NRSG 601 9.2009
NRSG 601 Theoretical Foundations
of Nursing
Master of Science in Nursing
Spiritual
Service
Spiritual
Growth
Personal
Growth
Personal
Change
Agent
Moral
Professional
Growth
ONU
Nurse
Leader
Professional
Life -Long
Learner
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NRSG 601 9.2009
CONTRIBUTORS
The following individuals contributed to the completion of this
course of study:
Dr. Bonnie J. Beardsley
Director, Department of Nursing
Olivet Nazarene University
June 2007
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NRSG 601 9.2009
NRSG 601 THEORETICAL FOUNDATIONS OF NURSING
Statement of Faith
“As an educational enterprise of the Church of the
Nazarene, we pursue truth in order to glorify the
God and the Father of our Lord Jesus Christ:
praying for the coming of the spirit; remembering
the promise of Scripture and tradition; keeping our
hearts faithfully attuned to the voice of God; and
being thoughtfully, acutely, and critically engaged.”
2002-2004 Catalog. Bourbonnais, IL: Olivet
Nazarene University.
COURSE DESCRIPTION/OVERVIEW
This course provides an opportunity to explore theoretical models of practice in healthcare
systems. The relationship between nursing systems models and other disciplines are examined.
An emphasis is placed on developing a foundation for application of professional practice
through using a systems approach. Students will be introduced to the development of a
professional portfolio.
COURSE LEARNING OUTCOMES
Upon completion of this course, the learner will be able to:
1.
2.
3.
4.
5.
6.
7.
Describe how nursing theory links to evidence based research and quality patient
outcomes.
Discuss historical relevance of nursing theory evolution and the significance to the
advancement of nursing practice today.
Evaluate nursing theories according to similarity and dissimilarity in philosophical
underpinnings.
Employ a personal theory that considers personal philosophy that is ethical and
representative of spiritual role modeling, ethical, moral and personal values with high
standards and rational decisions.
Evaluate personal and professional growth reflecting on the process of beginning a
Master’s Degree in Nursing and building a foundation for leadership.
Reflect on the first MS nursing course, in the decision to embrace life-long learning
and determine the level of personal, professional, and spiritual growth.
Make a conscious choice to commit to service to humanity through embracing the
theory of service to God and Humanity.
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NRSG 601 9.2009
COURSE MATERIALS
Required Textbooks:
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: Author.
Chinn, P. L., & Kramer, M. K. (2008). Integrated Knowledge development in nursing (7th ed.).
St. Louis, MO: Mosby.
O’Brien, M.E. (2008). Spirituality in nursing: Standing on holy ground. (3rd. ed.). Sudbury, MA:
Jones and Bartlett.
Parker, M. (2nd ed.). (2006) Nursing Theories and nursing practice. Philadelphia: F. A. Davis
Company.
Courses are presented via blackboard through distance delivery. This format will enable
participants to complete work in a flexible manner. Textbooks, articles, and access to blackboard
will be made available to the learner. Online assignments will include discussion topics,
individual assignments, and projects as outlined in the syllabus.
Special Requirements:
Internet Access
Microsoft Office Software
Completion of the Online Blackboard Training Student Classroom is required.
COURSE ASSIGNMENTS/ASSESSMENTS
The learning outcomes will be fostered and assessed in a variety of ways. As best practice
suggests, assessment will be formative and summative and will include the application of
acquired course knowledge to real world practice settings. This course will include the
following:
WEEKLY DISCUSSION POSTINGS
WRITTEN ASSIGNMENTS
CUMULATIVE PORTFOLIO
Assignments
Discussion Postings
Points
6@ 5 points
30
Written Assignment: due Wk 4 day 7
Theory: Plan Implement and Evaluated
40
Written Assignment: due Wk 6 day 3
Compare and Contrast Theorist (Portfolio assignment)
30
TOTAL COURSE POINTS
100
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NRSG 601 9.2009
WEEKLY WORKSHOP TOPICS
WEEK 1: INTRODUCTION TO NURSING SCIENCE: SPIRITUALITY IN NURSING
WEEK 2: NURSING THEORY: A SPIRITUAL HISTORY OF NURSING
WEEK 3: FOUNDATIONAL THEORIES OF NURSING
WEEK 4: NURSING THEORISTS AND THEIR THEORIES
WEEK 5: MID-RANGE THEORIES
WEEK 6: THEORY IN PRACTICE
ATTENDANCE PARTICIPATION
Students are required to participate in class at least three different days each week. Your
initial posting is NOT a RESPONSE to classmates. Both the quantity and quality of
participation are evaluated. In courses where there are team/group activities, those discussions
are NOT counted as part of the discussion postings. In addition to participation, the discussion
rubric provides further details on possible points according to quality of posting.
Student Participation
Courses are not to be considered independent study courses. Instead courses are considered to be
essential shared learning communities. Therefore, it is imperative that students participate with
substantive and timely postings to the online discussion board as outlined in the course syllabus.
Failure to post the expected frequency and quality will result in grade reduction for the
discussion. Students are not allowed to post ahead in any week. If a student posts ahead, faculty
will delete the post.
Faculty Participation
Faculty is expected to facilitate student personal, professional, and spiritual growth through
guided responses which provide critical insight, stimulate new ideas, or raise awareness. Faculty
is required to be accessible to the student which is demonstrated through visibility and quality
feedback on discussions and submitted assignments. It is reasonable for students to expect the
faculty will be online at least once per day and to be reasonably accessible to students by
providing contact information in their biography link. Students are required to utilize the Olivet
email address when communicating. The use of personal email addresses is not allowed. Faculty
are to return the student assignments within 7 days of due date. The returned assignment should
reflect appropriate comments using the course grading rubric. Further, the student can expect the
faculty will provide comments that facilitate personal and professional development in the
academic setting. Faculty is expected to respond to questioning and student emails within 48
hours except on holidays and weekends. If the response requires additional time the faculty
should communicate this to the student.
Student Attendance
Students are expected to communicate directly with the course instructor regarding any
circumstance that may result in absence of course participation. Course participation is met
through discussion postings and submission of assignments by the required due date.
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NRSG 601 9.2009
School of Graduate and Continuing Studies – Attendance Policy

