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  • 16 year old adolescent case study

    16 year old adolescent case study

    As a family nurse practitioner you are working in a rural health clinic. You are evaluating a 16-year-old adolescent patient who comes in complaining of having a difficulty concentrating in school. On exam you also note that the patient is very thin and frail in appearance and is asking you for diet pills.

    What are some initial areas for concern? What screening tools can help lead you closer to your diagnosis?

    Describe 1 health promotion strategy you can discuss with the patient.

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    Be sure to address the following in your plan of care: pharmacological and non-pharmacological (OTC) interventions, labs, follow-up, teaching, and referral/s. 16 year old adolescent case study.

    Your work should integrate course resources (text/s) as well as a minimum of two (2) other evidence-based guidelines and/or articles published within 3-5 years.

    Reference:

    Centers for Disease Control and Prevention. (2013). Youth risk behavior surveillance

    system (YRBSS). Retrieved from http://www.cdc.gov/healthyyouth/data/yrbs/index.htm 16 year old adolescent case study

  • MN 580 Pediatric Client with Acute Bacterial Sinusitis

    MN 580 Pediatric Client with Acute Bacterial Sinusitis

    Pediatric Client with Acute Bacterial Sinusitis

     

    List the clinical criteria that must be present to support this diagnosis in pediatric patients from newborn to 21 years of age. Categorize clinical signs and symptoms by: Persistent Symptoms, Severe Onset, or Worsening Symptoms.

     

    List Criteria for Persistent Symptoms.

     

    List Criteria for Severe Onset of Symptoms.

    Severe

     

    List Criteria for Worsening Symptoms

     

     

     

     

     When would imaging studies be indicated?

     

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    What is the recommended Antibiotic for Child with No Known Allergies?

    Provide dose, frequency, mg., ml., length of treatment, number of dosing units (i.e. prescription information).

     

    MN 580 Pediatric Client with Acute Bacterial Sinusitis

    What is the second line Recommended Antibiotic for Child with allergy to PCN

    Provide dose, frequency, mg., ml., length of treatment, number of dosing units (i.e. prescription information).

     

    When is Referral indicated?

     

    What additional medications and or treatment strategies are recommended for treatment or symptomatic control

     

    What is the treatment change in a child with worsening symptoms at 72 hours after initiation of antibiotic

     

    When is outpatient 72 hour “observation” acceptable?

     

    What modifications would be needed for the following children:

    Four year old who is otherwise healthy

    MN 580 Pediatric Client with Acute Bacterial Sinusitis

     

    Child with immune deficiency

     

    Child with two prior sinus infections

     

    Child with cystic fibrosis

     

    What other conditions would modify these treatment recommendations?

     

    MN 580 Pediatric Client with Acute Bacterial Sinusitis

  • MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care

    MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care

    Unit 7 Assignment

    To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

    Group Project: Assignment Legal Malpractice Case Description

    Outcomes addressed in this Assignment:

    MN506-2: 
    Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

    Please take a moment to watch this
     Assignment Introduction
    , or read the
     presentation transcript
    .

    Instructions:

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    You will construct a group contract in Unit 2. In the contract, you will determine how your group will communicate and share documents. Roles of the group will be delineated. You will work from Unit 3 to Unit 7 on a malpractice case. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

    There are two malpractice cases. Your instructor will assign your group either Case Study 1: Malpractice Action brought by Yolanda Pinnelas or Case Study 2: Wrongful Death by Howard Carpenter on Behalf of Wilma Carpenter, Deceased. The group will construct a 10–15-page paper about the legal constructs involved in one of the cases.

    Directions:

    The group will write a10–15-page APA formatted paper (title page and references list do not count towards the 10–15 pages). Support the paper with peer reviewed articles and case law where applicable. You must have minimum of eight references MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care. You may have an appendix that has samples of documents that support your positions or expands on the facts of the case.

    You will post a draft of the group paper in the Discussion Board of Unit 6. 
    This will give you an opportunity to get peer feedback and to learn from others.

    You may use Goggle Hangouts™, SKYPE®, or other conferencing tools. Additionally, you may want to use a document-sharing tool such as Google Drive®. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care. The paper should discuss the following issues:

    Liability issues

    Parties involved and who should be sued

    Defenses of the parties

    Documents that the plaintiff’s side will ask for and how they will be used

    Standards of care

    Duty, breach, damages, and proximate cause

    Insurance issues

    Risk management issues before and after the incident

    Documentation and mandatory reporting

    Who should write the incident report and what should it say?

    MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care

    The doctrine of Respondeat Superior and how it would apply the issues surrounding informed consent Preparation for court of the parties.

    Due
    : Day 7 by 11:59 p.m. (ET)

    Case Study 1: Malpractice Action Brought by Yolanda Pinnelas

    People involved in case:

    Yolanda Pinnelas — patient

    Betty DePalma, RN, MS — nursing supervisor

    Elizabeth Adelman, RN — recovery room nurse

    William Brady, M.D. — plastic surgeon

    Mary Jones, RN — IV insertion

    Carol Price, LPN

    Jeffery Chambers, RN — staff nurse

    Patricia Peters, PharmD — pharmacy

    Diana Smith, RN

    Susan Post, JD — risk manager

    Amy Green — quality assurance

    Michael Parks, RN, MS, CNS — education coordinator

    SAFE-INFUSE — pump

    Brand X infusion — pump

    Caring Memorial Hospital

    Facts:

    The patient, Yolanda Pinellas, is a 21-year-old female admitted to Caring Memorial Hospital for chemotherapy. Caring Memorial is a hospital in upstate New York. Yolanda was a student at Ithaca College and studying to be a music conductor. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

    Yolanda was diagnosed with anal cancer and was to receive Mitomycin for her chemotherapy. Mary Jones, RN, inserted the IV on the day shift around 1300, and the patient, Yolanda, was to have Mitomycin administered through the IV. An infusion machine was used for the delivery. The Mitomycin was hung by Jeffery Chambers, RN, and he was assigned to Yolanda. The unit had several very sick patients and was short staffed. Jeffery had worked a double shift the day before and had to double back to cover the evening shift. He was able to go home between shifts and had about 6 hours of sleep before returning. The pharmacy was late in delivering the drug so it was not hung until the evening shift. Patricia Peters, PharmD, brought the chemotherapy to the unit.

