Table of Contents
| Preface | |
| 1 | An Introduction to Nursing Theory | 1 |
| 2 | Nursing Theory in Clinical Practice | 21 |
| 3 | Environmental Model Florence Nightingale | 43 |
| 4 | Interpersonal Relations in Nursing: Hildegard E. Peplau | 61 |
| 5 | Definitions and Components of Nursing: Virginia Henderson | 83 |
| 6 | Care, Core, and Cure: Lydia E. Hall | 111 |
| 7 | Self-Care Deficit Nursing Theory: Dorothea E. Orem | 125 |
| 8 | Behavioral System Model: Dorothy E. Johnson | 155 |
| 9 | Patient Centered Approaches: Faye G. Abdellah | 171 |
| 10 | Nursing Process Discipline: Ida Jean Orlando | 189 |
| 11 | The Prescriptive Theory of Nursing: Ernestine Wiedenbach | 209 |
| 12 | The Conservation Principles, A Model for Health: Myra E. Levine | 225 |
| 13 | Systems Framework and Theory of Goal Attainment: Imogene M. King | 241 |
| 14 | Science of Unitary Human Beings: Martha E. Rogers | 269 |
| 15 | Roy Adaptation Model: Sister Callista Roy | 295 |
| 16 | The Neuman Systems Model: Betty Neuman | 339 |
| 17 | Humanistic Nursing: Josephine G. Paterson and Loretta T. Zderad | 385 |
| 18 | Theory of Transpersonal Caring: Jean Watson | 405 |
| 19 | Theory of Human Becoming: Rosemarie Rizzo Parse | 427 |
| 20 | The Modeling and Role-Modeling Theory: Helen C. Erickson, Evelyn M. Tomlin, and Mary Ann P. Swain | 463 |
| 21 | Theory of Culture Care Diversity and University: Madeleine M. Leininger | 489 |
| 22 | Health as Expanding Consciousness: Margaret Newman | 519 |
| 23 | Nursing as Caring: Anne Boykin and Savina Schoenhofer | 539 |
| 24 | Using Nursing Theory in Clinical Practice | 555 |
| 25 | Nursing Theory and Practice with Other Disciplines | 575 |
| Glossary | 587 |
| Index | 599 |
Forewords & Introductions
A unique knowledge base, and the means to communicate it, are requisite for a profession. Nursing continues to be deeply involved in developing its own unique knowledge base and in educating students about it. In identifying this base, various concepts, models, and theories specific to nursing have been recognized, defined, and developed. Although these concepts, models, and theories have been published in a variety of journals and in books by individual theorists, there is a need for them to be gathered in one volume and applied to nursing practice to help the individual student and practitioner of nursing in making optimum use of theory in practice.
OVERVIEW
Nursing Theories, 5th Edition is designed to consider the ideas of twenty-five nursing theorists and relate the work of each to the clinical practice of nursing. As appropriate, this application to practice may be within the framework of the nursing process or within the framework of the particular theory or model under discussion. It must be recognized that the book serves as a secondary source in relation to the statements and purposes of the individuals whose writings are discussed. It is intended as a tool for the thoughtful and considered application of nursing concepts and theories to nursing practice, and through four editions this book has served students in nursing programs and nurses in this country and around the world. This fifth edition is intended to continue this service.
There are essentially four areas of focus. First, Chapters 1 and 2 present the place of concepts and theories in nursing and discuss the use of theory in nursing practice. These chapters provide a common basefor the next twenty-two chapters and should be read first. In previous editions, Chapter 2 focused solely on the nursing process. In recognition of the number of theories that are based in qualitative relations and require qualitative research methods, and thus may be less than compatible with the nursing process, this chapter has been expanded to include other methods of guiding clinical practice.