One absence (and only one) may be excused without the grade being affected provided
make-up work is satisfactory completed:
o The learner must contact the instructor.
o The absence must be the result of unavoidable circumstances.
o Make-up work is satisfactory completed before the start of the following
workshop.
If the first absence is unexcused, the following scale will be used for grade reduction:
o For courses with 7, 8, or 9 workshops/sessions:
 1st absence will result in a final course grade no higher than a “B”
 2nd absence will result in a final course grade no higher than a “C”
 3rd absence will result in a final course grade of “F”
o For courses with 4, 5, or 6 workshops/sessions:
 1st absence will result in a final course grade no higher than a “C”
 2nd absence will result in a final course grade of “F”)
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All subsequent absences (if first absence is excused) will result in an automatic grade
reduction.
The number of absences relative to grade reduction will reflect number of workshops in
the course (assuming one absence is excused based on the approved criteria listed above):
o For courses with 7, 8, or 9 workshops/sessions:
 2nd absence will result in a final course grade no higher than a “B”
 3rd absence will result in a final course grade no higher than a “C”
 4th absence will result in a final course grade of “F”
o For courses with 4, 5, or 6 workshops/sessions:
 2nd absence will result in a final course grade no higher than a “C”
 3rd absence will result in a final course grade of “F”
o For courses with 2 or 3 workshops/sessions
 An alternative cohort must be found so learner can attend the course in
total
Grades will be monitored with final attendance.
Grades must reflect absence – no exceptions.
If the first absence is not excused or the learner does not complete the necessary make-up
work, the grade will be reduced beginning with the first absence.
Instructors will address tardiness on an individual basis. Learners are expected to arrive
for class on time and remain for the entire four hour period.
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NRSG 601 9.2009
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Attendance – Online Courses
Learners in online courses must post at least one, substantive online message per course
week to be considered in attendance.
Failure to log in and post at least once per week will result in an absence.
Participation is not the same as attendance. Participation requirements are determined by
the instructor and will be thoroughly explained in the course syllabus.
EVALUATION PROCEDURE AND GRADING SYSTEM
95 – 100
A
92 – 94.9
A89 – 91.9
B+
86 – 88.9
B
83 – 85.9
B80 – 82.9
C+
77 – 79.9
C_____________________________________
74 – 76.9
CNon-passing scores
71 – 73.9
D+
68 – 70.9
D
65 – 67.9
DThe student will receive credit for the assignments in the following ways:
ASSIGNMENTS
Points will be given based on the assignment and the Rubric provided. Each week the course
guide will provide the student with the required assignment. The grading rubric for the
assignment should be utilized by the learner as a guide for formulating written objectives.
Faculty will add the grading rubric, their comments, and final points received for each student
when returning student assignments. A student with an unexcused absence will receive an
automatic 50% grade reduction for any assignment submitted during that week.
DISCUSSIONS
Participation points will be given based on the Discussion Posting Requirements and the Rubric
provided. See the link for grading Rubric. To ensure all members of the learning community
have sufficient time to respond to discussions, you are expected to adhere to the following guide
for discussion posting:
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Post your initial activity no later than the third day of each week by 11:59 p.m.
Respond to three of your colleagues’ initial postings during each week on three different
days.
Provide colleagues with reflective thoughts, personal experience, resources, or general
thoughts regarding their insight to the activity or topic.
Posting after the required date will result in a grade reduction as stated in the rubric.
Each week the student will respond to the discussion objective as directed. The discussion
posting is a large part of learning in an online environment. The grading for discussion activities
is outlined in the course grading rubric. Students are required to support their
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NRSG 601 9.2009
discussions with citations, write using APA format and provide a reference list at the bottom of
their posting.
** An example of a discussion posting is provided at the end of this syllabus. **
LATE WORK POLICY
No late papers/assignments will be accepted after the date and time stated in the syllabus or
otherwise stated by the professor. In extreme circumstances exceptions may be made (i.e.
illness). However, this must be agreed upon by the student and professor prior to the due date.
INCOMPLETE GRADES
Students are given an incomplete for a course at the discretion of the instructor and the Associate
Director of Nursing. Normally this is granted for a period of no more than one week beyond the
end of a course. The student must have 85% of the course work completed. No opportunity is
offered to make up any missing discussion postings. Points for discussion activities are provided
according to the rubric.
POLICIES ON PLAGIARISM
Plagiarism is defined as use of intellectual material produced by another person without
acknowledging its course. For example:
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Wholesale copying of passages from works of others into an assignment, paper, posting,
or thesis without acknowledgement.
Using the views, opinions, or insights of another without acknowledgement.
Paraphrasing another person’s characteristic or original phraseology, metaphor, or other
literary device without acknowledgment.
Faculty will monitor for evidence of plagiarism. All work must be submitted through the
correct blackboard process to be assessed for evidence of plagiarism.
Self-plagiarism is the use of the learner’s work from a previous class and is highly
discouraged. Should the learner’s previous work be used, it must be cited as such.
