Nursing Theories: The Base for Professional Nursing Practice / Edition 6 available in Paperback
Completely updated in a new edition, Nursing Theories 6/e incoporates the latest theories and research methods in nursing today. Designed as a tool to help nurses apply concepts and theories to practice, this book considers the ideas of well-known nursing theorists and relates the work of each tot he nursing process. Chapters are organized to relate the theorist's work to the nursing metaparadigm, the nursing process, characteristics of a theory, and strengths and limitations of the theory. Some key features include:
- Quanitiative and qualitative research methods in each chapter.
- An emphasis on the use of nursing theory in clinical practice.
- Chapters on the work of Artinian and Conger, as well as the introduction of an interdisciplinary model.
For nursing professionals.
Table of Contents
1. An Introduction to Nursing Theory
2. Nursing Theory and Clinical Practice
3. Environmental Model: Florence Nightingale
4. Interpersonal Relations in Nursing: Hildegard E. Peplau
5. Definition and Components of Nursing: Virginia Henderson
6. Self-Care Deficit Nursing Theory: Dorothea Elizabeth Orem
7. Behavioral System Model: Dorothy E. Johnson
8. Nursing Process Discipline: Ida Jean Orlando
9. Other Theories from the 1950s and 1960s
10. The Conservation Principles: A Model For Health: Myra Estrin Levine
11. Conceptual System and Theory of Goal Attainment: Imogene M. King
12. Science of Unitary Human Beings: Martha E. Rogers
13. The Roy Adaptation Model: Sister Callista Roy
14. The Neuman Systems Model: Betty Neuman
15. Other Theories from the 1970s
16. Theory of Culture Care Diversity and Universality: Madeleine M. Leininger
17. Health as Expanding Consciousness: Margaret A. Newman
18. Theory of Transpersonal Caring: Jean Watson
19. Human Becoming School of Thought: Rosemarie Rizzo Parse
20. The Modeling and Role-Modeling Theory: Helen Lorraine (Cook) Erickson, Evelyn M. Tomlin, and Mary Ann P. Swain
21. Health Promotion Model: Nola J. Pender
22. Philosophy of Caring and Expert Nursing Practice: Patricia Benner
23. Other Theories of the 1980s
24. Other Nursing Theories from the 1990s
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.
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