McEwen_Theory overview_reading for Unit 1 Nursing Science

534 Author Index

Hatfield, L. A. Henderson, V. Hill, T. L.
gate control theory, 350 activities for client assistance, logistic teaching, 490
137–138, 138t
Hatlevik, I. K. R. assumptions, concepts, and Hills, M.
theory–practice gap, 416 relationships, 137 Caring Science as Sacred Science,
background, 136–137 186
Haussler, S. metaparadigm, 42, 132
research on cesarean birth, 434t, 441 nursing theory, 34t, 119, 124, Hilton, P. A.
124t, 136–139 Nightingale, 26
Havens, D. S. philosophical underpinnings of nursing theory development,
Magnet Recognition Program, 466 theory, 137 34t–36t
testability of theory, 138
Havighurst, R. usefulness of theory, 138 Himes, D.
readiness to learn, 401 dialectic learning, 489
Hendricks, J. M.
Hawkins, M. generational differences, 287 Himmelfarb, C. D.
shared governance, 456 natural history of disease, 339
Hennig, L. M.
Hawks, J. H. technology in nursing education, 491 Hinshaw, A. S.
germ theory, 333 areas of evolving nursing science,
immune system, 342 Hergenhahn, B. R. 446–448, 447t
definition of learning, 387 Magnet Recognition Program,
Hawver, T. H. learning theory, 389, 390, 392 466
emotional intelligence, 363
Herring, P. Hitt, M. A.
Hayat, M. J. Shared Presence: Caring for a Dying behavioral theories of leadership,
correlational research, 434t Spouse, 39, 435 357
Contingency Theory of Leadership,
Hayles, N. K. Herrman, J. W. 361
chaos theory, 296 operational teaching, 490
Hobdell, E. F.
Hayman, L. Herrmann, E. K. Theory of Chronic Sorrow, 109
California Safe Staffing Law, 464 Henderson, 137
Hodges, H. F.
Hayman, L. L. Hersey, P. career persistence in acute care, 218
Health Promotion Model, 236 situational leadership theory, 362
Hodges, T. D.
Haynes, R. B. Herting, J. R. authentic leadership, 364
evidence-based practice, 259 natural history of disease, 339
Hodgins, M. J.
Hayward, R. D. Hervé, R. testing of caregiving theory, 441
predictive theories, 77 causative agent in disease, 334
Hodson-Carlton, K. E.
Heater, B. S. Herzberg, F. technology in nursing education,
Theory of Chronic Sorrow, 110 motivation–hygiene (two-factor) 491
theory, 359–360, 366
Heaton, T. B. Hoenig, H.
chaos theory, 297 Hess, R. G. Transitions Theory, 239
shared governance, 458
Hechter, M. Hoerl, R. W.
rational choice theory, 281 Hickey, P. A. quality improvement, 379
California Safe Staffing Law, 464
Hecke, A. V. Hogan, M.
general systems theory, 283 Hickman, J. S. operational teaching, 490
concept development and research,
Heggdal, K. 57 Hogan, N.
Transitions Theory, 238 grand theories, 74 Nightingale, 136
metatheory, 37, 74
Heifner, C. nursing theory development, 34t–36t Hohman, M.
Health Promotion Model, 236 received and perceived views of humanbecoming paradigm, 205
science, 7
Heineken, J. research-practice relationship, 83 Hoke, M. M.
power concepts, 368 theory description, 97 Health Promotion Model, 236, 443
theory evaluation, 97
Heinitz, K. theory-research-practice Holaday, B.
charismatic leadership, 364 relationship, 82 Johnson model, 149
Transitions Theory, 237, 238
Heino, E. Holden, J. E.
model of skill acquisition in nursing, Higgins, P. A. gate control theory, 350
233 explanatory theories, 39
grand theories, 37, 74, 117 Holditch-Davis, D.
Heise, B. middle range theories, 38, 74 Maternal Role Attainment/
dialectic learning, 489 middle range theory, 215 Becoming a Mother, 252
nursing theory, 37
Heitkemper, M. practice theories, 38, 75 Holland, B. E.
health-promoting behaviors, 437 relationship among levels of theory, Client Experience Model, 218
75
Hektor, L. M. theory of music, mood, and Hollander, M.
Rogers and Rogerian theory, 193, movement, 218 nurse staffing and patient outcomes,
196 464
Hill, K. quality improvement, 375, 377
Heller, B. R. Caring Science as Sacred Science,
nursing curriculum, 487, 487t 186 Hollenbeck, J. R.
behavioral theories of leadership,
Hellriegel, D. 357
leadership, 355 Rational Decision-Making Model,
372
Helms, J. E.
gate control theory, 349 Holmes, C.
critical social theory, 293
Henderson, A.
caring as central construct, 45 Holmes, D.
parsimony of theory, 138 postmodernism, 10
value in extending nursing science,
138–139

