277 | ||
| Person | 277 | ||
| Health | 278 | ||
| Environment | 278 | ||
| Theoretical assertions | 278 | ||
| Logical form | 280 | ||
| Acceptance by the nursing community | 280 | ||
| Practice | 280 | ||
| Education | 282 | ||
| Research | 282 | ||
| Further development | 283 | ||
| Critique | 284 | ||
| Clarity | 284 | ||
| Simplicity | 285 | ||
| Generality | 285 | ||
| Accessibility | 285 | ||
| Importance | 285 | ||
| Summary | 285 | ||
| Critical thinking activities | 287 | ||
| Points for further study | 288 | ||
| References | 288 | ||
| Bibliography | 290 | ||
| Primary sources | 290 | ||
| Secondary sources | 290 | ||
| IV Theories and Grand Theories | 292 | ||
| Introduction | 292 | ||
| 19 The theory of nursing as caring: A model for transforming practice | 293 | ||
| Credentials and background of the theorists | 293 | ||
| Anne boykin | 293 | ||
| Savina o. schoenhofer | 294 | ||
| Theoretical sources | 294 | ||
| Use of empirical evidence | 296 | ||
| Major assumptions | 297 | ||
| Person | 297 | ||
| One: Persons are caring by virtue of their humanness | 297 | ||
| Two: Persons are whole and complete in the moment | 297 | ||
| Three: Persons live caring, moment to moment | 297 | ||
| Health | 297 | ||
| Four: Personhood is living life grounded in caring | 297 | ||
| Environment | 297 | ||
| Five: Personhood is enhanced through participating in nurturing relationships with caring others | 297 | ||
| Nursing | 297 | ||
| Six: Nursing is both a discipline and a profession | 297 | ||
| Theoretical assertions | 298 | ||
| Dance of caring persons | 298 | ||
| Outcomes of nursing care | 298 | ||
| Logical form | 298 | ||
| Acceptance by the nursing community | 299 | ||
| Practice | 299 | ||
| Nursing service administration | 299 | ||
| Education | 300 | ||
| Research | 301 | ||
| Research studies | 301 | ||
| Further development | 302 | ||
| Theory | 302 | ||
| Research | 303 | ||
| Critique | 303 | ||
| Clarity | 303 | ||
| Simplicity | 303 | ||
| Generality | 303 | ||
| Accessibility | 303 | ||
| Importance | 303 | ||
| Summary | 304 | ||
| Critical thinking activities | 305 | ||
| Points for further study | 305 | ||
| References | 306 | ||
| Bibliography | 307 | ||
| Primary sources | 307 | ||
| Secondary sources | 308 | ||
| 20 Transitions theory | 309 | ||
| Credentials and background of the theorist | 309 | ||
| Theoretical sources | 312 | ||
| Use of empirical evidence | 314 | ||
| Major assumptions | 315 | ||
| Nursing | 315 | ||
| Person | 315 | ||
| Health | 315 | ||
| Environment | 315 | ||
| Theoretical assertions | 315 | ||
| Logical form | 315 | ||
| Acceptance by the nursing community | 315 | ||
| Practice | 315 | ||
| Education | 316 | ||
| Research | 316 | ||
| Further development | 316 | ||
| Critique | 316 | ||
| Clarity | 316 | ||
| Simplicity | 317 | ||
| Generality | 317 | ||
| Accessibility | 317 | ||
| Importance | 317 | ||
| Summary | 317 | ||
| Critical thinking activities | 318 | ||
| Points for further study | 318 | ||
| References | 318 | ||
| Bibliography | 320 | ||
| Primary sources | 320 | ||
| 21 Health promotion model | 323 | ||
| Credentials and background of the theorist | 323 | ||
| Theoretical sources | 325 | ||
| Use of empirical evidence | 327 | ||
| Major assumptions | 328 | ||
| Theoretical assertions | 329 | ||
| Logical form | 329 | ||
| Acceptance by the nursing community | 329 | ||
| Practice | 329 | ||
| Education | 330 | ||
| Research | 330 | ||
| Further development | 330 | ||
| Critique | 330 | ||
| Clarity | 330 | ||
| Simplicity | 330 | ||
