Through the course material as well as the knowledge gleaned through research of gap analysis in reflective nursing practice, it is clear that reflective practice is widely accepted in literature and by educators as utilitarian in promoting a high-level of nursing performance. However, bridging the gap between academia and the world of clinical practice continues to be problematic, as the orientation of academia continues to lack empirical verification from clinical practice (Bastable, 2008). Schon (as cited in Bastable, 2008) proposed in the 1980s that reflective practice, which focuses on applying concepts gleaned from scientific perspectives, would result not only in producing immediate improvement in patient care practices but also offer nurses insight into applications for future practice (Bastable, 2008). However, as shown in the gap analysis, there is a gap in the literature that indicates empirical verification of Schon's assumption. Therefore, the aim of this paper, proposes a component of a theoretical framework designed to address this discrepancy by showing how the proposed theoretical component can be used to increase the utilization of reflective practice within professional nursing. This theoretical framework draws upon the work of nursing theorist Rosemary Rizzo Parse's Theory of Human Becoming. An Overview of Parse's Theory Rosemarie Rizzo Parse's Theory of Human Becoming focuses on the human-universe-health process that Parse regard as the principal "phenomenon of concern for the discipline of nursing (Fawcett, 2005, p. 472)." The purpose of Parse's theory is to offer a comprehensive nursing model that provides an alternative to the medical model, but also focusing on themes that Parse believes should be the focus of nursing, such as the themes of rhythm and transcendence. Parse categorizes nursing theories into two principal categories: those that follow the "simultaneity" paradigm and those that follow the "totality" paradigm (McKenna, 1997). The totality paradigm has its roots in both Newtonian and Cartesian science and corresponds well with the medical model (Wilson-Thomas, 1995). Parse argues that this has been the leading paradigm in nursing, giving rise to a variety of theories, which focus on aiding patients' adaptation to the environment (McKenna, 1997). However, in contrast to Martha Rogers in 1970, Parse in 1981 elaborates on the difference between the simultaneity paradigm, and the totality paradigm in three significant dimensions (Fawcett, 2005). The totality paradigm dimensions incorporate assumptions about the person and health in relation to the goal of nursing; and in the implications for research and practice (McKenna, 1997, p. 101). The simultaneity paradigm views the person as a "unitary being who is in continuous mutual and simultaneous interaction with the environment" (McKenna, 1997, pp. 101-102). In this viewpoint, health is understood as a “process of becoming,” and as a set of value priorities (McKenna, 1997, p. 102). Parse's theory incorporates four assumptions concerning human behavior and four assumptions relating to the process of becoming. The assumptions about human beings follows: The human is coexisting while co-constituting rhythmical patterns with the universe... The human is open, freely choosing meaning in situation, bearing responsibility for decisions... The human is [indivisible], continuously co-constituting patterns of relating... The human is transcending multi-dimensionally with the possible... (Fawcett, 2005, p. 474).
Component of a Theoretical Framework Human behavior relies on the day- to- day experiences while drawing on training to make decisions. A great deal of nursing training often focuses on the medical aspects of patient care; therefore, there is a tendency to...
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