Rosemarie Rizzo Parse - PowerPoint Presentation

Slide1

Rosemarie Rizzo Parse

Human Becoming Theory

Melody DevlinAmber HartSlide2

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”Slide3

Published Author

Published 9 booksOver 100 articlesRenowned speaker on Nursing Education, Theory to over 300 local, national and international venues in 30 different countries on 5 continentsSlide4

Awards

Lifetime Achievement Awards from:Nursing Research SocietyAsian American Pacific Islander

NursesaRosemarie Rizzo Parse Scholarship endowed in her name at the Henderson State College of NursingSociety of Rogerian Scholars honored her by awarding the Martha E. Rogers:

Golden Slinky Award

2008 New York Times Nurse Educator of the Year AwardSlide5

Currently . . .

Consultant and Visiting Scholar at the New York University College of NursingFounder and current Editor of Nursing Science QuarterlyPresident of Discovery International, inc.Founder of the Institute of

Humanbecoming Slide6

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 Slide7

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-healthRhythmically coconstituting humanuniverswHuman’s value priority patterns

Transcending with

possibles

Human’s emergingSlide8

Basic Concepts of the Human Becoming Theory

Meaning

RhythmicityTranscendence

“Nurses live the art of

humanbecoming

in true presence with the unfolding of illuminating meaning, synchronizing rhythms, and mobilizing transcendence.”

(Cody and

Bournes

, 2010)Slide9

Parse for Dummies!

http://www.youtube.com/watch?v=K9OcXfS4nNU&feature=results_video&playnext=1&list=PL3A9EE8A6ABEB6B94Slide10

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.Slide11

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.Slide12

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.Slide13

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.Slide14

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)Slide15

Paradoxes

Imaging: explicit-tacit; reflective-prereflective

Valuing: Confirming-not confirmingRevealing-Concealing: disclosing-not disclosingConnecting-Separating: attending-distancingPowering: 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.pdfSlide16

Nursing Paradigms and Parse’s Theory

PersonOpen being who is more than and different from the sum of the partsEnvironmentEverything in the person and his experiences

Inseparable, complimentary to and evolving withHealthOpen 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.Slide17

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, 1999Slide18

Symbol of Humanbecoming Theory

Black and White

Opposite paradox significant to ontology of human becoming Green HopeCenter JoinedCo Created mutual human universe process at the ontological level & nurse person processGreen and Black Swirls IntertwiningHuman-Universe co creation as an ongoing process of becomingSlide19

Are you still Awake????Slide20

Theory Overview:Parse Scholars Beliefs

Quality of Life from patient’s perspectiveDiagnostic practice fails to respect humankindStandardized nursing interventions disregard human dignity

Understanding human experience= individual freedomHumans are change with the process of livingInherent freedom is to be honored by nursesSlide21

Theory Overview:Real World Example

Chronic PainNurses should ask patient to describe pain in detailPhysiological, psychological, situational factors

Nurses should be aware of patient’s life situationBy listening to patients, pain can be improvedTreatment plan can be developed Patients feel closer to nurses who listen Slide22

Theories use in PracticeSlide23

Theories Use in Nursing

Differentiates Nursing from other disciplines.Not applicable in Acute or Emergent Care.Does not utilize nursing processSlide24

Theory used in Nursing SettingSlide25

Parse and Research

Strengths:Provides Research MethodologiesEnhances understanding of human lived experience, health, quality of life and quality of nursing practice.

Expands the theory of human becomingBuilds new nursing knowledge about universal lived experiences which may ultimately contribute to health and quality of life.Weaknesses: “closed circle”Rarely quantifiable resultsDifficult to compare to other research studiesDifferentiates nursing from other disciplines & not applicable in other disciplinesSlide26

Example of Research using Humanbecoming Theory

Humanbecoming 80/20 Model80% of time in direct patient care practicing

humanbecoming20% of time learning about humanbecomingSlide27

Used in Nursing ResearchSlide28

Fawcett’s CriteriaSignificance

Are the metaparadigm concepts & propositions explicit?Yes

Are the philosophical claims explicit?YesIs the conceptual model from which derived from explicit?Yes, Martha RogersAre the authors of antecedent knowledge acknowledged?Yes, acknowledges Martha RogersSlide29

Fawcett’s CriteriaInternal Consistency & Parsimony

Are the context and content of the theory congruent?YesDo the concepts reflect semantic clarity & consistency?

YesIs the theory content stated clearly & concisely?YesSlide30

Fawcett’s CriteriaTestability & Empirical Adequacy

Is the research methodology identified & congruent w/philosophical claims?YesWill data obtained from research sufficiently capture the essence of the theory?

YesAre the findings from studies of descriptions of personal experiences congruent with theory concepts?YesAre theoretical assertions congruent with empirical evidence?YesSlide31

Fawcett’s CriteriaPragmatic Adequacy

Are education & special training required before application of theory in nursing practice?Yes- language of

HumanbecomingHas the theory been applied in the real world of nursing?Yes- 80/20 study mentioned earlierIs it feasible to implement practice derived from theory?YesCan you measure the effectiveness of the theory?Yes- qualitative measurement

Can you compare outcomes of the theory when used vs. not used?

YesSlide32

Fawcett’s Interview with Parse

http://www.virtualcurriculum.com/N3225/Fawcett_Parse.pdfSlide33

References

Cody, W., Bournes, D., Parse’s Humanbecoming School of Thought. May 2010. Retrieved electronically from: www.humanbecoming.orgParse, 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.htmlNursing 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 3

rd

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/