For further information on Olivet Nazarene University Conduct and Responsibilities see the
Catalog at the course link (ONU Bulletin).
Students suspected of plagiarism require faculty to contact the Chair, Director of Nursing
Department at ONU directly.
Disability Support Services
It is the policy of Olivet Nazarene University to accommodate students with disabilities in
accordance with federal and state laws. Any student with a disability who needs
accommodation, for example in arranging seating, extended time for examinations, tutors or
note-takers, should present faculty teaching courses where accommodation is appropriate a
Notice of Approval for Accommodation from the Learning Development Center. If you, as a
student with a disability, have difficulty accessing any part of the course materials or activities
for this class, please notify the instructor immediately. Accommodations for test-taking must be
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NRSG 601 9.2009
arranged at least 5 business days in advance. All students seeking test accommodations must
take their exams in the Learning Development Center. Students may apply for accommodations
or services by clicking on the Learning Center Services link on the main page of Blackboard.
OVERVIEW WEEK 1
“Practice involves processes, dynamics, and interactions that can only be fully understood when
science, ethics, aesthetics, and personal knowing come together. Each kind of knowledge is
important for practice, and the best practices depend on integrating all together to form a whole.”
(Chinn & Kramer, 2004)
Nursing is a practice discipline that incorporates scientific and nonscientific knowledge
originating from scholarly inquiry. To understand nursing one must understand the concepts,
theories, and laws that are constant and evolving. This understanding will inform practice. This
week you will begin to explore how theory and knowledge have developed. As you explore the
patterns consider how you might apply some of them to your own practice.
RESOURCES WEEK 1
Devotion
READING ASSIGNMENT WEEK 1
Chinn, P.L., & Kramer, M. K. (2008). Integrated Knowledge development in nursing (7th ed.). St.
Louis, MO: Mosby.
Preface
In the Preface, Chinn and Kramer (2008) explain that multiple patterns of knowing are critical to
nursing knowledge.
Chapter 1 - “Nursing’s Fundamental Patterns of Knowing”
Chapter 3 - “Emancipatory Knowledge Development”
Chapter 7 - “Empiric Knowledge Development: Conceptualizing and
Structuring”
O’Brien, M.E. (2008). Spirituality in nursing: Standing on holy ground. (3rd ed.). Sudbury, MA:
Jones and Bartlett.
Chapter 1- Pages 1-10
Reflect on your practice setting with a specific theory in mind. Determine how this theory
informs your practice. Consider the Spiritual Ministry and role of the holistic nurse.
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NRSG 601 9.2009
WEBSITES WEEK 1
http://drgwen.com/materials/apa/index.asp
This website provides a great APA source for quick reference.
http://drgwen.com/resources/nursingtheory.htm
This web site provides a wealth of links to multiple nursing theorists and theories
OTHER RESOURCES WEEK 1
Begin to look at the supporting websites at the various theorists and their theories.
DISCUSSION ACTIVITY WEEK 1
According to Chinn and Kramer (2008) “Empiric theory is inadequate to represent the
complexity of the practice world…A shift to balance in knowledge development to reflect each
of the patterns of knowing in nursing holds potential to bring the realm of knowledge
development and the realm of practice together.”
To further explore this concept, you will apply the four patterns of knowing to a situation from
your own practice.
In preparation for the activity:
1. Reflect on a situation from your practice.
2. Review this situation from the perspective of the four patterns of knowing: empirics,
ethics, personal knowing, and aesthetics. How was each pattern reflected in your
response to the situation? How did the aspect of spiritual ministry apply to your situation?
3. Post your situation and your response to the situation on the discussion board. Conclude
your posting with thoughts on how things may have been different had you applied the
patterns of knowing.
4. Read all of your colleagues’ postings.
5. Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s readings. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 1
Note: This assignment will be due at the end of Week 4 submitted as directed through
blackboard features.
Preparation:
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NRSG 601 9.2009
1. Select one theory that is useful to your practice setting.
2. Research the literature for referred journal articles that discuss the use of the theory in
practice.
3. Critically review the theory and develop a plan for how you would utilize this theory
in your practice drawing on holistic spiritual nursing.
4. In a 6-8 page APA paper:
a. Provide an overview of the theory
b. Discuss the rationale for selection of this theory
c. Develop a plan to implement the theory
d. Describe barriers and challenges
e. Present the critique
f. Provide examples from theorist’s work that are relevant.
OVERVIEW WEEK 2
This week you will begin to embrace the idea of nursing theory and how it provides a direction
for practice. You will notice there are many different ways to classify nursing theories. This
week you will begin to look closely at how nursing theory provides direction for practice. You
will examine concepts and principles used in to develop theories. The basic principles are
explained for selected theorists and the use of relevant theories to nursing practice.
RESOURCES WEEK 2
Devotion
READING ASSIGNMENT WEEK 2
No doubt in your undergraduate studies you reviewed a variety of nursing theorists. You more
than likely have one that you follow in your practice today. Keep your personal theory in mind
as you read this week’s assignment.
O’Brien, M.E. (2008). Spirituality in nursing: Standing on holy ground. (3rd ed.). Sudbury, MA:
Jones and Bartlett.
Chapter 2 - Pages 25-32.
Parker, M. E. (Ed.). (2006). Nursing theories & nursing practice (2nd ed.). Philadelphia: F. A.
Davis Company.
Chapter 1 - “Introduction to Nursing Theory”
Chapter 2 - “Studying Nursing Theory: Choosing, Analyzing, and Evaluating”