| Generality | 330 | ||
| Accessibility | 330 | ||
| Importance | 331 | ||
| Summary | 331 | ||
| Critical thinking activities | 332 | ||
| Points for further study | 332 | ||
| References | 332 | ||
| Bibliography | 333 | ||
| Primary sources | 333 | ||
| 22 Theory of culture care diversity and universality | 339 | ||
| Credentials and background of the theorist | 339 | ||
| Theoretical sources | 342 | ||
| Use of empirical evidence | 345 | ||
| Major assumptions | 347 | ||
| Theoretical assertions or tenets | 347 | ||
| Logical form | 348 | ||
| Acceptance by the nursing community | 350 | ||
| Practice | 350 | ||
| Education | 351 | ||
| Research | 352 | ||
| Further development | 352 | ||
| Critique | 353 | ||
| Simplicity | 353 | ||
| Generality | 353 | ||
| Accessibility | 353 | ||
| Importance | 353 | ||
| Summary | 354 | ||
| Critical thinking activities | 354 | ||
| References | 355 | ||
| Bibliography | 356 | ||
| Selected primary sources | 356 | ||
| 23 Health as expanding consciousness | 359 | ||
| Credentials and background of the theorist | 359 | ||
| Theoretical sources | 360 | ||
| Use of empirical evidence | 361 | ||
| Major assumptions | 362 | ||
| Nursing | 362 | ||
| Person | 363 | ||
| Environment | 363 | ||
| Health | 364 | ||
| Theoretical assertions | 364 | ||
| Early designation of concepts and propositions | 364 | ||
| Synthesis of patterns of movement, space-time, and consciousness | 364 | ||
| Emphasis on the experiential process of nurse–client | 365 | ||
| Logical form | 366 | ||
| Acceptance by the nursing community | 366 | ||
| Practice | 366 | ||
| Education | 367 | ||
| Research | 368 | ||
| Further development | 368 | ||
| Critique | 368 | ||
| Clarity | 368 | ||
| Simplicity | 368 | ||
| Generality | 369 | ||
| Accessibility | 369 | ||
| Importance | 369 | ||
| Summary | 369 | ||
| Critical thinking activities | 370 | ||
| Points for further study | 370 | ||
| References | 371 | ||
| Bibliography | 371 | ||
| Primary sources | 371 | ||
| 24 Humanbecoming | 375 | ||
| Credentials and background of the theorist | 375 | ||
| Theoretical sources | 376 | ||
| Use of empirical evidence | 381 | ||
| Major assumptions | 382 | ||
| Nursing | 383 | ||
| Person, environment, health viewed as humanuniverse, humanbecoming, and living quality | 383 | ||
| Theoretical assertions | 384 | ||
| Logical form | 385 | ||
| Acceptance by the nursing community | 385 | ||
| Practice | 385 | ||
| Education | 385 | ||
| Research | 386 | ||
| Critique | 387 | ||
| Clarity | 387 | ||
| Simplicity | 387 | ||
| Generality | 387 | ||
| Accessibility | 388 | ||
| Importance | 388 | ||
| Summary | 390 | ||
| Critical thinking activities | 390 | ||
| Points for further study | 391 | ||
| References | 392 | ||
| Bibliography | 395 | ||
| Primary sources | 395 | ||
| 25 Modeling and role-modeling | 398 | ||
| Credentials and background of the theorists | 398 | ||
| Helen c. erickson | 398 | ||
| Evelyn M. tomlin | 399 | ||
| Mary ann p. swain | 400 | ||
| Theoretical sources | 400 | ||
| Use of empirical evidence | 403 | ||
| Major assumptions | 403 | ||
| Nursing | 403 | ||
| Person | 406 | ||
| Health | 406 | ||
| Environment | 406 | ||
| Theoretical assertions | 406 | ||
| Logical form | 406 | ||
| Acceptance by the nursing community | 406 | ||
| Practice | 406 | ||
| Education | 407 | ||
| Research | 407 | ||
| Further development | 408 | ||
| Critique | 408 | ||
| Clarity | 408 | ||
| Simplicity | 408 | ||
| Generality | 408 | ||
| Accessibility | 408 | ||
| Importance | 408 | ||
| Summary | 409 | ||