Henderson, J.
cognitive behavioral therapies, 315

Author Index 535

Holmes, T. Hunker, D. F. Ishikawa, J.
general adaptation syndrome, Postpartum Depression Theory, Caring Science as Sacred Science,
341–342 251 186

Holton, E. F. Hunnibell, L. S. Iwasiw, C. L.
adult learning, 402–404, 403b Self-Transcendence Theory, 248 nursing education, 480
cognitive-field (gestalt) theory, 393
psychodynamic learning theory, 400 Hunt, D. J
disease management, 468 Jaarsma, T.
Holtz, C.
cultural care diversity and Hunter, J. middle range theory of self-care,
universality theory, 233 infection prevention, 334 219, 439

Holzemer, W. L. Huntington, A. Jablonski, K.
nursing science, 12 postmodern social theory, 300 cancer theories, 348
research methodology, 16
science, overview, 6 Hupcey, J. E. Jackson, S. E.
comparison of concept development leadership, 355
Homans, G. models, 67
social exchange theory, 280, 281 concept development, 50, 55, 67, Jacobs, B. B.
68t Nightingale, 135, 136
Hood, L. J. principle-based concept analysis,
nursing as profession, 3 66, 67b Jacobson, J.
postmodernism, 10 cancer theories, 348
Hurlbut, J. M.
Hopkin, R. J. Health Promotion Model, 236, 443 Jacobson, L.
genetic counseling, 345 nursing education, 480, 507
Huseby-Moore, K.
Hopkins, B. A. Rogerian theory, 196 Jacox, A.
theory-testing research, 439 abstract vs. concrete concepts, 52
Huston, C. J. assumptions, 81
Horn, S. D. administration and management, concept development, 86
practice-based evidence, 261, 262 506 concepts, types of, 51
evidence-based practice, 263 empiricism, 8
Horswell, R. practice-based evidence, 262 postpositivism, 8
disease management, 469 theoretical statements, 80t
Hutchinson, S. W. theory development process, 86
Horton, K. L. Health Belief Model, 326
symbolic interactionism, 286 Jago, A. G.
Huth, M. M. decision making, 372
Houldin, A. D. theory of acute pain management, leadership theories, 362
Theory of Reasoned Action/ 224
Planned Behavior, 326, 443 James, P.
Hutto, B. E. explanatory theories, 76
House, R. J. Bandura’s social learning theory, nursing theory, 25, 38, 72, 132
charismatic leadership, 364 400 nursing theory development, 30
Path–Goal Theory, 361–362 predictive theories, 76
Hynes, C. prescriptive theories, 77, 434
Houston, S. psychoanalytic theory, 309 theory categorization, 75
Magnet Recognition Program, 466
I James, W.
Howie, L. Icaboni, J. concept of self, 285
cognitive-field (gestalt) theory,
393–394 infection prevention, 334 Jampol, M. L.
Ihlenfed, J. Theory of Normalizing Risky Sexual
Hoyt, S. Behaviors, 218
Nightingale, 135 social exchange theory, 282
Im, E. O. Jankowski, S. M.
Hsieh, S. I. Health as Expanding
logistic teaching, 490 Asian Immigrant Women’s Consciousness, 201
Menopausal Symptom
Hsu, L. L. Experience, 420t Janzen, S. K.
logistic teaching, 490 Magnet Recognition Program, 466
explanatory theories, 76
Hudepol, J. H. midlife women’s attitudes toward Jarrell, A.
humanbecoming paradigm, 205 interpersonal theory, 313
physical activity, 420t
Hudson, K. practice theories, 418, 421t, 502 Jeanerette, C.
evidence-based practice, 259, 261, practice to theory approach, 85 Uncertainty of Illness Theory, 244
504 Transitions Theory, 237
Ingersoll, G. L. Jeffries, P. R.
Hughes, I. evidence-based practice, 259, 260, nursing education, 480, 491, 492
grand theories, 118
261 Jenkins, B.
Hughes, R. Irvin, B. L. research-based concepts, 54
Theory of Goal Attainment, 176
theory-testing research, 439 Jenkins, J.
Hughes, T. Isaksson, A. genomics in nursing practice,
immune function, 343 344–345
Theory of Chronic Sorrow, 109, Roy Adaptation Model, 181
Hull, C. L. 250
reinforcement, 389, 389t, 390 Jenkins, K.
Isaramalai, S. California Safe Staffing Law, 464
Hume, D. Orem, 142
empiricism, 8 Jennings, B. M.
Isbir, G. G. evidence-based practice, 259, 261
Hummel, J. R. adaptation in pregnancy, 426
disease management, 470 Jens, R.
Isenberg, M. charismatic leadership, 364
Humphrey, R. H. Roy Adaptation Model, 181
emotional intelligence, 363