Next, Chapters 3 through 23 present the major components of the work of Florence Nightingale, Hildegard E. Peplau, Virginia Henderson, Lydia E. Hall, Dorothea E. Orem, Dorothy E. Johnson, Myra Estrin Levine, Imogene M. King, Martha E. Rogers, Sister Callista Roy, Betty Neuman, Josephine G. Paterson and Loretta T. Zderad, Jean Watson, Rosemarie Rizzo Parse, Helen Erickson, Evelyn M. Tomlin, and Mary Ann P. Swain, Madeleine M. Leininger, Margaret Newman, and Anne Boykin and Savina Schoenhofer. Each chapter presents one theorist (or group of theorists) and is a secondary source in relation to the contents of the theory. Each chapter is also a primary source in relation to the chapter author(s)'s work about the application of the theory to practice.
Although an effort has been made to present the information chronologically, these chapters may be read in any order. Each chapter gives the historical setting of the nurse theorists) and the specific components identified as meaningful to nursing. This material is drawn from the work of each theorist or group of theorists. The components are then interpreted and discussed by the chapter authors in relation to the use of the theory in clinical practice and to at least the four basic concepts in nursing's meta paradigm: (1) the human or individual, (2) health, (3) society/environment, and (4) nursing. In addition, the work of each theorist is discussed in relation to the theory critique questions included in Chapter 1. This discussion is not to be considered a comprehensive critique of the work but rather an effort to give one view of the strengths and weaknesses of the work, and to stimulate the reader's thought processes about the characteristics of a theory and those of the particular work. The terms theory, model, conceptual framework, and conceptual model are not used consistently in the nursing literature. Thus the work being presented may be strongly supported in the responses to the critique questions and still not be generally accepted as a theory. Where there was significant literature, either research, practice, or theoretical, about the work discussed in the chapter, an annotated bibliography appears at the end of the chapter.
Chapter 24 is an aid to the reader for using several or all of these theories in nursing practice in a given situation. This chapter gives some examples of application of the components as a guide and stimulus to the reader's use of theory for professional nursing practice. Chapter 24 will be most meaningful if it is read after becoming familiar with the contents of Chapters 1 through 23. A glossary is also provided for quick reference to some common terms and to terms specific to the work of particular theories.
In reflection of changes in health care practice settings, Chapter 25 presents three models for nursing practice with other disciplines. Each of these models is discussed in relation to their compatibility with the nursing theories discussed in this book. The intent of this chapter is to provide nurses with a framework for interacting with other disciplines to serve the best interests of those being served.
Some of the theorists, as appropriate to their times, used she to refer to the nurse, and he to refer to the recipient of care. In some chapters, it would have been awkward to change the theorist's use of such words. In these situations, we have indicated that the use is that of the original author. In like manner, we have tried to reflect the original author's use of the terms patient and client.
NEW TEACHING AND LEARNING RESOURCES
For the first time, both students and instructors can benefit from additional supplements accompanying this textbook. Readers of this textbook can go to the free Companion Website to access the interactive, chapter-specific modules. Each module consists of a variety of critical thinking and other exercises, links to other online resources regarding nursing theory, and objectives. Faculty adopting this textbook have free access to the online Syllabus Manager™ feature of the Companion Website. It offers a whole host of features that facilitate the students' use of the Companion Website, and allows faculty to post syllabi, course information, and assignments online for their students. Finally, online course management companions for Nursing Theories, 5th Edition are available for schools using Blackboard, Course Compass, or WebCT course management systems. The online course management solutions feature interactive modules and an electronic test bank for teaching this course content through distance learning. For more information or a demonstration of Syllabus Manager™ or Prentice Hall's online course companions, please contact your Prentice Hall Sales Representative.
ACKNOWLEDGMENTS
A special "thank you" is due the staff at Prentice Hall Health for their help and encouragement during the process of developing the fifth edition of this book. They have been patient, understanding, and supportive during the many changes that have occurred, both within the publishing industry and within the lives of the various contributors to this book, during the development of the manuscript for the book.
Suggestions and comments from users of this text are requested and welcomed.
Julia B. George
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