| Critical thinking activities | 410 | ||
| Points for further study | 410 | ||
| APPENDIX | 415 | ||
| References | 415 | ||
| Bibliography | 415 | ||
| Primary sources | 415 | ||
| 26 Symphonological bioethical theory | 417 | ||
| Credentials and background of the theorists | 417 | ||
| Theoretical sources | 418 | ||
| Use of empirical evidence | 420 | ||
| Major assumptions | 420 | ||
| Nursing | 420 | ||
| Person or patient | 420 | ||
| Health | 420 | ||
| Environment or agreement | 421 | ||
| Theoretical assertions | 421 | ||
| Rights | 421 | ||
| Ethical standards | 421 | ||
| Certainty | 422 | ||
| Decision-making model | 422 | ||
| Logical form | 424 | ||
| Acceptance by the nursing community | 424 | ||
| Practice | 424 | ||
| Education | 425 | ||
| Administration | 425 | ||
| Research | 425 | ||
| Further development | 425 | ||
| Critique | 426 | ||
| Clarity | 426 | ||
| Simplicity | 426 | ||
| Generality | 426 | ||
| Accessibility | 426 | ||
| Importance | 426 | ||
| Summary | 427 | ||
| Critical thinking activities | 427 | ||
| Points for further study | 428 | ||
| References | 428 | ||
| Bibliography | 429 | ||
| V Middle-Range Theories | 431 | ||
| Introduction | 431 | ||
| 27 Maternal role attainmentbecoming a mother | 432 | ||
| Credentials and background of the theorist | 432 | ||
| Theoretical sources | 433 | ||
| Use of empirical evidence | 433 | ||
| Major assumptions | 436 | ||
| Nursing | 436 | ||
| Person | 436 | ||
| Health | 436 | ||
| Environment | 437 | ||
| Theoretical assertions | 437 | ||
| Maternal role attainment: Mercer’s original model and theory | 437 | ||
| Becoming a mother: A revised model and theory | 438 | ||
| Logical form | 440 | ||
| Acceptance by the nursing community | 441 | ||
| Practice | 441 | ||
| Education | 441 | ||
| Research | 441 | ||
| Further development | 442 | ||
| Critique | 442 | ||
| Clarity | 442 | ||
| Simplicity | 443 | ||
| Generality | 443 | ||
| Accessibility | 443 | ||
| Importance | 443 | ||
| Summary | 443 | ||
| Critical thinking activities | 444 | ||
| Points for further study | 444 | ||
| Publications | 444 | ||
| Websites | 444 | ||
| References | 445 | ||
| Bibliography | 446 | ||
| Primary sources | 446 | ||
| 28 Uncertainty in illness theory | 447 | ||
| Credentials and background of the theorist | 447 | ||
| Theoretical sources | 448 | ||
| Use of empirical evidence | 449 | ||
| Major assumptions | 450 | ||
| Person | 450 | ||
| Theoretical assertions | 451 | ||
| Logical form | 452 | ||
| Acceptance by the nursing community | 452 | ||
| Practice | 452 | ||
| Education | 452 | ||
| Research | 452 | ||
| Further development | 453 | ||
| Critique | 453 | ||
| Clarity | 453 | ||
| Simplicity | 454 | ||
| Generality | 454 | ||
| Accessibility | 454 | ||
| Importance | 454 | ||
| Summary | 455 | ||
| Critical thinking activities | 456 | ||
| Points for further study | 456 | ||
| References | 456 | ||
| Bibliography | 459 | ||
| Primary sources | 459 | ||
| 29 Self-transcendence theory | 463 | ||
| Credentials and background of the theorist | 463 | ||
| Theoretical sources | 463 | ||
| Use of empirical evidence | 465 | ||
| Major assumptions | 466 | ||
| Theoretical assertions | 466 | ||
| Logical form | 467 | ||
| Acceptance by the nursing community | 467 | ||
| Practice | 468 | ||
| Education | 468 | ||
| Research | 469 | ||
| Further development | 470 | ||
| Critique | 471 | ||
| Clarity | 471 | ||
| Simplicity | 471 | ||
| Generality | 471 | ||
| Accessibility | 471 | ||
| Importance | 471 | ||
| Summary | 472 | ||