Humphreys, A.
nurses’ competence in genetics,
345

536 Author Index

Jensen, E. Judd, D. Kao, H. F. S.
evidence-based practice, 504 nursing as profession, 3 social networks, 284

Jensen, L. Judge, C. A. Kaplan, L.
Conservation Model, 163 interpersonal theory, 313 evidence-based practice, 381–382

Jirovec, M. M. Judge, T. A. Kapralos, B.
Roy Adaptation Model, 181 Achievement–Motivation Theory, operational teaching, 490
366, 367
Johnson, A. departmentalization, 456 Karian, V. E.
logistic teaching, 490 Equity Theory, 368 Health as Expanding Consciousness,
organizational design, 453 201
Johnson, A. P. transactional and transformational
Magnet Recognition Program, 465 leadership, 363 Karpf, T.
visionary leadership, 364 Nightingale, 135
Johnson, B.
patient-focused care, 462 Junda, T. Karunamuni, N.
social networks, 284 social cognitive theories, 322
Johnson, B. M.
chaos theory, 296 Jung, D. D. Kaskel, B. L.
general systems theory, 282 charismatic leadership, 364 nursing curriculum, 484
theory–practice gap, 417
Jung, D. I. Kasl, S. V.
Johnson, D. transformational leadership, 363 Health Belief Model, 323f
assumptions, concepts, and
relationships, 147–148, 147t Juran, J. M. Kasper, C. E.
background, 147 quality improvement, 377–378 nursing theory, 25
Behavioral System Model, 146–149
metaparadigm, 43t, 147 Jurgens, C. Y. Kasprzyk, D.
nursing theory, 34t, 119, 124, Theory of Unpleasant Symptoms, 247 Theory of Reasoned Action/Planned
124t, 146–149 Behavior, 323
parsimony of theory, 149 Justin, J. E.
philosophical underpinnings of Path–Goal Theory, 362 Katz, N. H.
theory, 147 conflict management, 374
testability of theory, 149 K
totality paradigm, 121 Kacmaz, Z. Kaur, R.
usefulness of theory, 149 infection prevention, 334
value in extending nursing science, interpersonal theory, 312
149 Kahn, D. L. Kawano, M.
writings, 146, 146b Caring Science as Sacred Science,
Self-Transcendence Theory, 248 186
Johnson, D. E. Kaiser, M.
borrowed theories, 306 Kay, A.
disease management, 469 Theory X and Theory Y, 359
Johnson, J. Kalisch, B. J.
nursing curriculum, 487 Keating, S. B.
Nightingale, 26, 431 nursing education/curriculum, 480,
Johnson, N. L. nursing theory development, 28, 481, 483, 484–485
web of causation, 337
30, 33t Kedziora-Kornatowsa, K.
Johnson, R. L. Pasteur’s germ theory, 333 Care Dependency Scale, 139
genetics of cardiovascular disease, 346 Kalisch, P. A.
Nightingale, 26, 431 Kee, S.
Johnson, S. nursing theory development, 28, patient care delivery models, 463
web of causation, 337
30, 33t Keeley, A. C.
Jonas, C. Pasteur’s germ theory, 333 career persistence in acute care,
humanbecoming paradigm, 205 Kameoka, T. 218
King’s conceptual framework, 176
Jones, C. Kanacki, L. S. Keene, A.
grand theories, 118 research-based concepts, 54 pain management, 349
Health Belief Model, 326 Shared Presence: Caring for a Dying
Keevil, C.
Jones, D. Spouse, 39, 435 causative agent in disease, 334
Health as Expanding Kane, V.
Consciousness, 202 Keilman, L. J.
Newman and Newman theory, 198 problem-based learning, 489 model of skill acquisition in nursing,
Kang, D. H. 232
Jones, D. A.
Health as Expanding Consciousness, immune function, 343 Keithley, J. K.
201 Kang, Y. logistic teaching, 490

