HUMANBECOMING THEORY IN PRACTICE: OPPORTUNITIES AND CHALLENGES                  

(Parse, 1981, 1998, 2007, 2014)

 

In the beginning of exploration of Parse’s (1981, 1987, 1998, 2014) humanbecoming theory, a phenomenon described by Mitchell (1993) as “the same-thing-yet-different phenomenon” often surfaces. Nurses often like what they hear but believe that they already practice this way and therefore, feel theydo not have more to learn. “While at the same time, and almost in the same breath, there is an acknowledgement that the theory is different, unfamiliar, and foreign” (Mitchell, 1993, p. 61). A nurse practicing from the perspective of humanbecoming theory consistently lives the values and beliefs of the theory with their patients. Language and communication are essential components to living the practice methodology of True Presence. Honouring dignity and freedom to choose is shown in the way nurses act and speak. Blocks to communication can be barriers to Living True Presence.

 

Resources

Baier, S. (1996). The view from bed number ten. The Healthcare Forum Journal, 39(2), 60-67. Bournes, D. A., & Mitchell, G. J. (2014). Humanbecoming. In M. R. Alligood (Ed.), (8^th ed.,

1. 464-495). Nursing theory: Utilization & application. Elsevier Mosby.

See Tables: 1, 2, 3, 4, 5 (pp. 25-37)

 

Concepts / Terms

 

• Humanuniverse
• Living Quality
• Living True Presence

 

• Illuminating meaning-Explicating
• Synchronizing rhythms-Dwelling with
• Mobilizing transcendence-Moving beyond

 

 

 

ENDS IN VIEW

1. Explore the practice methodology dimensions and processes of the humanbecoming school of thought.
2. Articulate opportunities and challenges in guiding nursing care by humanbecoming theory in acute care settings, and possible approaches to address

 

LEARNING ACTIVITY

 

Complete the required readings for this week. Read the following questions and record your thoughts, ideas and reflections for 1-7.

1. What are potential blocks to communication in the nurse-person dialogue? Discuss your ideas with your peers in your breakout team during your week 6 Record your team’s ideas and prepare to report back to the class. Add any additional ideas that surface within the larger class discussion to your list (point form is fine here)

 

2. What are the potential consequences when nurses are unable or choose not to be present with patients? Provide an example from clinical to support your

 

3. How does health teaching guided by humanbecoming theory differ from traditional approaches? Provide an example from clinical to support your work,

 

4. How can acute care assessments, monitoring and interventions coexist with humanbecoming theory? Provide an example from clinical to support your

 

5. What are some challenges when nursing care is guided by humanbecoming theory and how might you address the challenges?