    On the evening shift, Carol Price, LPN, heard the infusion pump beep several times. She had ignored it as she thought someone else was caring for the patient. Diana Smith, RN, was also working the shift and had heard the pump beep several times. She mentioned it to Jeffery. She did not go into the room until about 45 minutes later. The patient testified that a nurse came in and pressed some buttons and the pump stopped beeping. She was groggy and not sure who the nurse was or what was done.

    Diana Smith responded to the patient’s call bell and found the IV had been dislodged from the patient’s vein. There was no evidence that the Mitomycin had gone into the patient’s tissue. Diana immediately stopped the IV, notified the physician, and provided care to the hand. The documentation in the medical record indicates that there was an infiltration to the IV. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

    The hospital was testing a new IV infusion pump called SAFE-INFUSE. The supervisory nurse was Betty DePalma, RN. Betty took the pump off the unit. No one made note of the pump’s serial number as there were six in the hospital being used. There was also another brand of pumps being used in the hospital. It was called Brand X infusion pump. Betty did not note the name of the pump or serial number. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care. The pump was not isolated or sent to maintenance and eventually the hospital decided not to use SAFE-INFUSE so the loaners were sent back to the company.

    Betty and Dr. William Brady are the only ones that carry malpractice insurance. The hospital also has malpractice insurance.

    Two weeks after the event, the patient developed necrosis of the hand and required multiple surgical procedures, skin grafting, and reconstruction. She had permanent loss of function and deformity in her third, fourth, and fifth fingers. The claimant is alleging that, because of this, she is no longer able to perform as a conductor, for which she was studying. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

    During the procedure for the skin grafting, the plastic surgeon, Dr. William Brady, used a dermatome that resulted in uneven harvesting of tissue and further scarring in the patient’s thigh area where the skin was harvested.

    The risk manager is Susan Post, JD, who works in collaboration with the quality assurance director Amy Green. Amy had noted when doing chart reviews over the last 3 months prior to this incident that there were issues of short staffing and that many nurses were working double shifts, evenings, and nights then coming back and working the evening shift. She was in the process of collecting data from the different units on this observation. She also noted a pattern of using float nurses to several units. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care. Prior to this incident, the clinical nurse specialist, Michael Parks, RN, MS, CNS, was consulting with Susan Post and Amy Green about the status of staff education on this unit and what types of resources and training was needed.

    Case Study 2: Wrongful Death by Howard Carpenter on Behalf of Wilma Carpenter, Deceased

    People Involved in Case:

    Mrs. Wilma Carpenter — patient, deceased

    Mr. Howard Carpenter — husband and plaintiff in wrongful death suit

    Mrs. Scale, RN, MS — nursing supervisor

    Elizabeth Adelman, RN — recovery room nurse

    Richard Washington, MD — orthopedic surgeon

    Judy Gouda, RN, NP

    Joseph Alsoff, LPN — post-surgical unit nurse

    Kelly Wheeler, RN — post-surgical unit nurse

    David Casler, LRT

    Susan Post, JD — risk manager

    Amy Green — quality assurance

    Michael Parks, RN, MS, CNS — education coordinator

    Caring Memorial Hospital

    Facts:

    The plaintiff, Mrs. Carpenter, was a 55-year-old woman who underwent a total hip replacement at Caring Memorial Hospital. The physician was Richard Washington, MD. Dr. Washington is an orthopedic surgeon. His nurse practitioner is Judy Gouda, RN, NP. Dr. Washington reviewed the consent with Mrs. Carpenter prior to surgery. Joseph Alsoff, LPN, witnessed the consent and Mr. Carpenter was present. Joseph does not remember the doctor ever mentioning that death could be a result of the surgery. The recovery room nurse is Elizabeth Adelman, RN. The respiratory therapist is David Casler, LRT. The nurse on the post-surgical unit was Kelly Wheeler, RN. The supervising nurse was Mrs. Scale, RN, MS. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

    The patient had an epidural catheter for a post-operative pain management following an episode of hypotension in the recovery room which was treated with Ephedrine. Judy Gouda made rounds on the patient in the recovery room after the hypotensive event and vital signs were stable. The patient, Mrs. Carpenter, was placed on a medical surgical nursing unit with the epidural. The nurse, Kelly, was assigned to the patient and had not worked on that unit before, but had worked in post-acute critical care units. The nurse’s assignment was to provide patient care on the entire floor for that shift. There was also an LPN, Joseph, on the unit. It was a busy day on the unit. Mrs. Carpenter was not the only post-operative patient. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

    Kelly assessed the plaintiff upon admission, checked the IVs, asked if the patient was in pain, noted that the patient was responsive and understood where she was, and was stable. She then left to care for other patients.

    The licensed practical nurse, Joseph Alcoff, had been working on the unit for several years. It had been rumored that Joseph was an alcoholic. There was no evidence that he had been drinking on the unit. Approximately an hour after the patient arrived on the unit, she was unable to tolerate respiratory therapy that was ordered and she became nauseated and vomited. David Casler administered the respiratory therapy. According to Kelly, the registered nurse, 10 minutes after the vomiting episode, Joseph Alcoff, the LPN, found the patient blue and unresponsive and called a code. Joseph is the only person other than the physician that carries his own liability insurance. The hospital also has malpractice insurance.

    The code team responded, along with Kelly, the registered nurse. Mrs. Carpenter was intubated and cardiac resuscitation was initiated. The patient responded to resuscitative efforts and she was transferred to the intensive care unit. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care. Subsequently, Mrs. Carpenter did not do well, was unresponsive, and declared brain dead and taken off the respirator. She did not have a DNR in place.

