rosemarie rizzo parse
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Rosemarie Rizzo Parse. Human Becoming Theory. Melody Devlin Amber Hart. Background. Graduated from Duquesne University in Pittsburgh, where she later served as the dean of nursing. Master’s and Doctorate from the University of Pittsburgh. - PowerPoint PPT PresentationTRANSCRIPT
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Rosemarie Rizzo ParseHuman Becoming Theory
Melody DevlinAmber Hart
+ Background Graduated from Duquesne University in Pittsburgh,
where she later served as the dean of nursing. Master’s and Doctorate from the University of
Pittsburgh. Professor and Coordinator of the Center for Nursing
Research at Hunter College of the City of New York (1983-1993)
Professor and Niehoff Chair at Loyola University Chicago (1993-2006).
“Parse is an articulate, courageous, and vibrant leader with a strong vision and a deliberate determination to advance the discipline of nursing . . . With a perspective that focuses on quality of life and human dignity from the perspective of patients, families and communities”
+ Published Author
Published 9 books Over 100 articles Renowned speaker on Nursing Education, Theory to
over 300 local, national and international venues in 30 different countries on 5 continents
+ Awards Lifetime Achievement Awards from:
Nursing Research Society Asian American Pacific Islander Nursesa
Rosemarie Rizzo Parse Scholarship endowed in her name at the Henderson State College of Nursing
Society of Rogerian Scholars honored her by awarding the Martha E. Rogers:
Golden Slinky Award 2008 New York Times Nurse Educator of the
Year Award
+ Currently . . .
Consultant and Visiting Scholar at the New York University College of Nursing
Founder and current Editor of Nursing Science Quarterly
President of Discovery International, inc. Founder of the Institute of Humanbecoming
+ Origin of the Humanbecoming Theory
Originally Published in 1981 and was entitled “Man-living-health”
Renamed in 1992 to remove the word “man” which was formerly in the dictionary as human kind.
Developed as a human science nursing theory in the tradition of Dilthey, Heidegger, Sartre, Merleau-Ponty and Gadamer.
Assumptions were synthesized from works of European philosophers: Heidegger, Sartre, Merleau-Ponty
Along with the works of American nurse theorist Martha Rogers. Called a “School of Thought” because it encompasses: otology,
epistemology and methodology
+ Assumptions
The human is: C-oexisting while co-constituting rhythmical patterns. Open, freely choosing meaning with situation, bearing
responsibility for decisions.
Becoming is: Human-living-health Rhythmically coconstituting humanuniversw Human’s value priority patterns Transcending with possibles Human’s emerging
+ Basic Concepts of the Human Becoming Theory
Meaning
Rhythmicity
Transcendence
“Nurses live the art of humanbecoming in true presence with the unfolding of illuminating meaning, synchronizing rhythms, and mobilizing transcendence.”
(Cody and Bournes, 2010)
+ Parse for Dummies!
http://www.youtube.com/watch?v=K9OcXfS4nNU&feature=results_video&playnext=1&list=PL3A9EE8A6ABEB6B94
+ Meaning
“Structuring meaning is the imaging and valuing of languaging” (Cody and Bournes, 2010)
In English: People coparticipate in creating what is real for them through self-expression in living their values a chosen way.
+ Rhythmicity
Configuring rhythmical patterns of relating is the revealing-concealing and enabling-limiting of connecting-separating.
Translation: Living moment to moment one shows and does not show self as opportunities and limitations emerge in moving with and apart from others.
+ Transcendence
“Co-transcending with possibles is the powering and originating of transforming”
Translation: Moving beyond the “now” moment is forging a unique personal path for oneself in the midst of ambiguity and continuous change.
+ Principles
Structuring meaning is the imaging and valuing of languaging.
Configuring rhythmical patterns is the revealing-concealing and enabling-limiting of connecting-separating.
Contransceding with possibles is the powering and originating of transforming.
+ Four Postulates Illimitability
“Indivisible unbounded knowing extended to infinity, the all-at-once remembering and prospecting with the moment.” (Parse, 2007)
Paradox “an intricate rhythm expressed as a pattern preference” Paradoxes
are not “opposites to be reconciled or dilemmas to be overcome but, rather, lived rhythms” (Parse, 2007)
Freedom “contextually construed liberation” Humans are free and
continuously choose ways of being with their situations. (Parse, 2007)
Mystery “unexplainable, that which cannot be completely known” unutterable,
unknowable nature of the indivisible, unpredictable, ever-changing human universe. (Parse, 2007)
+ Paradoxes
Imaging: explicit-tacit; reflective-prereflective Valuing: Confirming-not confirming Revealing-Concealing: disclosing-not disclosing Connecting-Separating: attending-distancing Powering: pushing-resisting; affirming-not affirming; being-
nonbeing Originating: certainty-uncertainty; conforming- not
conforming Transforming: familiar-unfamiliar
Retrieved from :http://discoveryinternationalonline.com/wp-content/uploads/2011/11/2011HBontology.pdf
+ Nursing Paradigms and Parse’s Theory
Person Open being who is more than and different from the sum of the parts
Environment Everything in the person and his experiences Inseparable, complimentary to and evolving with
Health Open process of being and becoming, involves synthesis of values. Health is not static but, rather, is ever-changing as humans choose ways of
living.
