discipline’s most significant concepts. Through early course readings it has become clear that this task is not so easily achieved. Several nurse scholars have conducted research and devised seemingly limitless options to choose from. In developing a metaparadigm of nursing a loose framework is established and agreed upon providing structure in which more concrete and focused concepts are identified. Through this paper I will examine and discuss the work of two notable nurse researchers and their contributions
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The nursing metaparadigm is a group of statements that identifies phenomena and incorporates philosophical assumptions that guide the development of nursing theory (Fawcett‚ 1984). Nursing scholars have historically agreed that the central concepts of the nursing metaparadigm include person‚ health‚ environment and nursing. Recently‚ the inclusion of a fifth concept‚ social justice‚ has been discussed in the literature as part of the metaparadigm. This paper will outline the meaning of these five
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of creating a nursing theory to enhance nursing knowledge that was grounded in the human sciences (Fawcett 2001). The theory was first introduced as Man-Living-Health‚ and was later changed to Human Becoming after a change in the term man‚ previously referring to mankind‚ which was changed to human kind. Although the name changed‚ the concept of “humans in mutual process with the universe” (Fawcett 2001) remains the same. This paper will explore the Theory of Human Becoming: its content‚ concepts
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Sister Callista Roy: Roy Adaptation Model Presented by: Sarah B. Elmer‚ RN‚ BSN Washburn University‚ Spring 2015 1 Sister Callista Roy Born in Los Angeles‚ California in 1939 Began work at the age of 14 in a large general hospital. She worked her way from maid to nurse’s aide. Joined a religious order of the Sister of Saint Joseph of Carondelet‚ where she has been a member for over 40 years. 2 Background Continued Education includes a B.A. from Mount Saint Mary’s college in Los Angeles
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Pocholo N. Isidro R.N. Philippine Women’s University‚ Master of Arts in Nursing Theoretical Framework for Nursing Practice – Module 2 A. Explain/describe the 4 phases of theorizing: 1. Factor-isolating theory – This first phase of development can be further subdivided into two major activities: first is naming or labeling‚ second is the classifying or categorizing. The basic activity of labeling concerns itself with the recognition of an individual factor or aspect‚ defining what it really
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evolution of nursing and how the practice of nursing has evolved into a theory based profession. The next section‚ Benner’s theory‚ Novice to Expert‚ will contain an analysis of the key concepts of the theory and how this theory relates to the nursing metaparadigm. The third section will illustrate how Benner’s theory is applied in clinical practice and outline the roles of nurses‚ nursing leadership and nurse educators. Lastly‚ the fourth section will conclude what has been learned from analyzing this theory
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References: Johnson‚ B.M. & Webber‚ P.B. (2010). An introduction to theory and reasoning in nursing (3rd ed.). Philadelphia: Lippincott Williams & Wilkins. Neuman‚ B.‚ & Fawcett‚ J. (2011). The Neuman systems model (5th ed.). Upper Saddle River‚ NJ: Prentice Hall. Neuman System Model‚ INC. http://www.neumansystemsmodel.org Parker‚ M.E. (2001). Nursing Theories and Nursing Practice. Philadelphia: F.A. Davis Company Parse‚
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Metaparadigm In order to provide the right dimension of care to meet the individual needs of each patient‚ each component of the metaparadigm of nursing must be considered. This metaparadigm was first developed by Florence Nightingale and is still a valid and important tool nurses use every day. Its four components are person‚ environment‚ health and nursing each works to help the other for a better understanding and application of proper care (Fawcett‚ 1994). The first paradigm refers not only
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Processes For Analyzing Nursing Theory With the development of many nursing theories‚ there arises the need to sort through the various ideas and critically analyze the worth for the profession and for personal practice. Just as any ideas should be examined before blind acceptance‚ so should nursing theory. A critique involves reflectively thinking about the theory and judging its value in a certain situation. A consideration regarding the contribution of the theory to body of knowledge must be
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References: DeRosa‚ N.‚ & Kochurka‚ K. (2006). Implement culturally competent healthcare in your workplace. Nursing Management‚ 37(10)‚ 18-18‚ 20‚ 22 passim. Fawcett‚ J. (2002). Scholarly dialogue. The nurse theorists: 21st-century updates -- Madeleine M. Leininger. Nursing Science Quarterly‚ 15(2)‚ 131-136. Jeffreys‚ M. R. (2010). Teaching cultural competence in nursing and health care inquiry‚ action‚ and innovation
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