    There is a conflict in testimony between Joseph the LPN and Kelly the RN. Joseph indicated that Kelly found the plaintiff to be unresponsive after the vomiting episode and called the code. The record is not clear as to when the vital signs and epidural site were assessed. Kelly said she did a motor and sensory level assessment and they were fine — it is not charted though. The time elapsed between the vomiting episode and finding the patient is in dispute. The final diagnosis was anoxia encephalopathy due to the time lapse between CPR being initiated. The patient was eventually extubated, breathed independently for a period of time, and then subsequently expired.

    The vital signs ordered by the physician were hourly. The hypotensive episode in the recovery room had not been reported to the registered nurse.

    The risk manager is Susan Post, JD, who works in collaboration with the quality assurance director Amy Green. Amy had noted when doing chart reviews over the last 3 months prior to this incident that the vital signs taken in the recovery room were not charted, not done, or not reported to the units. She was in the process of collecting data from the different units on this observation MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care. She also noted a pattern of using float nurses to several postoperative units. Prior to this incident, the clinical nurse specialist, Michael Parks, RN, MS, CNS, was consulting with Susan Post and Amy Green about the status of staff education on these units and what types of resources and training was needed.

    Assignment Requirements:

    Before finalizing your work, you should:

    be sure to 
    read the Assignment description carefully
     (as displayed above);

    consult the Grading Rubric
     (under the Course Resources) to make sure you have included everything necessary; and

    utilize 
    spelling
     and 
    grammar check
     to minimize errors.

    Your writing Assignment should:

    follow the conventions of 
    Standard American English
     (correct grammar, punctuation, etc.);

    be 
    well ordered
     , 
    logical,
     and 
    unified
     , as well as 
    original and insightful
    ;

    display 
    superior content, organization, style, 
    and
     mechanics
    ; and

    use 
    APA 6th Edition
     format.

    How to Submit:

    Submit your Assignment to the unit Dropbox before midnight on the last day of the unit. MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

  • Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment

    Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment

    Assignment: Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media

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    This Assignment requires a current, evidence based practice guideline that is specific to the child in the following scenario. Once you find the appropriate guideline, you will be ready for analysis and evaluation.

    First, carefully review the case. Then, using the Internet, find a current (no older than 4 years old 2014-2018) relevant evidence based practice guideline for the treatment of otitis media for this particular pediatric patient.

    There should be a minimum of three current (within the last 5 years) peer-reviewed references including the authors of the guideline.

    Make sure to address the following in your paper:

    Use below headings while answering questions

    Briefly explain your search strategy. For example, how did you find the correct guideline?

    Who developed the guideline?

    Is this a revision of a previous guideline or an original? What is the date of publication?

    Explain the concept of “systematic review of current best evidence.”

    How was conflict of interest managed in the development of these guidelines?

    How is quality of evidence defined?

    Explain differences among strong recommendation, recommendation, and option

    What are “key Action statements?”

    Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment

    For this particular child, what are the specific treatment recommendations including any diagnostics, medications (include exact dosage, frequency, length of treatment), follow-up, referral, prevention, and pain control.

    Case:

    A 5-year-old male is brought to the primary care clinic by his mother with a chief complaint of bilateral ear pain for the last three days. The mother states that the child has been crying frequently due to the pain. Ibuprofen has provided minimal relief. This morning, the child refused breakfast and appeared to be “getting worse.”

    Vital signs at the clinic reveal HR 110 bpm, 28 respiratory rate, and tympanic temperature of 103.2 degrees F. The mother reports no known allergies. The child has not been on antibiotics for the last year. The child does not have history of OM. The child is otherwise healthy without any other known health problems.

    After your questioning and examination, you diagnose this child with bilateral
    Acute Otitis Media. Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment.

  • Grand nursing theorists essay

    Grand nursing theorists essay

    Directions:

    Select a grand theorist from each of the four types of grand theories, as identified by Meleis in Chapter 9 (of the book ‘Theoretical Nursing development and progress’ 6
    th
    edition), which includes a choice from the needs, interaction, outcome, and caring theorists.

    Compare and contrast, in tabular format, the following information:

    Example of tabular format that should be included in the paper.

    Theorist

    Theorist

    Theorist

    Theorist

    Educational background

    Philosophy of nursing

    Definition of nursing

    Goal/ purpose of theory

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    In narrative form, reflect on these theorists and explain which one is most congruent with your personal philosophy of nursing. Grand nursing theorists essay.

    This is an APA format paper which should include a title page, an introduction with purpose statement addressing the purpose of the paper, the tabular chart, the narrative, and an APA format reference page.  Remember to include your in-text citations for all information taken from another source whether paraphrased or direct quotes.

    Assignment Details:

    3-5 pages

    APA format

    Similarity Score

    After submitting your assignment, select Submission Details to view your similarity score.

    Your similarity score will appear as a percentage next to your submitted file.

    It may take up to 24 hours to view your similarity score.

    Criteria:

    Ideas and content reflect original thought and are clearly stated

    Paper is well organized (intro, body, conclusion) and includes the table comparing specific information for the 4 chosen theorists.

    Correct use of APA format throughout paper

    Minimal grammatical, spelling errors; adheres to page limit

    Provides appropriate reference list Grand nursing theorists essay

     

    Grand theory

    Introduction

    Grand theories in nursing refer to statements that broadly define the scope of a nurse’s activities within acceptable professional propositions and concepts. In fact, these theories are not intended to be tested, rather they are intended to offer insight into nursing practice through predicting, explaining and directing nurses on how to act within particularly circumstance, situations and cases Grand nursing theorists essay. Besides that, these theories are relevant to all nursing care since they present theoretical concepts with broad perspectives that direct nursing education and practice (Meleis, 2017). The present paper compares four grand nursing theorists and their contributions to nursing.

    Part 1.

    Table 1. Grand nursing theorists (Source: Meleis, 2017; Porter-O’Grady & Malloch, 2016)

    Jean Watson
    (1940 – ) – Theory of human caring

    Myra Levine
    (1920 – 1996) – Conservation model for nursing

    Hildegard Peplau
    (1909 – 1999) – Theory of interpersonal relations

    Virginia Avenel Henderson
    (1897 – 1996)

    Educational background

    1961
    – Diploma in Nursing from Lewis Gale School of Nursing in Roanoke, Virginia.