Jones, N. health-promoting behaviors, 437 Keller, C.
Path–Goal Theory, 361 predictive theories, 77 experimental study of “sign chi do”
Kangas, S. exercises, 437
Jones-Parker, H. patient care delivery models, 463
natural history of disease, 339 Kant, I. Kelley, H. M.
philosophy, overview, 7 social exchange theory, 280
Jonsdottir, H. Kanter, R.
nursing as discipline, 4 Theory of Structural Empowerment, Kelley, J.
theory application in practice, 413 nursing curriculum, 482
370
Jordan, M. Kanungo, R. N. Kelley, L. S.
general systems theory, 283 humanbecoming paradigm, 205
charismatic leadership, 364
Joseph, H. A. Kao, C. H. Kelly, C. W.
Theory of Chronic Sorrow, 250 commitment to health theory, 439
social networks, 284
Joseph, L. M. Kelly, K.
Theory of Goal Attainment, 176 immune function, 343

Kelly, M.
patient-focused care, 463

Kelly, T.
cognitive-field (gestalt) theory,
393–394

Author Index 537

Kemp, V. Theory of Goal Attainment, 160, Koehler, J.
model for smoking prevention, 173–177, 174t caregiver effectiveness model, 220,
222–223 249t
transactional process, 173–177
Kemper, A. R. usefulness of theory, 176 Koenig, H. G.
natural history of disease, 339 King, J. predictive theories, 77
parish nursing model, 231t
Kendall, J. Kipnis, D. Koh, W.
explanatory theories, 76 coercion power, 369 transformational leadership, 363
research to theory approach, 85 Kirk, M.
genomic health care, 345 Kohn, L. T.
Kendall, L. C. nursing curriculum, 487 quality improvement, 470
Theory of Chronic Sorrow, 110 Kirkham, S. R.
caring as central construct, 45 Kolb, D. A.
Kennedy, H. P. metaparadigm, 42 cognitive development/interaction
postmodern social theory, 300 postmodern social theory, 300 theories, 395
Kirkley, D. learning styles, 405
Kenner, C. Magnet Recognition Program, 465
evidence-based practice, 261, 263 Kitson, A. Kolcaba, K.
nursing as profession, 2, 3 context analysis, 66 Theory of Comfort, 222, 229, 241,
Kitson, A. L. 244–246
Kennerly, S. M. general systems theory, 283
transformational leadership, 459 Kiviniemi, M. T. Kongstvedt, P. R.
correlational study of disease management, 468
Kenney, J. W.
general systems theory, 282 mammography, 436 Koop, P. M.
theory application in practice, 413, social psychology theories, 326 symbolic interactionism, 286
414b theories as conceptual framework,
theory-based nursing practice, 414 Kopelman, R. E.
443 Theory X and Theory Y, 359
Kerlinger, F. N. Kleiber, C.
concept development, 50 Koponen, L.
concept development and research, Iowa Model, of evidence-based model of skill acquisition in nursing,
57 practice, 264, 267 232