Nursing A human science and art that uses an abstract boy of knowledge to serve
people.
+ A little more on Parse and Nursing
Nursing is both a profession and a discipline. The goal of a discipline is to expand knowledge about
human experiences through creative conceptualization and research.
The goal of a profession is to provide service to humankind through living art of science.
“Members of the nursing profession are responsible for regulating the standards of
practice and education based on disciplinary knowledge that reflects safe health service to
society in all settings” -Parse, 1999
+ Symbol of Humanbecoming Theory
Black and White Opposite paradox significant
to ontology of human becoming
Green Hope
Center Joined Co Created mutual human
universe process at the ontological level & nurse person process
Green and Black Swirls Intertwining Human-Universe co creation
as an ongoing process of becoming
+ Are you still Awake????
+Theory Overview:Parse Scholars Beliefs Quality of Life from patient’s perspective Diagnostic practice fails to respect humankind Standardized nursing interventions disregard human
dignity Understanding human experience= individual freedom Humans are change with the process of living Inherent freedom is to be honored by nurses
+Theory Overview:Real World Example Chronic Pain
Nurses should ask patient to describe pain in detail Physiological, psychological, situational factors
Nurses should be aware of patient’s life situation By listening to patients, pain can be improved Treatment plan can be developed Patients feel closer to nurses who listen
+ Theories use in Practice
+ Theories Use in Nursing
Differentiates Nursing from other disciplines. Not applicable in Acute or Emergent Care. Does not utilize nursing process
+ Theory used in Nursing Setting
+Parse and Research
Strengths: Provides Research Methodologies Enhances understanding of human lived experience, health,
quality of life and quality of nursing practice. Expands the theory of human becoming Builds new nursing knowledge about universal lived experiences
which may ultimately contribute to health and quality of life.
Weaknesses: “closed circle” Rarely quantifiable results Difficult to compare to other research studies Differentiates nursing from other disciplines & not applicable in
other disciplines
+Example of Research using Humanbecoming Theory
Humanbecoming 80/20 Model 80% of time in direct patient care practicing
humanbecoming 20% of time learning about humanbecoming
+ Used in Nursing Research
+Fawcett’s CriteriaSignificance Are the metaparadigm concepts & propositions
explicit? Yes
Are the philosophical claims explicit? Yes
Is the conceptual model from which derived from explicit? Yes, Martha Rogers
Are the authors of antecedent knowledge acknowledged? Yes, acknowledges Martha Rogers
+Fawcett’s CriteriaInternal Consistency & Parsimony Are the context and content of the theory congruent?
Yes
Do the concepts reflect semantic clarity & consistency? Yes
Is the theory content stated clearly & concisely? Yes
+Fawcett’s CriteriaTestability & Empirical Adequacy Is the research methodology identified & congruent
w/philosophical claims? Yes
Will data obtained from research sufficiently capture the essence of the theory? Yes
Are the findings from studies of descriptions of personal experiences congruent with theory concepts? Yes
Are theoretical assertions congruent with empirical evidence? Yes
+Fawcett’s CriteriaPragmatic Adequacy Are education & special training required before application of
theory in nursing practice? Yes- language of Humanbecoming
Has the theory been applied in the real world of nursing? Yes- 80/20 study mentioned earlier
Is it feasible to implement practice derived from theory? Yes
Can you measure the effectiveness of the theory? Yes- qualitative measurement
Can you compare outcomes of the theory when used vs. not used? Yes
+Fawcett’s Interview with Parse
http://www.virtualcurriculum.com/N3225/Fawcett_Parse.pdf
+ References
Cody, W., Bournes, D., Parse’s Humanbecoming School of Thought. May 2010. Retrieved electronically from: www.humanbecoming.org
Parse, R. R.,The Humanbecoming School of Thought in 2050. Nursing Science Quarterly, 2007, 20, pp 307-311. Retrieved from: http://www.discoveryinternationalonline.com/site/ontology.html
Nursing Theories; A Companion to nursing theories and models: Rosemarie Rizzo Parse. Updated October 27, 2011. Retrieved from: http://currentnursing.com/nursing_theory/Rosemary_Pars_Human_Becoming_Theory.html
Parker, M E., Smith, M C., Nursing Theories and Nursing Practice 3rd Ed. Chapter 16: Rosemarie Rizzo Parse’s Humanbecoming School of Thought. Pp 277-287.2010 F. A. Davis Company, Philadelphia, PA.
Liehr, P. Looking at symptoms with a middle-range theory lens. Proceedings, Aug 2005, 3(5), 152-157. Retrieved from: http://www.jhasin.com/