    1964
    – BSN from University of Colorado.

    1966
    – Master of science in nursing in psychiatric and mental health nursing from University of Colorado.

    1973
    – Ph.D. in educational psychology and counseling from University of Colorado.

    1944
    – Diploma in Nursing, Cook County School of Nursing.

    1949
    – BSN from the University of Chicago.

    1962
    – Master of Science in Nursing from Wayne State University.

    1931
    – RN from Pottstown, Pennsylvania Hospital School of Nursing.

    1943
    – B.A. in interpersonal psychology from Bennington College in Vermont.

    1947
    – M.A. in psychiatric nursing from Teachers College, Columbia, New York.

    1953
    – Ed.D in curriculum development from Teacher’s College Columbia University.

    1921
    – US Army School of Nursing in Washington, D.C.

    1931
    – BS in Nursing from Teachers College, Columbia University.

    1934
    – Master’s degree from Teachers College, Columbia University.

    Grand nursing theorists essay

    Philosophy of nursing

    Nurses should express intentional and authentic caring as a central tenet of nursing practice, while promoting health beyond the simple concept of medical cure.

    Nurses should focus on promoting adaptation and maintain wholeness by using the principles of conservation, while handling each patient as an individual entity.

    Nurses should consider their relationship with patients as the foundation of nursing practice, focusing on creating a give-and-take relationship where nurses partnered with patients as opposed to having patients act as passive participants to receive patients while nurses passively act on the doctor’s orders to provide treatment.

    Nurses are a substitute for what the patient lacks with their key function being to make the patient complete/whole.

    Definition of nursing

    Nursing is concerned with caring, helping patients to embrace positive energy that flows into all aspects of life to include spirit, body and mind while rewarding both the nurse and patient.

    Nursing is concerned with translating the unique range of adaptive responses that each patient presents with the intention of translating individual circumstances that are construed as health.

    Grand nursing theorists essay

    Nursing is a therapeutic interpersonal process that supportively functions alongside other human process to define health. It entails seven roles that include stranger, resource, teaching, counseling, surrogate, active leadership, and technical expert roles.

    Nursing is the practice of assisting patients in achieving independence as soon as possible through the performance of activities that facilitate their recovery, peaceful death or improved health, and that they would have performed if they had the necessary knowledge, will and strength.

    Goal/ purpose of theory

    The theory offers caring as a central nursing tenet with focus on the healing potential of caring-to-caring transpersonal relationship as being important to both the nurse and patient.

    The theory’s purpose is to facilitate a balance between the internal and external environments to ensure that patients receive holistic care even as their integrity and wholeness is preserved.

    The theory’s purpose is to ensure that nurses and patients (as stakeholders intimately involved in the primary care process) are engaged in the primary care as active participants.

    The theory’s purpose is to aid the patient in achieving independence with dignity through primary care, while helping nurses to know themselves, accept others and actively pursue growth.

     

    Part 2.

    The four grand theories as presented by Watson, Levine, Peplau and Henderson all draw on the theorists’ experiences to offer their personal and idealized understanding of what nursing entails. Watson’s theory acknowledges that although medical care is concerned with optimizing health, this should occur in a caring environment. Levine’s theory concedes that each patient would have a personal interpretation of health based on the interactions between internal and external environments so that what is considered good health for one patient does not necessarily translate into good health for another patient. Peplau explains that nursing care can only be optimized if the nurse and patient have a good relationship that allows the two to benefit. Henderson holds that nurses help patients to achieve independence through acting when they are unable to do so (Meleis, 2017; Porter-O’Grady & Malloch, 2016). Having gone through the four grand theories, I feel that Watson’s theory is most congruent with my personal philosophy of nursing. My personal philosophy is that I must care for the patient and use that as a motivation to provide the best possible care. This aligns with Watson’s idea that caring is the central tenet of nursing practice. Grand nursing theorists essay.

    References

    Meleis, A. I. (2017).
    Theoretical Nursing development and progress
    (6
    th
    ed.). Philadelphia, PA: Wolters Kluwer.

    Porter-O’Grady, T. & Malloch, K. (2016).
    Leadership in nursing practice: changing the landscape of healthcare
    (2
    nd
    ed.). Burlington, MA: Jones & Bartlett Learning. Grand nursing theorists essay.

  • Grand Theory and Clinical Nursing Practice Essay

    Grand Theory and Clinical Nursing Practice Essay Directions:

    Grand Theory and Clinical Nursing Practice

    Read the 
    Nicely article (PDF)(Links to an external site.)Links to an external site.
     as an example of a grand theory on clinical nursing practice.

    Choose one of the suggested articles for this week that link grand theory to clinical practice.

    Compare and contrast the two theories.

    Grand Theory and Clinical Nursing Practice Essay

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    Grand theory and clinical nursing practice

    A nursing theory is a contextual structure that is intended to organize knowledge while explaining existing phenomenon using concrete evidence specific to nursing practice. In fact, theories direct inquiry in nursing while distinguishing it from other professions through a unique focus on subject specific knowledge development. An example of this can be seen in organ donation practice after brain death. In this case, there is an acknowledgement that given the present medical technologies, serious brain damage eliminates the concept of ‘self’ and turns the patient into a potential organ donor. While this statement is true, there is need for a set of principles to determine how the ‘brain dead’ patient should be handled prior to the organs being harvested and how nurses should approach the donation process (Nicely, 2011). The present paper compares and contrast Virginia Henderson’s Need Theory and Dorothea Orem’s Self-Care Model as they concern nurses’ approach to the concept of patients’ care.