Chapter 3 - “Guides for Study of Theories for Practice and Administration”
Chapter 4 - “Evaluating Nursing Theory Resources”
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NRSG 601 9.2009
Chinn, P.L., & Kramer, M. K. (2008). Integrated Knowledge development in nursing (7th ed.). St.
Louis, MO: Mosby.
Chapter 4 - “Ethical Knowledge Development”
Chapter 9 - “Validating and Confirming Empiric Knowledge Using Research”
Chapter 10-“Utilizing and Validating Empiric Knowledge in Practice”
WEBSITES WEEK 2
University of San Diego: Hahn School of Nursing and Health Science
The Nursing Theory Page
http://www.sandiego.edu/academics/nursing/theory/
The Nightingale Institute for Health & the Environment
http://www.nihe.org/theoryandnursing.html
OTHER RESOURCES WEEK 2
Look for additional websites noted in your textbook.
DISCUSSION ACTIVITY WEEK 2
Nurses are guided by theory in making decisions and taking responsibility for informed choices.
As you evaluate theories determine the one that is best suited to your personal values and your
area of specialization and practice. Ask yourself, “What is the purpose of nursing?” How does
nursing theory impact nurse roles? How can your personal values and beliefs exemplify spiritual
care?
With these thoughts in mind:
1. Reflect on your ideas of how theories impact nursing practice.
2. Discuss how the history of Christianity has framed the spiritual dimensions of nursing
theory.
3. Post your personal perspective how nursing theory can guide your practice and how your
insight might impact your future actions as a nurse leader.
4. Read all of your colleagues’ postings.
5. Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s readings. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 2
Note: There is no written assignment this week.
OVERVIEW WEEK 3
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NRSG 601 9.2009
This week you will synthesize the nursing philosophies of Florence Nightingale, Virginia
Henderson, and Hildegard Peplau. This group of nursing philosophies has over generations
informed nursing practice. Nurses draw from the fundamental principles of these theories sharing
core beliefs and values rooted in the early fundamental ideas about nursing.
You will analyze selected beliefs and compare the principles from early and contemporary
nursing theories.
LOOKING FORWARD
As you begin to synthesize the nursing theories this week, begin to consider a theory that you
will choose for an upcoming assignment in Week 4. Consider the theory that is most relevant to
your personal values and to your practice setting. If you would like to see the instructions for
the assignment look ahead to the Week 4 assignment.
In Week 6 you will be asked to compare and contrast one set of theorists below. Your assignment
will focus on how the two are similar, dissimilar, philosophically alike or different .You will also
compare your findings to theories that are similar or related to each the set you have presented.
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Parse and Watson
Rogers and Roy
M. Newman and Paterson/Zderad
Leininger and B. Neuman
RESOURCES WEEK 3
Devotion
READING ASSIGNMENT WEEK 3
O’Brien, M.E. (2008). Spirituality in nursing: Standing on holy ground. (3rd ed.). Sudbury, MA:
Jones and Bartlett.
Chapter 6 - pages 137-145.
Parker, M. E. (Ed.). (2006). Nursing theories & nursing practice (2nd ed.). Philadelphia: F. A.
Davis Company.
Chapter 5 - “Florence Nightingale's Legacy of Caring and Its Applications”
Chapter 6 - “Hildegard E. Peplau's Process of Practice-based Theory Development and Its
Application”
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NRSG 601 9.2009
Chapter 7 - “Twentieth-Century Nursing: Weidenbach, Henderson, and Orlando's Theories”
Chapter 16, Parts I & II - "Imogene King's Theory of Goal Attainment"
Chinn, P.L., & Kramer, M. K. (2008). Integrated Knowledge development in nursing (7th ed.). St.
Louis, MO: Mosby.
Chapter 2 - “The History of Knowledge Development in Nursing”
Chapter 5 - “Personal Knowledge Development”
Chapter 6 - “Aesthetic Knowledge Development”
WEBSITES WEEK 3
The Nursing Theory Page
http://www.sandiego.edu/academics/nursing/theory/
OTHER RESOURCES WEEK 3
There are no additional resources this week refer to ongoing websites.
DISCUSSION ACTIVITY WEEK 3
Florence Nightingale and Virginia Henderson, and King and Peplau provide us with theories that
were well ahead of their times. These theories hold relevance to nursing today. Global
conceptual frameworks define nursing practice and continue to inform theorists today who have
expanded on their theories. Because theorists have been so influential to nursing practice it is
imperative that we look closely at the relevance of their ideas to nursing practice today. Consider
as you reflect on the readings how these theories inform you as you expand on your role as a
nursing leader.
1.
2.
3.
4.
Select either Nightingale and Henderson or King and Peplau theories.
Compare and contrast two primary elements of each theory.
Provide examples related to your practice.
Discuss how each theory links nursing theory and spiritual care when providing
interventions and suggesting resources for patient care.
5. Post your activity to discussion board for Week 3.
6. Read all of your colleagues’ postings.
7. Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s readings. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 3
Note: There is no written assignment this week.
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NRSG 601 9.2009
OVERVIEW WEEK 4
This week you will examine the theories of Dorothea Orem, Sister Callista Roy, Imogene King,
Betty Neuman, Margaret Newman, and Martha Rogers. You may be familiar with some of these
theories already. Keep in mind you will be selecting a theory that you can evaluate and
implement into practice.
As you read, begin to analyze the implementation of Orem’s, King’s, Roy’s, B. Neuman’s, M.
Newman’s, and M. Rogers’ theories into practice. Consider how you would evaluate their
application to practice.
RESOURCES WEEK 4
Devotion
READING ASSIGNMENT WEEK 4
Parker, M. E. (Ed.). (2006). Nursing theories & nursing practice (2nd ed.). Philadelphia: F. A.
Davis Company.
Chapter 12 - Parts One and Two
Chapter 17 - “Sister Callista Roy's Adaptation Model and Its Applications”
Chapter 18 - “Betty Neuman: The Neuman Systems Model and Global Applications”