Ketefian, S. Kleinbeck, S. V. M. Koren, M. E.
middle range theories, 38 caregiver effectiveness model, 220, spirituality of staff nurses, 427t
nurse staffing and patient outcomes, 249t
464 Caregiving Effectiveness Model, 39 Korhan, E. A.
Care Dependency Scale, 139
Khoueiry, G. Kleinpell, R. M.
Six Sigma, 381 Theory of Comfort, 246 Kothare, S. V.
Theory of Chronic Sorrow, 109
Khurana, D. S. Kline, N.
Theory of Chronic Sorrow, 109 infection prevention, 334 Kotter, J. P.
Eight Step Plan for Implementing
Kidd, P. Knafl, K. A. Change, 370, 371
nursing theory development, 29t, concept development, 51
47 Kouzes, J.
research methodology, 18 Knapp, T. R. transformational leadership, 459
assumptions, 81
Kiefner, J. empiricism, 8, 9 Kowlaski, K.
Piaget’s cognitive development metaparadigm, 41 technology in nursing education,
theory, 396–397 metatheory, 37 493
methodology, 12 theory-based nursing practice, 414
Kiesel, M. nursing philosophy, 11 theory–practice gap, 416
homeostasis, 340 nursing theory, 27t–28t, 40
science, overview, 5 Kralik, D.
Kikuchi, J. F. theory components, 79 psychoanalytic theory, 309
theory-based nursing practice, 415 theory development, 73
translational research, 32 Kramer, M. K.
Kilmann, R. H. assumptions, 81
conflict mode model, 374 Kneisl, C. R. concept development, 51, 87
general adaptation syndrome, evidence-based practice, 261, 263,
Kim, H. S. 319–320 264, 502, 504
concept development, 50, 61–63, future issues in nursing, 500
62t, 64t, 67, 68t Knowles, M. knowledge development, 500
metaparadigm, 41, 44 adult learning, 402–404, 403b, 492 metatheory, 37
middle range theory, 214, 501 cognitive-field (gestalt) theory, middle range theories, 38, 501
practice theories, 418t 393 middle range theory, 214
testability of theories, 127 role of teachers, 391 nursing epistemology, 15
nursing theory, 25, 26, 27t–28t
Kim, S. Knox, A. B. nursing theory development, 29,
cultural diversity and cultural bias, proficiency, 405 31, 32, 34t–36t
295 philosophy, overview, 6
predictive theories, 77 Koch, T. postmodernism, 10
psychoanalytic theory, 309 practice-based evidence, 262
King, I. M. practice theories, 418, 421t, 502
assumptions, concepts, and Kochinda, C. shared governance, 456, 457, 458
relationships, 174–176, 175t caregiver effectiveness model, 220, theory and research, 431–432
background, 173 249t theory-based nursing practice, 415,
nursing theory, 34t, 119, 124, Caregiving Effectiveness Model, 39 415t
124t, 173–177 theory components, 79
philosophical underpinnings of theory concepts, 79
theory, 174 theory construction, 88
Systems Framework, 160, 173–177
testability of theory, 176–177