    Orem’s theory defines nursing care as a necessary practice when the patient is unable to fulfil biological, psychological, developmental and/or social needs. This implies that a patient is defines as such by the incapacity to be independent. Henderson’s theory similarly emphasizes the need for independence by identifying fourteen basic needs. Grand Theory and Clinical Nursing Practice Essay. This implies that an individual ceases to be a patient when he or she can successfully meet the self-care requisites, particularly with regards to developmental and universal need, as components of primary care to prevent ill health. To be more precise, the two theories describe the nurse’s role as a substitute who does something that the patient should have done if he or she had been independent, or a complement who accompanies the patient in the process of seeking independence (Kaakinen et al., 2015). In this respect, the two theories identify patients as dependent persons with the nurses acting to help them become as independent as possible. Another common feature of the two theories is the recognition that patients are graded within a spectrum that moves from slight deficit requiring little intervention to complete dependence that makes the patients rely wholly on the nurses. Orem’s theory acknowledges that nursing intervention will depend on how much the patient can do for himself or herself. Henderson’s theory similarly notes that a nurse can play a substitutive role when the patient requires little help or play a complementary role when the patient is unable to care for himself or herself (Meleis, 2017). Grand Theory and Clinical Nursing Practice Essay.

    Although the two theories share the mentioned similarities, there are significant differences between the two. Firstly, although a common feature in both models is that they demonstrate the same ‘players’ in terms of addressing dependence, the core concepts defining these players defer. Orem’s model notes that every person is a rational being capable of making decisions, whether good or bad. This means that every person is independent to direct self-care aspects so that there are those who would strive for optimum self-care while there are those who would strive for minimum self-care. Grand Theory and Clinical Nursing Practice Essay. In contrast, Henderson’s theory accepts that although people are independent beings, their capacity to make decisions can be overruled when striving for optimum self-care (Meleis, 2017). Secondly, the two theories consider health as a state and process of integrating the individual to the environment. Orem’s theory further adds that health is achieved through deliberate practices and activities over the individual’s lifetime. Henderson’s theory presents a contrasting opinion by noting that health focuses on independence with regards to basic human needs that include physiological, psychological, spiritual and social needs (Kaakinen et al., 2015) Grand Theory and Clinical Nursing Practice Essay. Based on this discussion, it is evident that although both Orem’s model and Henderson’s model highlight the need for nursing care within the healthcare environment, they present different interpretations of what constitutes nursing care and the position that nurses play in achieving health.

    References

    Kaakinen, J., Coehlo, D., Steele, R., Tabacco, A. & Hanson, S. (2015).
    Family health care nursing: theory, practice, and research
    (5
    th
    ed.). Philadelphia, PA: F. A. Davis Company.

    Meleis, A. I. (2017).
    Theoretical Nursing development and progress
    (6th ed.). Philadelphia, PA: Wolters Kluwer.

    Nicely, B. (2011). Virginia Henderson’s principles and practice of nursing applied to organ donation after brain death.
    Progress in Transplantation,
    21, 72-77. Retrieved from https://lmscontent.embanet.com/MVU/NURS600/Readings/W3_Nicely2011.pdf Grand Theory and Clinical Nursing Practice Essay

  • Middle Range or Situation-Specific Nursing Theories Essay

    Middle Range or Situation-Specific Nursing Theories Essay

    Directions:

    Select one middle range or situation-specific theory that is congruent with your clinical nursing practice.

    Explain how it is congruent to your clinical nursing practice.

    Give an example, including rationale, of how your example is congruent to your own clinical nursing practice.

    ** My clinical nursing practice is
    Maternal Health Nursing

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    Middle range theories are narrow and concrete since they are generally made up of limited propositions and concepts that focus more on different reality aspects.  Therefore, they can easily be tested and used as frameworks for clinical practice or even research by nurses. Perfect examples of middle-range theories are such as :the interpersonal relations theory by Peplau, the deliberate nursing process theory by Orlando and the human caring theory by Watson. However, there are many other middle-range nursing theories. Middle Range or Situation-Specific Nursing Theories Essay In this paper, Watson’s human caring theory and its congruency to clinical nursing practice as a maternal health nurse will be discussed.

    The major concepts of Watson’s human caring theory as they can be applied to clinical nursing practice include a caring relationship that is transpersonal and goes beyond higher spiritual caring and a relational caring for others and oneself (Norman, Rossillo & Skelton, 2016).  Therefore, in applying this theory to clinical practice, nurses are required to be morally committed to enhance and protect human dignity, have love and respect for the patients that they care for and have an authentic presence that connects them to the patients they serve(Norman, Rossillo & Skelton, 2016).

    As a maternal health nurse, I can show love and respect to pregnant mothers and those who have just delivered by honoring their wishes, needs, rituals, and routines as long as they benefit the patient (Yeter, 2015).  Nurses can also give mothers assistance and help them to gain positive energy that flows integratively from the body, mind and spirit for the benefit of the patient as well as the nurse. With Watson’s theory of human caring, nurses can also help mothers to maintain emotional sensitivity and an attitude of caring for clients who may be over-stressed or depressed. The benefits of emotional sensitivity not only promote self-actualization at a professional and patient level but are also immeasurable (Norman, Rossillo & Skelton, 2016). Therefore, the caring process turns out to be an experience that is mutually beneficial for the nurse as well as the patient. Middle Range or Situation-Specific Nursing Theories Essay.
     

    References

    Norman, V., Rossillo, K., & Skelton, K. (2016). Creating healing environments through the Theory of Caring. 
    AORN Journal
    , 
    104
    (5), 401-409.

    Yeter Durgun Ozan Ph.D., B. S. N. (2015). Implementation of Watson’s theory of human caring: A case study.
    International Journal of Caring Sciences
    , 
    8
    (1), 25. Middle Range or Situation-Specific Nursing Theories Essay

  • Clinical Nursing Practice – Maternal Health Nursing theory

    Clinical Nursing Practice – Maternal Health Nursing theory

    Your Clinical Nursing Practice

    Directions:

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    Choose two or three of the articles below that describe various types of theories and relate them to your own clinical nursing practice:

    Cooke (PDF)(Links to an external site.)Links to an external site.

    Daddario (PDF)(Links to an external site.)Links to an external site.

    Dunst (PDF)(Links to an external site.)Links to an external site.

    Kaakinen (PDF)(Links to an external site.)Links to an external site.

    O’Connell (PDF)(Links to an external site.)Links to an external site.

    Przybylski (PDF)(Links to an external site.)Links to an external site.

    Roden (PDF)(Links to an external site.)Links to an external site.