Chapter 13 - Parts One and Two
Chapter 15 - “Margaret A. Newman's Theory of Health as Expanding Consciousness and Its
Applications”
WEBSITES WEEK 4
Nursing Theory Link Page
http://healthsci.clayton.edu/eichelberger/nursing.htm
OTHER RESOURCES WEEK 4
Continue with your review of various theory websites.
DISCUSSION ACTIVITY WEEK 4
Orem, King, Roy, B. Neuman, M. Newman, and M. Rogers’s theories have been reviewed in
your readings. You are to delve deeply into each theory and consider how it has been reflected in
your own practice experience. What are the pros and cons of the theories? Reflect on your
readings further and consider whether this theory guides practice today. What experiences have
you had with any of these theories? What frustrations have you had applying this theory to
practice? Are there any practice situations that lend to the theories? What situations do not lend
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NRSG 601 9.2009
to the theory?
1. Select one theory from your readings this week.
2. Locate one research article that describes its application to nursing practice. (Be sure to
upload your article file or attach a link to your posting.)
3. Provide your thoughts on the relevance of the theory to your practice by providing
examples.
4. Discuss how each theory links nursing theory and spiritual care when providing
interventions and suggesting resources for patient care.
5. Address any deficiencies you see in the theory and any frustrations you have had.
6. What situations is this theory best suited for? Least suited?
7. Read all of your colleagues’ postings.
8. Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s readings. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 4 – Due Day 7
Preparation:
1. Select one theory that is useful to your practice setting.
2. Research the literature for referred journal articles that discuss the use of the theory in
practice.
3. Critically review the theory and develop a plan for how you would utilize this theory
in your practice drawing on holistic spiritual nursing.
4. In a 6-8 page APA paper:
a. Provide an overview of the theory
b. Discuss the rationale for selection of this theory
c. Develop a plan to implement the theory
d. Describe barriers and challenges
e. Present the critique
f. Provide examples from theorist’s work that are relevant.
OVERVIEW WEEK 5
Theories help make sense of phenomenon by providing order and perspective from which to
view practice. Nursing theories are not new they reflect insight from the past, nuances,
knowledge, and realities that guide and impact the profession today. Let’s take a look at
contemporary theorists this week. As you proceed consider how these contemporary theories
reflect tenets of early theories.
Evaluate the relevance of nursing today and these contemporary theories. Consider which theory
you might find as relevant to your practice. As you read compare and contrast key points with
the following pairs of theorists:
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NRSG 601 9.2009
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Rogers, Leininger
Watson, Paterson/Zderad
M. Newman and Boykin/Schoenhofer
RESOURCES WEEK 5
Devotion
READING ASSIGNMENT WEEK 5
O’Brien, M.E. (2008). Spirituality in nursing: Standing on holy ground. (3rd ed.). Sudbury, MA:
Jones and Bartlett.
Chapter 1 - pages 12-21
Parker, M. E. (Ed.). (2006). Nursing theories & nursing practice (2nd ed.). Philadelphia: F. A.
Davis Company.
Chapter 11 - “Josephine Paterson and Loretta Zderad's Humanistic Nursing Theory and Its
Clinical Applications”
Chapter 14 - Parts One and Two
Chapter 19 - Parts One and Two
Chapter 21 - “Anne Boykin and Savina O. Schoenhofer's Nursing As Caring Theory”
WEBSITES WEEK 5
Welcome to the International Consortium of Parse Scholars’ Home Page!
http://www.humanbecoming.org/site/main.html
OTHER RESOURCES WEEK 5
Make sure to visit the theories of phenomenological researchers.
DISCUSSION ACTIVITY WEEK 5
1. Review theories of Watson and Boykin/Schoenhofer. Summarize what caring means to
you, based on the theories.
2. Which theory is most closely aligned with your personal and professional values and
practice?
3. Review theories of Parse and Paterson/Zderad. Explain the qualitative meaning of
“patients’ lived experiences.” What does this mean and how does it apply to patient care?
Provide support from at least one research article related to live experiences.
4. Include the Dimensions of Caring as they related to spiritual care.
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NRSG 601 9.2009
5. Post your response to the discussion board for Week 5 discussion.
6. Read all of your colleagues’ postings.
7. Respond to at least three of your colleagues’ initial postings.
*Be sure to support your posting with citations from this week’s readings. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 5
In a 6-8 page APA paper compare and contrast one of the sets of theorists:
This assignment is due Day 3 of Week 6 and is also your portfolio assignment.
Parse and Watson
Rogers and Roy
M. Newman and Paterson/Zderad
Leininger and B. Neuman
As you craft your paper consider the following:
A.
B.
C.
D.
How are these theories similar?
What aspects of the theories are philosophically alike?
What aspects of the theories are dissimilar?
What other theories are related to each of them?
*Be sure to support your posting with citations from this week’s readings. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
OVERVIEW WEEK 6
Grand theories emphasize a broad perspective of nursing practice. Mid-range theories typically
encompass fewer concepts and variables, and tend to focus on ideas related to specific areas of
practice. As such, mid-range theories have strong relationship with research and serve to link
theory to clinically based nursing practice.
This week you will take a look at the key features of mid-range theories in general and research a
mid-range theory that has relevance to your own practice.
RESOURCES WEEK 6
Devotion
READING ASSIGNMENT WEEK 6
Parker, M. E. (Ed.). (2006). Nursing theories & nursing practice (2nd ed.). Philadelphia: F. A.
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NRSG 601 9.2009
Davis Company.
Chapter 20 - Parts One and Two
Chapter 22 - “Kristen M. Swanson: A Program of Research on Caring”
WEBSITES WEEK 6

