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Contemporary nursing knowledge :analysis and evaluation of nursing models and theories

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Preface










As we continue to be challenged by the organization and financing of the contemporary health care system, as well as a worldwide nursing shortage, the need to articulate what nursing is and can be has never been more critical. Conceptual models of nursing and nursing theories provide clear answers to questions about what nursing is, what nursing can be, and how what nursing is and can be influences what nurses do—or should do. Conceptual models of nursing and nursing theories also provide:

• Answers for nurse educators, who continue to seek better ways to prepare students for current and future trends in health services.
• Answers for nurse researchers, who continue to seek ways to identify the phenomena of central interest to nursing and to design studies that reflect nursing’s distinctive perspec- tive of people in matters of health.
• Answers for nurse administrators, who continue to seek ways to organize the delivery of nursing services in an efficient and effective manner and to document the quality of nursing practice.
• Answers for practicing nurses, who continue to seek ways to improve the quality of peo- ple’s lives.

This edition of the book is the culmination of years of thinking, talking, and writing about the structure and nature of contemporary nursing knowledge. It was written for all nurses and nurs- ing students who are interested in the development of nursing knowledge and the use of that knowledge to guide nursing research, education, administration, and practice. Although some reviewers have indicated that the book is most appropriate for graduate students, others, with whom I agree, insist that the book also is a valuable resource for undergraduates.

As with my previous books, this edition represents an ongoing attempt to clarify the confusion between conceptual models and theories that remains in the nursing literature. To that end, the book includes the abstract and general formulations of nursing knowledge that are called con- ceptual models of nursing, the somewhat less abstract and general formulations that are called grand nursing theories, and the relatively concrete and specific formulations that are called mid- dle-range nursing theories. The book continues the tradition of my previous books by present- ing the most up-to-date information available about the major conceptual models of nursing and nursing theories.

The book is divided into four parts. Part One introduces the reader to the world of contempo- rary nursing knowledge, as formalized in conceptual models of nursing and nursing theories. Chapter 1 acquaints the reader with what I regard as the components of contemporary nursing knowledge, including the metaparadigm, philosophies, conceptual models, theories, and empir- ical indicators. That chapter contains my latest thinking about the nature and structure of con- temporary nursing knowledge, with attention to the current dialogue about nursing knowledge and others’ critique of my work in this area. That chapter also contains discussion about my un-

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derstanding of the relations among the metaparadigm of nursing, philosophies of nursing, con- ceptual models of nursing, nursing theories, and empirical indicators. Chapter 2 acquaints the reader with strategies used to implement conceptual models of nursing and nursing theories in the real world of nursing practice.

Part Two introduces the reader to conceptual models of nursing. Chapter 3 presents a distinctive framework for the analysis and evaluation of nursing models. Chapters 4, 5, 6, 7, 8, 9, and 10 il- lustrate the application of the analysis and evaluation framework, and acquaint the reader with the most widely recognized and most frequently cited nursing models. In these chapters, the reader enters the world of nursing as conceptualized by Dorothy Johnson in her Behavioral System Model, Imogene King in her Conceptual System, Myra Levine in her Conservation Model, Betty Neuman in her Systems Model, Dorothea Orem in her Self-Care Framework, Martha Rogers in her Science of Unitary Human Beings, and Sister Callista Roy in her Adaptation Model.

Part Three introduces the reader to nursing theories. Chapter 11 presents a distinctive framework for the analysis and evaluation of nursing theories. Chapters 12, 13, 14, 15, and, 16 illustrate the application of the analysis and evaluation framework. These chapters acquaint the reader with the most widely recognized and most frequently cited nursing theories. In Chapters 12 and 13, the reader learns about two grand theories—Margaret Newman’s Theory of Health as Expanding Consciousness and Rosemarie Parse’s Theory of Human Becoming. In Chapters 14, 15, and 16, the reader learns about three middle-range theories—Ida Jean Orlando’s Theory of the Deliberative Nursing Process, Hildegard Peplau’s Theory of Interpersonal Relations, and Jean Watson’s Theory of Human Caring.

Part Four introduces the reader to the possibilities of nursing knowledge now and in the future. Chapter 17, the last chapter in this book, offers the reader an opportunity to consider a strategy to promote the integration of nursing knowledge with nursing research and nursing practice and to explore what the discipline of nursing could become.

The Appendix includes such resources as societies devoted to the advancement of particular con- ceptual models of nursing and nursing theories, internet home pages, audio and video produc- tions, CD-ROMs, and strategies for computer-based literature searches.

Chapters 1 and 2 should be read before the remainder of the book. Those first two chapters pro- vide the background that facilitates understanding of the place of conceptual models of nursing and nursing theories in the structural hierarchy of contemporary nursing knowledge and the use of nursing models and theories in nursing practice. Chapter 17 may be read at any time. That chapter should be of special interest to nurses who are committed to fostering the survival and advancement of the discipline of nursing. Chapter 3 should be read before the subsequent chap- ters dealing with various conceptual models of nursing. Similarly, Chapter 11 should be read be- fore the chapters dealing with various nursing grand theories and middle-range theories.

