Mid-Grand Nursing Theory

AN INDEPENDENT VOICE FOR NURSING

Toward a Mid-Range Theory of Nursing Presence nuf_215 71..82

Michelle A. McMahon, MSN, RN, and Kimberly A. Christopher, PhD, RN, OCN Michelle A. McMahon, MSN, RN, is a Student in the PhD in Nursing Program, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA; Kimberly A. Christopher, PhD, RN, OCN, is Associate Professor, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA. Keywords Nursing presence, mid-range theory, nurse education, relational skills Correspondence Michelle A. McMahon, MSN, RN, Student in the PhD in Nursing Program, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA E-mail: [e-mail]
BACKGROUND. Presence is widely accepted as a core relational skill within the nursing profession. Nurse educators are challenged to ensure that the humanistic aspects of client care are included in the Bachelor of Science in Nursing (BSN) curriculum. Introducing and teaching presence skills early in the BSN curriculum will ensure the essential value of relational engagement with clients. Nursing literature, however, notes presence is a challenging concept for BSN students. Articulating a midrange theory of
Literature reference Differentiations of presence Nurse behaviors (selected examples) Potential beneficial client outcomes “Being there” for the client— routine care needs met “Being with” the client— helped, comforted, supported Whole being care needs met—mind, body, emotions, and spirit ↓ stress—another physical body present ↓ stress, equipment maintenance Alleviate distress or human problems in the moment Transformative effects, ↓ loneliness, ↑ spiritual peace, hope, and meaning ↑ self worth, feel heard, encouraged and motivated, and ↓ loneliness/isolation Feelings of support, hope, and comfort with ↑ coping ↑ health and healing↓ anxiety, ↓ pain, and ↓ diastolic blood pressure Self-affirmation, courage, and