What is a Mid-Range Theory?
http://www.sandiego.edu/nursing/theory/midrange/midrange.htm

Criteria for Mid-Range Theory
http://www.sandiego.edu/nursing/theory/midrange/Whallandothers.htm

NurseScribe: Nursing Theory Page
http://www.enursescribe.com/nurse_theorists.htm
OTHER RESOURCES WEEK 6
This week the additional websites will provide much insight into theories of caring. You might
ponder the definition of caring and how it is measured in caring theories.
DISCUSSION ACTIVITY WEEK 6
Mid range theories tend to focus on practical concerns of nurses, not with the totality of the
discipline. Because mid-range theories help identify key observables in a particular setting, they
have a more limited scope and relationship with a specific aspect of practice.
For the final Week 6 Discussion select one of the following options:
1. Summarize Leininger’s Theory of Culture and provide an example of this theory as an
application to practice.
2. Or select and research a mid-range theory that has relevance to your own practice. Consider
how it informs or is reflected in your work environment. Look at the origins of this theory and
how it has been implemented in practice.
3. Review the mid-range theory criteria
at: http://www.sandiego.edu/nursing/theory/midrange/Whallandothers.htm and consider how
these criteria apply to this theory in the context of your own practice area and your own personal
spiritual journey.
4. Post your response to the discussion board for Week 6 discussion.
5. Read all of your colleagues’ postings.
6. Respond to at least three of your colleagues’ initial postings.
ASSIGNMENT WEEK 6 – Due Day 3
In a 6-8 page APA paper compare and contrast one of the sets of theorists:
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NRSG 601 9.2009
Parse and Watson
Rogers and Roy
M. Newman and Paterson/Zderad
Leininger and B. Neuman
As you craft your paper consider the following:
A.
B.
C.
D.
How are these theories similar?
What aspects of the theories are philosophically alike?
What aspects of the theories are dissimilar?
What other theories are related to each of them?
*Be sure to support your posting with citations from this week’s readings. Refer to the APA
Publication Manual to assure your citations in the text and reference list are correct.
This assignment is to be used in your portfolio.
FINAL COURSE REMINDERS!