I have continued to draw from my extensive personal conversations and correspondence with the authors of the conceptual models and theories, as well as from the vast literature about the con- ceptual models and theories, with emphasis on the latest primary source materials. The book in- cludes comprehensive reviews of virtually all of the published literature dealing with the use of conceptual models of nursing and nursing theories as guides for nursing practice, nursing ad- ministration, nursing education, and nursing research. In an attempt to make the primary source material and other literature in each chapter more immediately accessible to readers, tables are used to present practice and research methodologies for each conceptual model and theory, as well as lists of uses of each conceptual model and theory as a guide for nursing research, nursing education, nursing administration, and nursing practice.
Special features of this edition include:

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• An overview and list of key terms for each chapter
• A nursing process format, that is, a nursing practice methodology, for each conceptual model and theory
• Rules or guidelines for nursing research, education, administration, and practice for each conceptual model
• A research methodology for each nursing theory
• Strategies for the implementation of each conceptual model and theory in nursing prac- tice
• A bibliography for each chapter on a searchable compact disk (CD)

Readers are encouraged to use this book in combination with the primary source materials that are cited in the chapter references and bibliographies. The references at the end of each chapter are supplemented by the CD, which comes with the book. The CD includes comprehensive bib- liographies of all relevant literature that could be located through hand and computer-assisted searches of an extensive list of nursing books and journals. The bibliographies include citations to the full range of debate and dialogue about contemporary nursing knowledge and each con- ceptual model and theory. The bibliographies for each of the conceptual model and theory chap- ters are divided into several sections: Primary Sources; Commentary: General; Commentary: Research; Commentary: Education; Commentary: Administration; Commentary: Practice; Research; Doctoral Dissertations; Master’s Theses; Research Instruments and Nursing Practice Tools; Education; Administration; and Practice. I continue to be grateful to the authors of the conceptual models and theories and to my students and colleagues for the many citations of rel- evant publications they have shared with me. I also continue to be grateful to the staff of the Cumulative Index of Nursing and Allied Health Literature (CINAHL) for their technical support, which has greatly facilitated my searches of the literature over the years.

I believe that a hallmark of this book, as with my other books about nursing conceptual models and theories, is the care that I take to present an accurate account of each conceptual model and theory as it was developed by its author rather then to draw from secondary analyses and other interpretations of the author’s work. Each of those chapters includes many direct quotes from the author’s original works. The quotations reflect the author’s writing style and the language cus- toms at the time of publication of the particular book or journal article. Despite some criticism from colleagues, I have decided to continue to not alter pronouns to reflect current gender- neutral language. However, in this edition I have endeavored to replace the word “clinical” with “practice” or “nursing practice,” in response to contemporary dialogue about “clinical” referring solely to bedside nursing. A chapter about Leininger’s Theory of Culture Care Diversity and Universality has not been included in this edition of the book because I was unable to obtain permission for the quotations needed for the analysis of the theory. Readers interested in that grand theory are referred to the many books, book chapters, and journal articles by Madeleine Leininger and those who use her theory to guide their research and practice.

The success of the previous editions of my books, as well as the successive editions of other texts dealing with conceptual models of nursing and nursing theories, indicates continued interest of nurses in nursing knowledge, rather than in the knowledge of other disciplines. Nurses are espe- cially fortunate to be able to select as a guide for their work any one of many conceptual models and theories that already have been used widely. Thus, novice users can draw from the experi- ences of those who forged the way. And, experienced users can expand their work by examining what other users have done.

The works included in the book continue, in my opinion, to be the major representatives of con- ceptual models and nursing theories in the contemporary nursing literature. Readers who are in- terested in understanding the content of other nursing conceptual models and theories are encouraged to use the frameworks for analysis and evaluation of conceptual models of nursing


and nursing theories that are given in Chapters 3 and 11. My sincere hope is that this book will stimulate readers to continue their study of conceptual models and nursing theories and to adopt explicit conceptual-theoretical-empirical structures for their nursing activities.

The writing of this edition of the book was, as always, a consuming, stimulating, and growth- enhancing experience. Thanks for its preparation is owed to many people. First, I continue to be indebted to Dorothy Johnson, Imogene King, Myra Levine, Betty Neuman, Dorothea Orem, Martha Rogers, Callista Roy, Margaret Newman, Ida Jean Orlando, Rosemarie Parse, Hildegard Peplau, and Jean Watson, whose efforts to continuously refine the knowledge base for the disci- pline of nursing made this book possible. My conversations and written communications with those nursing pioneers have greatly enhanced my understanding and appreciation of all the ob- stacles they have overcome to share their visions of nursing with us. I am greatly saddened by the deaths of Martha Rogers, Myra Levine, Hildegard Peplau, and Dorothy Johnson, but am heart- ened by the works of other nurses who have had the courage to advance Martha’s, Myra’s, Hildegard’s, and Dorothy’s ideas about nursing. I also am indebted to those courageous re- searchers, educators, administrators, and clinicians who stand for nursing by using explicit con- ceptual models of nursing and nursing theories to guide their work.

Moreover, I am indebted to my students and colleagues at the universities where I have been priv- ileged to teach, serve as a visiting faculty member, or to present a paper, for their support, intel- lectual challenges, and constructive criticism. In addition, I am indebted to Joanne DaCunha of F.A. Davis Company for her encouragement and the time spent discussing the content and de- sign of this edition of the book. Finally, I continue to be indebted to Robert G. Martone of F.A. Davis Company for his steadfast support of my work.

My gratitude to my husband, John S. Fawcett, for his unconditional love and support through- out our 40 years of marriage and his understanding of the demands of my nursing career, con- tinues to extend to the infinite universe.

Jacqueline Fawcett
Waldoboro, Maine

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Ketersediaan

P00128S

610.73 FAW c

My Library

Tersedia

Informasi Detail

Judul Seri

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No. Panggil

610.73 FAW c

Penerbit

Philadelphia : F. A. Davis Company., 2005

Deskripsi Fisik

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Bahasa

English

ISBN/ISSN

0803611943

Klasifikasi

610.73

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Nursing models

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

Lampiran Berkas

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