    Ross (PDF)(Links to an external site.)Links to an external site.

    Welford (PDF)(Links to an external site.)Links to an external site.

    Williams (PDF)(Links to an external site.)Links to an external site.

     

    **** Clinical Nursing Practice to relate to is Maternal Health Nursing (Postpartum)

    Introduction

    My clinical nursing practice is maternal health nursing. Maternal Health Nursing is a framework of a healthcare provider for the women who bare a child. Maternal Health Nursing practice seeks to approach the process of birth as a natural life event (Mattson & Smith, 2015). Additionally, this practice involves healthcare to mothers with a new born and prenatal care given to pregnant women. Clinical Nursing Practice – Maternal Health Nursing theory This paper seeks to address my role as a Maternal Health Nurse.

    As a Maternal Health Nurse must retain knowledge and skills that will allow me to assist my patients. This is because the Maternal Health Nurse serves in roles which relate t operational, recovery, delivery, labor and managing high-risk pregnancies. Specific roles performed by Maternal Health Nurse include identifying postpartum complications, cesarean delivery, and fetal monitoring. Clinical Nursing Practice – Maternal Health Nursing theory. This means that as a Maternal Health Nurse, you need technical skills which can help you in understanding procedures and advanced equipment (Clark, Beatty & Fletcher, 2016). This also involves continuing with education to know new practices and stay up-to-date on the lattes innovations. Also, basic nursing skills are also a requirement in Maternal Health Nursing. These include families and patient education, pain management, communication, diagnosis, and assessment.

    Areas of experience in Maternal Health Nursing include child treatment and treating a pregnant teenager. Furthermore, Maternal Health Nursing involves caring for a baby and a mother simultaneously (Mattson & Smith, 2015). Maternal health nursing practices also encompass health care dimensions during the prenatal period, preconception, and family planning to ensure a fulfilling and positive experience (Clark, Beatty & Fletcher, 2016). This will help to reduce the cases of maternal mortality and maternal morbidity. Hence, maternal health nursing is important because it helps in caring for mothers and their newborn.

     

     

    References

    Mattson, S., & Smith, J. E. (2015). 
    Core Curriculum for Maternal-Newborn Nursing E-Book
    . Elsevier Health Sciences.

    Clark, K., Beatty, S., & Fletcher, T. (2016). Maternal and child health nursing services: perspectives of parents. 
    Australian Journal of Child and Family Health Nursing
    , 
    13
    (1), 8. Clinical Nursing Practice – Maternal Health Nursing theory

  • Human Becoming Theory Essay Example – Rosemarie R. Parse

    Human Becoming Theory Essay Example – Rosemarie R. Parse

    Assignment: Theory Project: Submit Content Outline

    Directions:

    Submitting
    a text entry box, a website url, a media recording, or a file upload

    Submit your theory project outline. Follow the rubric for the theory outline; use a PowerPoint slide presentation. Use bullet points in your presentation to address each section of the rubric. Human Becoming Theory Essay Example – Rosemarie R. Parse. Make sure you have addressed all aspects of the presentation according to the rubric. Remember to include your rationale for the theory selection.

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    Note
    : For project details, refer to the 
    Theory Project Overview
    .

    (My selected Theorist is
    Rosemarie R. Parse)

    Rubric

    Assignment 3.2: Theorist Project Reminder: Submit Content Outline Rubric

    Assignment 3.2: Theorist Project Reminder: Submit Content Outline Rubric

    Criteria

    Ratings

    Pts

    Introduction to theorist, including rationale for selection

    3.0 pts

    Complete intro with rationale

    2.0 pts

    Partial intro

    0.0 pts

    No intro

    3.0 pts

    Overview of theory

    3.0 pts

    Complete overview

    2.0 pts

    Partial overview

    0.0 pts

    No overview

    3.0 pts

    Contributions to nursing/health care

    3.0 pts

    Complete contributions listed

    1.0 pts

    Partial list of contributions

    0.0 pts

    No contributions listed

    3.0 pts

    Theory – practice link

    3.0 pts

    Complete link identified

    2.0 pts

    Partial identification of link

    0.0 pts

    No link

    3.0 pts

    Presentation in bullet list, PowerPoint

    3.0 pts

    Complete presentation and bullet list items

    2.0 pts

    Partial presentation and bullet list items

    0.0 pts

    No presentation or bullet list items

    3.0 pts

    Total Points: 15.0

    Introduction

    Rosemarie Rizzo Parse graduated from Duquesne University, Pittsburg with a Bachelor of Science in Nursing.

    She proceeded to earn a master’s degree and Ph.D.  in nursing from the same institution.

    She thereafter purposed to improve the nursing perspective on the quality of life and dignity of humans from families, patients, and communities.

    To achieve this, she set out a theory that was grounded in human sciences which would add to the knowledge in nursing. Human Becoming Theory Essay Example – Rosemarie R. Parse.

    These thoughts were inspired by the idea that, in medical practice, humans were being served with the medical nursing models yet human beings are individuals with priorities in personal value and not machines that need to be fixed.

    With time, rapid changes in technology, science, management, and economic planning have contributed to new challenges witnessed in the nursing profession.

    Nursing theories have proven to be the best avenue in addressing most of these challenges

    Parse’s human becoming theory is a perfect example of a nursing theory that helps to guide clinical practice and provide more holistic care.

    Through this theory, Parse successfully managed to create-mentor, teach-learn, and lead-follow community and family models used by nurses and other healthcare practitioners in the society today.

    The theory outlines that, how an individual perceives the world is indeed the particular reality of a person.

    Theory Overview

    The theory was first published in the year 1981 as the Man-living-health theory before being changed to human-becoming theory in the year 1992.

    The human becoming theory provides guidance to nursing practice to focus more on life’s quality as it is lived and described.

    It does so by presenting alternatives to the bio-medical approach with the bio-psycho-spiritual-social approach of other nursing theories (Parse, 2015).

    Its model rates life’s quality from the perspective of an individual as the goal of nursing practice.

    Therefore the theory is based on three major concepts namely: rhythmicity, meaning, and transcendence.