538 Author Index

Kramer, M. K. (continued) social psychology theories, 326 Lee, H.
theory description and critique, 97, theories as conceptual framework, health-related behaviors of Korean
98t, 101–102, 102t, 106, 107t Americans, 420t
theory development, 73, 437 443 social networks, 284
theory development process, 86 Lam, S. K.
theory purpose, 79 Lee, H. O.
theory structure and linkages, 81 transformational leadership, 363 cultural diversity and cultural bias,
theory testing in research, 88 Lamb, G. S. 295
theory validation and application in
practice, 88 Health as Expanding Lee, J.
Consciousness, 201 disease management, 468
Kraus, R.
evidence-based practice, 266 Lancellotti, K. Lee, J. S.
cultural care diversity and cultural diversity and cultural bias,
Kravits, K. universality theory, 234 295
Theory of Goal Attainment, 176
Lane, E. Lee, P.
Kristiansen, L. gate control theory, 350 perceived view of science, 9
theory of ICU transitional care, 435
Transitions Theory, 238 Lanham, H. J. Lee, R. C.
general systems theory, 283 cultural care diversity and universal-
Kudenchuk, P. J. ity theory, 234
study of implantable cardioverter LaPlant, M.
defibrillator, 436–437, 443 Nightingale, 136 Lee, T. Y.
social networks, 284
Kuennen, J. K. Lapum, J.
dialectic learning, 489 critical social theory, 293 Lee, Y. S.
predictive theories, 77
Kuhn, J. Larkey, L. K.
dialectic learning, 489 experimental study of “sign chi do” Lee-Lin, F.
exercises, 437 cancer theories, 348
Kuhn, T. S.
metaparadigm, 41 Laroussini, J. Leeman, J.
paradigm shift, 119–120, 203 Caring Science as Sacred Science, symptom-focused diabetes care, 420t
theory evaluation, 104 186
Lefrancois, G. R.
KuKanich, K. S. Larsen, K. learning theory, 390
infection prevention, 334 theory–practice gap, 416
Legault, F.
Kunert, M. P. Larson, E. L. humanbecoming paradigm, 205
homeostasis, 340 infection prevention, 334
Legido, A.
Kunkler, K. Laschinger, H. Theory of Chronic Sorrow, 109
allostasis, 340 Leader–Member Exchange Theory,
370 Leigh, G. T.
Kuo, E. S. cognitive-field (gestalt) theory, 394
natural history of disease, 339 Laschinger, H. K.
shared governance, 456 Leininger, M.
Kurfiss, J. G. caring as central construct, 45
Perry’s theory of intellectual and Lasiter, S. Caring Science as Sacred Science,
ethical development, 398–399 descriptive research, 434t 186
cultural care diversity and
Kushi, L. H. Latham, T. universality theory, 233–234, 497
cancer theories, 348 gate control theory, 350 metaparadigm, 43t
middle range theory, 214, 230
Kushniruk, A. Latimer, K. nursing theory, 35t, 119, 230
Theory of Nurses’ Recognizing and operational teaching, 490
Responding to Uncertainty, 435 Lemieux, M. L.
Lau, Y. nursing curriculum, 487
Kwekkeboom, K. social networks, 284
Rogerian theory, 196 Lenz, E. R.
Laughton, D. comparison of concept development
L Theory of Goal Attainment, 176 models, 67
Lachance, L. concept development, 55
Lauver, D. middle range theory, 215, 225
Roy Adaptation Model, 181 theory of care-seeking behavior, self-efficacy theory, 242t
Ladas, E. L. 242t Theory of Unpleasant Symptoms,
218, 241, 246–247
immune function, 343 Law, K. S.
Laffrey, S. C. Leader–Member Exchange Theory, Leonard, V.
358 nursing curriculum, 508
predictive theories, 77
LaFleur, C. J. Law, R. Levelle, M.
Bridging Worlds theory, 419 Magnet Recognition Program, 466
Piaget’s cognitive development practice to theory approach, 85
theory, 397 Levesque, L.
Lawyer, J. W. Roy Adaptation Model, 181
Lai, L. conflict management, 374
Theory of Goal Attainment, 176 Levine, M. E.
Lazarus, R. S. assumptions, concepts, and
Lake, E. T. stress coping adaptation theory, relationships, 161–162, 162t
Magnet Recognition Program, 466 221, 320, 327t background, 160
nurse staffing and patient outcomes, Conservation Model, 160–164,
464–465 Le, H. N. 220, 419, 440–441
shared governance, 457 Postpartum Depression Theory, 251 middle range theory derived from
work, 220, 419, 440–441
Lally, R. M. Lea, D. nursing theory, 24, 25, 31, 34t, 40,
correlational study of genomic health care, 345 119, 160–164
mammography, 436
Leach, M. J.
Conservation Model, 163