| Critical thinking activities | 473 | ||
| Points for further study | 473 | ||
| References | 473 | ||
| 30 Theory of illness trajectory | 477 | ||
| Credentials and background of the theorists | 477 | ||
| Carolyn l. wiener | 477 | ||
| Marylin j. dodd | 478 | ||
| Theoretical sources | 478 | ||
| Use of empirical evidence | 481 | ||
| Major assumptions | 482 | ||
| Theoretical assertions | 482 | ||
| Logical form | 483 | ||
| Acceptance by the nursing community | 483 | ||
| Practice | 483 | ||
| Education | 483 | ||
| Research | 483 | ||
| Further development | 483 | ||
| Critique | 484 | ||
| Clarity | 484 | ||
| Simplicity | 484 | ||
| Generality | 484 | ||
| Accessibility | 484 | ||
| Importance | 484 | ||
| Summary | 485 | ||
| Critical thinking activities | 485 | ||
| Points for further study | 486 | ||
| References | 486 | ||
| Bibliography | 487 | ||
| Primary sources | 487 | ||
| 31 Theory of chronic sorrow | 490 | ||
| Credentials and background of the theorists | 490 | ||
| Georgene gaskill eakes | 490 | ||
| Mary lermann burke | 491 | ||
| Margaret A. hainsworth | 492 | ||
| Theoretical sources | 493 | ||
| Use of empirical evidence | 494 | ||
| Chronic sorrow | 494 | ||
| Triggers | 494 | ||
| Management strategies | 494 | ||
| Major assumptions | 495 | ||
| Nursing | 495 | ||
| Person | 495 | ||
| Health | 495 | ||
| Environment | 495 | ||
| Theoretical assertions | 495 | ||
| Logical form | 495 | ||
| Acceptance by the nursing community | 495 | ||
| Practice | 495 | ||
| Work original to the nursing consortium for research on chronic sorrow | 495 | ||
| Literature derived from the nursing consortium for research on chronic sorrow | 495 | ||
| Education | 496 | ||
| Undergraduate education: Standardized nursing languages | 496 | ||
| Graduate research education: Nursing | 496 | ||
| Graduate research education: Other disciplines | 496 | ||
| Continuing education | 496 | ||
| Research | 496 | ||
| Further development | 497 | ||
| Critique | 497 | ||
| Clarity | 497 | ||
| Simplicity | 497 | ||
| Generality | 498 | ||
| Empirical precision | 498 | ||
| Derivable consequences | 498 | ||
| Summary | 499 | ||
| Critical thinking activities | 499 | ||
| Points for further study | 499 | ||
| References | 500 | ||
| Bibliography | 502 | ||
| Primary sources | 502 | ||
| 32 The tidal model of mental health recovery | 504 | ||
| Background and credentials of the theorist | 504 | ||
| Theoretical sources | 505 | ||
| Use of empirical evidence | 511 | ||
| Major assumptions | 512 | ||
| Nursing | 512 | ||
| Person | 513 | ||
| Health | 513 | ||
| Environment | 513 | ||
| Theoretical assertions | 514 | ||
| Logical form | 514 | ||
| Acceptance by the nursing community | 515 | ||
| Practice | 515 | ||
| Education | 516 | ||
| Research | 516 | ||
| Further development | 517 | ||
| Critique | 517 | ||
| Clarity | 517 | ||
| Simplicity | 518 | ||
| Generality | 518 | ||
| Accessibility | 520 | ||
| Importance | 520 | ||
| Summary | 520 | ||
| Critical thinking activities | 522 | ||
| Points for further study | 522 | ||
| References | 522 | ||
| Bibliography | 523 | ||
| Primary sources | 523 | ||
| 33 Theory of comfort | 527 | ||
| Credentials and background of the theorist | 527 | ||
| Theoretical sources | 527 | ||
| Use of empirical evidence | 530 | ||
| Metaparadigm definitions | 531 | ||
| Nursing | 531 | ||
| Patient | 531 | ||
| Environment | 531 | ||
| Health | 531 | ||
| Major assumptions | 531 | ||
| Theoretical assertions | 531 | ||
| Logical form | 532 | ||
| Induction | 532 | ||