    Under the meaning concept, human becoming is considered to be free in situations of the subjective living process of individually valued priorities such that, the authenticity of a person is obtained through experiences that are lived (Parse, 2015) Human Becoming Theory Essay Example – Rosemarie R. Parse.

    The principle of meaning denotes that, people co-participate in engendering what is authentic for them through self-expression by living their values in a selected way.

    Humans tend to create individual realities with others by relating their world in how they speak, maintain silence, move or remain still (Parse, 2015).

    Basing on this knowledge, nurses are not able to comprehend the meaning of the reality of other people unless this meaning is verbally shared or expressed.

    The second concept of rhythmicity tends to explain the notion of an accented patterning of the interaction of humans.

    It explains that, by living from one moment to another, it is likely that an individual may or may not display oneself with the emergence of barriers and opportunities that may exist separately or with others.

    Through these living patterns, people are more likely to reveal their personal meanings and values.

    However, people may change their patterns by integrating themselves with new ideas and thoughts (Parse, 2015).

    The last concept of transcendence denotes that, moving past the present moment is an avenue of forging a different way for a person when faced with perpetual changes and ambiguity.

    The concepts of using ideas that are unfamiliar in life, transformation, one creating his/her own becoming by struggling with forces that propel one through life are mentioned as some of the ways that transcendence can be achieved(Parse, 2015).

    This means that people progressively choose from countless opportunities in their lives.

    Apart from these major concepts, Parse developed three major assumptions which are grounded on the ideas of becoming and humans by Rodgers Martha. Human Becoming Theory Essay Example – Rosemarie R. Parse.

    These assumptions are:

    -Human becoming is choosing freely individual meaning with situation and living                         intuitively with value priorities

    -Humanbecoming entails configuring rhythmical relation patterns of relating with                                     the human-universe

    -Human becoming is condescending with no limitation with emerging possibilities

    Contributions to Nursing/Healthcare

    The theory positively influences the use of a transformative approach to all nursing levels

    It enhances the understanding of experiences that are human living, quality of health and nursing practice and health (Ortiz, 2018).

    It also builds the nursing knowledge on experiences that are universally lived with may generally contribute to improved health and life quality.

    The theory positively influences the ability of nurses to see patients from the patient’s perspective, to be with them and guide them in attaining desired health outcomes (Ortiz, 2018).

    The theory also influences and cocreates changes in health patterns through nurse-patient relationships.

    Linking Theory-Practice

    In clinical nursing practice, Parse’s theory can be implemented in daily practice by maintaining a presence with a patient, dialogue facilitation and being respectful (Jones, 2016).

    During processes of decision making, nurses can strive to empower their patients by assisting them to organize and prioritize their goals and beliefs. Human Becoming Theory Essay Example – Rosemarie R. Parse.

    It is expected that nurses should remain non-judgmental and should not attempt to either influence or manipulate the decisions or emotions of a patient in whichever ways(Jones, 2016).

    Conclusion

    By developing the human becoming theory, Rosemarie Parse greatly contributed to the development of the nursing profession and clinical nursing practice.

    The theory is grounded on three major assumptions and principles namely: rhythmicity, meaning, and transcendence.

    Its major concepts revolve around a person, health, environment, and nursing

    In nursing practice, this theory can be applied by nurses through maintaining a dialogue with patients, guiding patients in the decision making process and being non-judgmental.

     

    References

    Jones, K. A. (2016). Uniting nursing theory and current practice to manage suicide in Canada. 
    Journal of Nursing Education and Practice
    , 
    6
    (9), 73. Human Becoming Theory Essay Example – Rosemarie R. Parse

    Ortiz, M. R. (2018). Leading-Following: Guiding Care in the Community. 
    Nursing science quarterly
    , 
    31
    (2), 180-184.

    Parse, R. R. (2015). Rosemarie Rizzo Parse’s human becoming paradigm.
    Nursing theories and nursing practice
    , 263-277. Human Becoming Theory Essay Example – Rosemarie R. Parse

  • Rosemarie R. Parse Human Becoming theory critique

    Rosemarie R. Parse Human Becoming theory critique

    Directions:

    Select one of the models
     listed on the table in Meleis (Table 10-1, page 177) and critique the theory you have selected to present.

    Selected Theory is:  Rosemarie R. Parse

    Address all criteria presented in the model you select.

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    For
    Barnum
    that includes the
    Internal Criticism and External Criticism
    ,
    Chinn and Kramer
    includes
    Description of Theory and Critical Reflection
    ,
    Fawcett
    you should complete
    Analysis & Evaluation of Nursing Models
    if you are using a model  or Analysis & Evaluation of Nursing Theories if you are using a theory which most of you are using, and
    Whall
      you should complete
    Criteria for Practice Theory
    , Criteria for Middle-Range Theory or Critieria for Conceptual Models which every is appropriate for your theory.

    Assignment Details:

    Maximum length five (5) pages

    APA format

    RUBRICS

    Describes theory and rationale for selection

    Identifies model for critique

    Uses criteria for critique according to mode

    Minimal grammar and spelling errors; adheres to page limit

    Provides Appropriate Reference List in APA format

    Rosemarie R. Parse Human Becoming theory critique

    APA formatting

    Introduction

    Rosemarie R. Parse developed the theory of Human Becoming in 1981. The theory was formally known as the Man-Living-Health Theory until 1992 when it was changed (Parse, 2015). Tenets and theories of Rosemarie R. Parse’s theory borrowed from the principles and concepts of Roger and the phenomenon of existence. She has extensively written the Human Becoming theory in multiple literature materials including journals, her website, and books. This paper consists of a description, evaluation, and analysis of Human Becoming theory with regard to the guidelines of Chinn and Kramer. Rosemarie R. Parse Human Becoming theory critique.

    The Chinn and Kramer model was utilized in the analysis of Parse’s Human Becoming theory. This model was formulated in 1983 by Maenoa Kramer and Peggy Chinn and it consists of a two-step process for theory evaluation. The first step entails theory description whereby assumptions, concepts, purpose, structure relationships and definitions are explored (Im, 2015). The second step is characterized by critical reflection whereby, the purpose of the theory is scrutinized. This model has been used to critique most of the traditional nursing theories and thus is effective in criticizing the Human Becoming Theory.