Leahy-Warren, P.
social networks, 284

Leavell, H. R.
natural history of disease, 337, 338f

Author Index 539

parsimony of theory, 163–164 Lindebaum, D. Long, K. A.
patient-centered approach, 139, 141 transformational leadership, 363 rural nursing model, 231t
philosophical underpinnings of
Lindesmith, A. Lopez, M.
theory, 160–161 role theory, 286 Artinian Intersystem Model, 168
testability of theory, 163 symbolic interactionism, 285t
usefulness of theory, 163 Lopez, R. P.
Levi-Strauss, C. Lindzey, G. nursing philosophy, 11
social exchange theory, 280 defense mechanisms, 308
Levitan, S. E. Lorenz, E. N.
patient-focused care, 462 Lippett, R. chaos theory, 298
Lewandowski, W. A. leadership behavior, 357
Rogerian theory, 196 Lorsch, J.
Lewin, K. Lipsitz, L. A. Theory X and Theory Y, 359
adage on theory, 388–389 homeostasis, 340
gestalt theory, 393 Lottko, B.
leadership behavior, 357 Lira, M. T. web of causation, 335
planned change theory, 370–372 natural history of disease, 339
Lewis, C. Loughrey, A.
web of causation, 337 Litchfield, M. C. infection prevention, 334
Lewis, D. Y. nursing as discipline, 4
nursing curriculum, 487, 487t theory application in practice, 413 Lowes, L.
Lewis, F. M. Theory of Chronic Sorrow, 109,
social psychology theories, 325 Litt, D. 250
Lewis, S. Theory of Reasoned Action/Planned
Caring Science as Sacred Science, Behavior, 326 Lowry, L. W.
theory application in practice, 413
186 Litwack, K. theory-based nursing practice, 414
Li, C.-H. gate control theory, 349 theory-research-practice relationship,
pain management, 349 82
disease management, 470
Li, H. Liu, K. P. Y. Lu, J. H.
information-processing model, 395 genetics of addiction, 346
evidence-based practice, 266
Li, J. Llewellyn, C. Lubans, D. R.
Health Belief Model, 326 social cognitive theories, 322
natural history of disease, 339
Li, R. Lloyd, D. Lucas, R.
Theory of Goal Attainment, 176 principle-based concept analysis, 66
information-processing model, 395
Liang, S. Y. Loan, L. A. Lucero, N. B.
evidence-based practice, 259, 261 Postpartum Depression Theory, 251
social networks, 284
Liaschendo, J. LoBiondo-Wood, G. Lucey, C.
correlational research, 436 case management, 466–467
theory–practice gap, 416 evidence-based practice, 31, 259,
Liehr, P. R. 419, 421t Lukose, A.
experimental research, 436 Caring Science as Sacred Science,
middle range theory, 217, 225, research framework, 433–434 186
226, 230, 501 research process, 433b
Theory of Unpleasant Symptoms, 443 Luna, M.
practice theories, 421t theory-testing research, 439 practice to theory approach, 85
theory evaluation, 106 Uncertainty of Illness Theory, 244
Lievano, J. A. Luquire, R.
Theory of Normalizing Risky Sexual Lobo, M. L. Magnet Recognition Program, 466
concept analysis, 57
Behaviors, 218 Luthans, F.
Liewehr, D. J. Locke, J. authentic leadership, 364
empiricism, 8
genomics in nursing practice, Lyneham, J.
344–345 Lockhart, J. S. model of skill acquisition in nursing,
Theory of Goal Attainment, 176–177 232
Ligon, M.
psychosocial developmental theory, Loeb, J. M. Lynn, M. R.
310 quality improvement, 375, 376t Uncertainty of Illness Theory, 244

Lim, L. Loehler, J. Lyon, D.
cultural care diversity and Caregiving Effectiveness Model, 39 critical social theory, 293
universality theory, 234
nursing strategies to reduce caries, Loescher, L. J. Lyons, A. A.
427t genomics in education, 345 Theory of Comfort, 246

Lin, C. Logan, J. R. M
Bandura’s social learning theory, social networks, 283 Maaitah, R.
399–400
Logan, W. cultural diversity and cultural bias,
Lin, K. C. nursing theory, 36t, 118, 119 295
social networks, 284
Logsdon, M. C. MacDonald, D. J.
Lin, L. Maternal Role Attainment/ genomics in cancer care, 346
Uncertainty of Illness Theory, 244 Becoming a Mother, 252
Machin, T.
Lin, M. Lokken, L. role theory, 288
Health Belief Model, 326 study of postpartum hospital
discharge, 436 Maciag, T.
Lindberg, C. E. logistic teaching, 490
gate control theory, 350 Long, A.
nursing care for patients at risk for Mackay, M.
suicide, 218 postmodernism, 10

Long, J. M. Mackenzie, S. B.
cultural care diversity and Path–Goal Theory, 361
universality theory, 233
Mackey, M. C.
feminist theory, 292

540 Author Index

MacLaren, C. Mare, J. McAuley, E.
Rational Emotive Theory, 314 Theory of Chronic Sorrow, 109 Theory of Unpleasant Symptoms,
247
MacMahon, B. Marine, M.
web of causation, 335 infection prevention, 334 McCallin, A. M.
Artinian Intersystem Model, 168
MacPhail, L. H. Mark, B.
disease management, 470 grand theories, 118 McCance, T.
nursing theory, 36t
Madrid, M. Mark, B. A.
Rogerian theory, 196, 197 chaos theory, 296, 297–298 McCarter, B.
patient-focused care, 462
Madsen, J. K. Marriage, D.
theory–practice gap, 416 cognitive behavioral therapies, 315 McCarthy, E. M.
social exchange theory, 281
Maeve, M. K. Marriner-Tomey, A.
Postpartum Depression Theory, total patient care (functional McCarthy, G.
251 nursing), 460 research-based concepts, 54
social networks, 284
Mager, R. F. Marrs, J.
nursing curriculum, 481–482 research-practice relationship, 83 McCarty, K.
theory application in practice, 413 evidence-based practice, 474
Magill-Evans, J. theory-based nursing practice, 414
Parenting Under Pressure, 439 theory-research-practice relationship, McCauley, E.
82 natural history of disease, 339
Maglione, J. L.
Health Promotion Model, 236 Marsons, L. McCay, E.
homeostasis, 340 critical social theory, 293
Maguire, P.
shared governance, 456, 457, 458 Martin, A. McClelland, D. C.
patient-centered approach, 139–142 power strategy, 369
Mahar, L.
Contingency Theory of Leadership, Martin, K. S. McCloskey, J.
360–361 Omaha System, 218, 231t power concepts, 368