| Deduction | 532 | ||
| Retroduction | 532 | ||
| Acceptance by the nursing community | 533 | ||
| Practice | 533 | ||
| Education | 533 | ||
| Research | 533 | ||
| Further development | 533 | ||
| Critique | 534 | ||
| Clarity | 534 | ||
| Simplicity | 535 | ||
| Generality | 535 | ||
| Accessibility | 535 | ||
| Importance | 535 | ||
| Summary | 535 | ||
| Critical thinking activities | 537 | ||
| Points for further study | 537 | ||
| References | 537 | ||
| Bibliography | 538 | ||
| Primary sources | 538 | ||
| 34 Postpartum depression theory | 540 | ||
| Credentials and background of the theorist | 540 | ||
| Theoretical and philosophical sources | 541 | ||
| Use of empirical evidence | 544 | ||
| Major assumptions | 544 | ||
| Nursing | 544 | ||
| Person | 544 | ||
| Health | 544 | ||
| Environment | 545 | ||
| Theoretical assertions | 545 | ||
| Logical form | 545 | ||
| Acceptance by the nursing community | 546 | ||
| Practice | 546 | ||
| Education | 546 | ||
| Research | 546 | ||
| Further development | 546 | ||
| Critique | 547 | ||
| Clarity | 547 | ||
| Simplicity | 547 | ||
| Generality | 548 | ||
| Accessibility | 548 | ||
| Importance | 548 | ||
| Summary | 548 | ||
| Critical thinking activities | 550 | ||
| Points for further study | 550 | ||
| References | 550 | ||
| Bibliography | 550 | ||
| 35 Theory of caring | 553 | ||
| Credentials and background of the theorist | 553 | ||
| Theoretical sources | 554 | ||
| Use of empirical evidence | 555 | ||
| Major assumptions | 557 | ||
| Nursing | 557 | ||
| Person | 557 | ||
| Health | 557 | ||
| Environment | 557 | ||
| Theoretical assertions | 558 | ||
| Logical form | 558 | ||
| Acceptance by the nursing community | 559 | ||
| Practice | 559 | ||
| Education | 559 | ||
| Research | 559 | ||
| Further development | 559 | ||
| Critique | 559 | ||
| Clarity | 559 | ||
| Simplicity | 560 | ||
| Generality | 560 | ||
| Accessibility | 560 | ||
| Importance | 560 | ||
| Critical thinking activities | 561 | ||
| Points for further study | 561 | ||
| References | 561 | ||
| Bibliography | 562 | ||
| Primary sources | 562 | ||
| 36 Peaceful end-of-life theory | 564 | ||
| Credentials and background of the theorists | 564 | ||
| Cornelia M. ruland | 564 | ||
| Shirley M. moore | 564 | ||
| Theoretical sources | 565 | ||
| Use of empirical evidence | 565 | ||
| Major assumptions | 566 | ||
| Nursing, person, health, and environment | 566 | ||
| Theoretical assertions | 566 | ||
| Logical form | 566 | ||
| Acceptance by the nursing community | 567 | ||
| Practice | 567 | ||
| Education | 567 | ||
| Research | 567 | ||
| Further development | 568 | ||
| Critique | 568 | ||
| Clarity | 568 | ||
| Simplicity | 568 | ||
| Generality | 568 | ||
| Accessibility | 568 | ||
| Importance | 568 | ||
| Critical thinking activities | 570 | ||
| Points for further study | 570 | ||
| References | 570 | ||
| VI The Future of Nursing Theory | 572 | ||
| Introduction | 572 | ||
| 37 State of the art and science of nursing theory | 573 | ||
| Philosophy of normal science | 574 | ||
| Expansion of middle-range theory development | 574 | ||
| Global nursing scholars | 575 | ||
| References | 575 | ||
| Index | 579 | ||
| A | 579 | ||
| B | 580 | ||
| C | 581 | ||
| D | 583 | ||
| E | 584 | ||
| F | 584 | ||
| G | 586 | ||
| H | 587 | ||
| I | 588 | ||
| J | 589 | ||
| K | 589 | ||
| L | 589 | ||
| M | 590 | ||
| N | 591 | ||
| O | 593 | ||
| P | 593 | ||
| Q | 595 | ||
| R | 595 | ||
| S | 597 | ||
| T | 599 | ||
| U | 600 | ||
| V | 601 | ||
| W | 601 | ||
| Z | 601 |