CHECK THE PORTFOLIO GUIDELINE FOR ARTIFACTS REQUIRED FOR
THIS COURSE.

REMEMBER TO COMPLETE THE ONLINE COURSE ASSESSMENT.
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NRSG 601 9.2009
References
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: Author.
Boykin, A., & Schoenhofer, S. O. (2001). Nursing as caring: A model for transforming practice.
Boston: Jones and Bartlett.
Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science,
1(1), 13–23.
Chinn, P. L., & Kramer, M. K. (2008). Integrated knowledge development in nursing (7th ed.).
St Louis, MO: Mosby.
Cody, W. (2003). Nursing theory as a guide to practice. Nursing Science Quarterly, 16(3), 225–
231.
Meleis, A. (1997). Theoretical nursing: Development and progress. Philadelphia: J.B. Lippincott.
O’Brien, M.E. (2008). Spirituality in nursing: Standing on holy ground. (3rd ed.). Sudbury, MA:
Jones and Bartlett.
Parker, M. E. (2nd ed.). (2006). Nursing theories & nursing practice (2nd ed.).Philadelphia: F.A.
Davis Company.
Parse, R. (1999). Nursing science: The transformation of practice. Journal of Advanced Nursing,
30(6), 1383–1387.
Parse, R. R. (1998). The human becoming school of thought: A perspective for nurses and other
health professionals. Thousand Oaks, CA: Sage Publications.
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NRSG 601 9.2009
GRADING RUBRICS
WEEK 4: Theory: Plan, Implementation, and Evaluation (40 POINTS)
In order to effectively guide practice, it is essential that nurses understand and critique different
theories to effectively evaluate them for use in practice.
In a 6-8 page paper consider these areas as you develop your paper:
CONTENT
Overview , purpose
and rationale for
selecting the theory
Plan for
Implementing
Theory to Practice
Potential Barriers/
challenges to
implementation
Evaluation Criteria
for plan. Critique of
theory
Results of your
evaluation which
includes examples
from the theorist’s
work that support
assertions and
relevant examples
from the practice
setting
Follows appropriate
spelling and
grammar. Utilizes at
least five
appropriate
scholarly sources.
Follows appropriate
APA format.
Total Points
POSSIBLE
POINTS
5
POINTS
RECEIVED
FACULTY COMMENTS
8
5
8
8
3
3
40
Received
Support your work with citations from Journal articles, textbook assigned readings, and other
scholarly references utilized throughout the course.
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NRSG 601 9.2009
Week 6: Compare and Contrast Selected Theorists (30 points)
CONTENT
Purpose, Rationale
Similarities of Two
Theories
Dissimilarities or
Two Theories
Philosophical
Similarities
Description of two
other theories related
to the comparison of
those discussed in the
assignment.
Follows appropriate
APA.
Follows appropriate
spelling and
grammar. Utilizes
at least five
appropriate
scholarly sources.
Total Points
POSSIBLE
POINTS
3
4.5
POINTS
RECEIVED
FACULTY COMMENTS
4.5
8.5
5
2.25
2.25
30
Received
Support your work with citations from Journal articles, textbook assigned readings, and other
scholarly references utilized throughout the course.
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NRSG 601 9.2009
Discussion Requirements and Rubric
Up to 1 point can be deducted for APA and/ or grammar.
5 Points (Exemplary)

Discussion postings and responses are responsive to the requirements of the Discussion
instructions and are posted by the due date.

Discussion postings and responses significantly contribute to the quality of interaction by
providing rich and relevant examples, applicable research support, discerning ideas,
and/or stimulating thoughts/probes, and are respectful when offering suggestions,
constructive feedback, or opposing viewpoints.

Discussion postings and responses demonstrate an in-depth understanding of concepts
and issues presented in the course (e. g., insightful interpretations or analyses, accurate
and perceptive parallels, and well-supported opinions), and are well supported, when
appropriate, by pertinent research.

Discussion postings and responses provide evidence that the student has read and
considered a sampling of colleagues' postings and synthesized key comments and ideas,
as applicable.
4 Points (Proficient)

Discussion postings and responses are responsive to the requirements of the Discussion
instructions and are posted by the due date.

Discussion postings and responses contribute to the quality of interaction by providing
examples, research support when appropriate, ideas, and/or thoughts/probes, and are
respectful when offering suggestions, constructive feedback, or opposing viewpoints.

Discussion postings and responses demonstrate some depth of understanding of the issues
and show that the student has absorbed the general principles and ideas presented in the
course, although viewpoints and interpretations are not always thoroughly supported.

Discussion postings and responses provide evidence that the student has considered at
least some colleagues' postings and synthesized some key comments and ideas, as
applicable.
3 Points (Sufficient)

Discussion postings and responses are posted by the due date but are not always
responsive to the requirements of the Discussion instructions.

Discussion postings and responses do little to contribute to the quality of interaction or to
stimulate thinking and learning.

Discussion postings and responses demonstrate a minimal understanding of concepts
presented, tend to address peripheral issues, and, while generally accurate, display some
omissions and/or errors.

Discussion postings and responses do not provide evidence that the student has
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NRSG 601 9.2009
considered at least some colleagues' postings or synthesized at least some key comments
and ideas, as applicable.
2 or Less Points (Developing)

Discussion postings and responses are posted past the late deadline, defined as 11:59 p.m.
on the due date, and/or do not address the requirements of the Discussion instructions.

Discussion postings and responses do not contribute to the quality of interaction or
stimulate thinking and learning.

Discussion postings and responses do not demonstrate an understanding of the concepts
presented in the course, and/or do not address relevant issues, and/or are inaccurate and
contain many omissions and/or errors.