    Description

    This description of Parse’s Theory of Human Becoming section involves the identification of the purpose, definition of terms and phrases, explanation of concepts, structure, relationships, and assumptions related to the theory. The purpose of the Human Becoming Theory was developed to shift the perspective of a person to human science from the medical model (Parse, 2015). Parse sought to relate situations with the factors around them whereby, human beings are considered as participants. Rosemarie R. Parse Human Becoming theory critique. The Human Becoming Theory views the role of nurses as facilitation of healthcare decision making following the current situation and health status. As such, the nursing practice goal according to Parse theory of Human Becoming is to enhance the quality of life, based on the personal perspective of the patient. It offers alternatives to bio-psycho-social-spiritual and conventional bio-medical approaches of other theoretical frameworks of nursing.

    Concepts define the central issues relating to the Human Becoming theory. Nursing theories define four concepts according to Fawcett which include; nursing, environment, health and person (Parse, 2015). The human becoming theory defines the environment as everything in the person, meaning that they are inseparable, evolve with and complement each other as they create experiences. The concept of health is related to the way of life and values which impact the wellness of an individual. Moreover, the concept of the nursing paradigm is considered by the theory of human becoming as the art of performing basic science through caring, loving and interaction of people to improve the quality of life. The person is obviously the center of Parse’s theory and is perceived as more than the summation of body parts.

    Three main assumptions made by the Human Becoming theory include meaning, rhythmicity, and transcendence. The meaning assumption entails the free search for personal meaning in situations. It also presumes that personal lived experiences define the meaning of human’s reality and the surrounding and human beings in it co-create (Parse, 2015). Rhythmicity assumptions of Human becoming theory presume that mutual processes of interaction between the universe and the people are co-created by human beings in rhythmical patterns. Lastly, the transcendence stipulates that emerging possibilities are multidimensionally co-transcending with humans (Parse, 2015). It describes the transformation of people beyond their set limits.

    Other assumptions relate to man and becoming. Theoretical assumptions about man state that 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 unitary, continuously co-constituting patterns of relating and the human is transcending multidimensionally with the possible (Current Nursing, 2011). Assumptions of becoming focused on becoming as unitary human’s emerging and human-living-health. It also assumes that becoming is an intersubjective process of transcending with the possible, the human’s patterns of relating value priorities and a rhythmically co-constituting human-universe process.

    Critical Reflection

    This critical reflection section of the paper seeks to provide an analysis of the clarity of the theory, its accessibility, generalizability, and simplicity with regard to the description explored in the first section. Human Becoming theory presents a transformative approach to all nursing levels.  It does not seek to fix problems; a character that differentiates it from the traditional nursing process. Rosemarie R. Parse Human Becoming theory critique. Instead, it allows nurse practitioners to practice according to the perspectives of the patient. Nurses are thus able to guide individuals towards achieving the life they perceive as quality based on their experiences. Practitioners are guided by the art of human becoming characterized by unfolding meaning, transcendence and synchronizing rhythms (Parse, 2015) Rosemarie R. Parse Human Becoming theory critique.

    Human Becoming theory presents clear relationships that are consistent with the logical precision research methodology to the theoretical structures, principles, assumptions and practice dimensions. The familiarity of terminologies makes concepts clearer to the reader. Moreover, the Human Being theory is complex. However, simplicity is achieved through the differentiation of simultaneity and totality paradigms as well as the creation of nine assumptions from the analysis of concepts, principles, and tenets. Concepts are related to each other by theoretical principles.

    On generalizability, Parse’s theory of human becoming is applicable to all human beings since its focus is on the unitarily of humans and their lived experiences (Parse, 2015). Consequently, the accessibility of the Human Being theory is limited in novice nurses. As such, it is not applied in the emergency room and acute care. The derivable consequence of this theory is associated with critical thinking of nurses in giving the correct guidance to patients as they select their preferable life. Rosemarie R. Parse Human Becoming theory critique. Critical thinking seeks to find meaning, mobilizes transcendence and synchronizes rhythms without judgment. On social significance, Parse’s theory makes a relevant contribution to the lives of nurses and patients. It is also congruence with personal, professional and social values which helps fulfill the nursing role expectations.

    Strengths and Weaknesses

    One of the strengths of Parse’s Human Becoming theory is that it differentiates other disciplines from nursing. It also provides assumptions, concepts, and principles of nursing practice and provides useful information with guidelines on administration sound practice (Current Nursing, 2011). Besides, it offers research methodologies and supports the inquiry of other theories from an effective framework.

    The weaknesses include that it provides closed circle research with no room for expansion. Its results are also difficult to quantify and it does not use the nursing diagnoses. Additionally, the theory focuses on generalizes and undermines the uniqueness of an individual. It is not accessible and applicable in several healthcare departments including the emergency, acute acre and novice nursing (Current Nursing, 2011). Rosemarie R. Parse Human Becoming theory critique.

    Conclusion

    Theory critique using the Chinn and Kramer guidelines helps in describing and reflecting relevant aspects of theories.  The paper has criticized the Human Being theory effectively providing the purpose, concepts, assumptions and description. The weaknesses, strengths and characteristics reveal the simplicity, accessibility, social importance, clarity and generalizability of the theory and its significance in nursing practice. Rosemarie R. Parse Human Becoming theory critique.

     

    References

    Current Nursing (2011) Human Becoming Theory. Retrieved http://currentnursing.com/nursing_theory/Rosemary_Pars_Human_Becoming_Theory.html on February 12, 2019

    Im, E. O. (2015). The current status of theory evaluation in nursing. 
    Journal of advanced nursing
    , 
    71
    (10), 2268-2278.

    Parse, R. R. (2015). Rosemarie Rizzo Parse’s human becoming paradigm. 
    Nursing theories and nursing practice
    , 263-277. Rosemarie R. Parse Human Becoming theory critique.