Discussion postings and responses do not provide evidence that the student has read or
considered colleagues' postings, as applicable.
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NRSG 601 9.2009
Discussion posting example
Instructions for the discussion posting
Focus on how your selected theorist informs your practice today, or has informed it in the past.
Include in your postings your own thoughts about the relevance and usefulness of the theory in
practice by providing examples. Address any deficiencies you see in the theory and any
frustrations you have had. . . What situation is this theory best and least suited for?
Student posting
Martha Rogers' concept of unitary person was introduced some 30 years ago and would be
considered deductive yet complex. Her theory draws upon knowledge accessed from various
other disciplines: psychology, sociology, astronomy, religion, philosophy, biology, physics, etc.
Rogers' theoretical framework was based on scientific principles interrelating matter and energy
patterns. She felt the universe was made up of open systems in which the unitary man and
environmental fields interacted infinitely. Rogers based her theoretical concepts on a non-linear
plane with time and space having no constraints. She defines "wave patterns" in human and
environmental fields that continuously change and as the wave changes the energy field becomes
more and more complex. These energy fields were also characterized by a non-repeating rhythm
---that is nothing will ever repeat itself nor be the same as it is at this precise moment. According
to McMurray and Vitale (2006) "Rogers introduced to nursing the quantum reality that the whole
person is physical and energetic and nursing interventions need to incorporate the energetic
person and environment” (p. xx). The purpose of nursing is to aid individuals in achieving their
fullest well-being through the utilization of scientific knowledge and the art of caring. Chinn and
Kramer (2008) noted "humans are more than and different from the sum of their parts” (p. xx).
Rogers' principles of homeodynamic, according to Malinski (2006) "convey the dynamic ever
changing nature of life and world” (p. xx).
Rogers' theory informs my practice in a general sense. A few ways in which this author utilizes
Rogerian theory in practice today deals with the mind-body-soul working together
simultaneously not one then another. Prior to embarking a patient on the journey of
chemotherapy, their current ways of dealing with nausea/vomiting, pain/discomfort and
emotional ups and downs are discussed. Patients are taught imagery---how to find their happy
place and encourage them to participate in meditation or tai chi classes (both offered at the
institution). We work on capitalizing that which has aided them in the past. Another way in
which this author has incorporated some of Rogers' concepts into practice has been through the
use of touch in interactions with patients as well as families. Touch has a calming effect on most
depending on their culture.
Relevance can be seen in Rogers' conceptual framework in that it has taught us that the whole
person is physical and energetic. Health is viewed as a life process and is defined differently
among the cultures. Rogers defines caring in a scientific manner to promote the belief in health
care. Her theory views patients as developing in a predictable pattern. Per Chinn and Kramer
(2008) Rogers defines "(5) unifying assumptions about life process" and "(4) concepts to derive
principles that postulate how human beings develop" (p. xx). Malinski (2006) provides examples
of her work from theories related to children with attention deficit disorders to the process of
aging.
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NRSG 601 9.2009
I will admit that I am more of a "black and white" sort and had many difficulties initially
grasping Rogers' theoretical framework. I struggled reading her work; actually my ability to
grasp it initially was rather slow and laborious. Again I do not do well with the "abstract" (even
in art history I found the abstract artists difficult to relate with) and because of that I had to really
concentrate on the conceptual relationships at great length in order to understand them. Although
her conceptual definitions are well defined throughout our resources, I found it difficult to
ascertain any operational definitions. I also believe one must know a little bit about a variety of
disciplines in an effort to utilize her work. I was taught cause and effect since childhood and
currently am teaching the same to my children. Because I had difficulty synthesizing the "hand
in hand" concept from the "either-or" I attempted to find use with my two children (9 & 11)
without success.
Rogers has many pertinent views for the future of nursing and for this reason her theory will be
suited for many situations. Rogers emphasizes nursing services as indispensable to public safety
and health. Parker (2006) notes Rogers' belief that nurses need to "provide community based not
hospital based care" (p. xx) Ongoing development of her theory will demonstrate an increase in
non-invasive therapeutic modalities like therapeutic touch and meditation.
Rogers' model would not be best suited for "adaptation" theories since the premise of her
conceptual framework supports change happening simultaneously not a change in one element
(patient or environment) proceeding a change in the other. You would not find "nursing process
and unitary model" in the same writing. Butcher (2006) notes “nursing process and nursing
diagnosis are not consistent with her scientific system" (p. xx) Butcher (2006) continues to
elaborate by stating "nursing diagnoses are particularistic and reductionist labels describing
cause and effect relationships inconsistent with a non-linear domain without spatial or temporal
attributes” (p. xx).
References
Butcher, H. K. (2006). Application of Rogers Science of Unitary Human Beings. In Parker, M.
E. (Ed.), Nursing theories & nursing practice (pp. 167-186). Philadelphia: F.A. Davis
Company.
Chinn, P. L., & Kramer, M. K. (2008). Integrated Knowledge Development in Nursing (7th ed.).
St. Louis, MO: Mosby.
Malinski, V. M. (2006) Martha E. Rogers Science of Unitary Human Beings. In Parker, M. E.
(Ed.). Nursing theories & nursing practice (pp.160-167). Philadelphia: F.A. Davis
Company.
McMurray, S. & Vitale, A. (2006). Is Nursing in a State of Disconnect? Advance for Nurses, 34,
46.
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