Mahat, G. Martins, D. C. McClure, M. L.
Piaget’s cognitive development critical social theory, 292 Magnet Recognition Program, 465,
theory, 397 466
Martsolf, D.
Mahon, S. M. symbolic interactionism, 286 McCormack, B.
model of skill acquisition in nursing, context analysis, 66
232 Marui, E. nursing theory, 36t
natural history of disease, 339 cultural diversity and cultural bias,
295 McCormack, D.
Mahoney, G. Theory of Comfort, 246
Path–Goal Theory, 361 Marx, K.
conflict theory, 289–290 McCormick, M. J.
Mahoney, J. S. critical social theory, 292 technology in nursing education,
therapeutic milieu, 313 social exchange theory, 281 493

Maier, I. Maslow, A. McCoy, T. P.
web of causation, 335 human needs theory, 54, 131, interpersonal theory, 313
315–317, 327t, 359, 363–364,
Maiman, L. A. 366, 401 McCreaddie, M.
Health Belief Model, 222 humor use in nurse–patient
Mason, G. interactions, 218
Makaroff, K. L. S. general systems theory, 282
nursing as discipline, 4 McCullough, M.
philosophy, overview, 6 Masters, K. cancer theories, 348
theory application in practice,
Malcolm, J. 413 McDaniel, R. R., Jr.
testing of caregiving theory, 441 theory evaluation, 106 general systems theory, 283

Malinski, V. M. Masters, M. L. McDonald, L.
caring as central construct, 45 quality improvement, 377t Nightingale, 136
metaparadigm, 41
Rogerian theory, 196 Masters, R. J. McElligott, D.
quality improvement, 377t Nightingale, 135
Malloch, K.
evidence-based practice, 421t Matheney, R. V. McEwen, M.
future issues in nursing, 499, 502, patient-centered approach, 139–142 epidemiologic triangle, 335
506, 507 nursing curriculum, 484
Mathews, H. L. theoretical knowledge and skills,
Malone, E. immune function, 343 501
Theory X and Theory Y, 359 theory as conceptual framework in
Matthews, R. research, 437, 442
Mang, A. L. web of causation, 337
patient-focused care, 461, 462 McFarland, M.
Matutina, R. E. cultural care diversity and
Manojlovich, M. concept analysis, 57 universality theory, 233
future issues in nursing, 499
Mauritz, M. McGahee, T. W.
March, A. symbolic interactionism, 286 model for smoking prevention,
Theory of Comfort, 246 222–223
Maxfield, D. G.
Marchione, J. whole brain learning, 405 McGhee, M. N.
Health as Expanding Consciousness, cultural care diversity and
200t May, B. A. universality theory, 234
Theory of Goal Attainment, 177
Marcic, D. McGregor, D.
conflict mode model, 374 May, D. R. Theory X and Theory Y, 359, 366
empowerment, 369 authentic leadership, 364
quality improvement, 378 McGuinn, K.
Theory X and Theory Y, 359 McArdle, T. nursing curriculum, 487
immune function, 343

Author Index 541

McGuire, E. received and perceived views of Mick, J.
transformational leadership, 459 science, 7 evidence-based practice, 475

McIntyre, C. science, views of, 11t Mikkelsen, G.
Theory of Reasoned Action/Planned theory description, analysis, and principle-based concept analysis,
Behavior, 326 66
critique, 97, 98t, 102–103, 106,
McKee, A. 107t Miles, M. S.
emotional intelligence, 356–357 theory development approaches, Maternal Role Attainment/
83–86, 84t Becoming a Mother, 252
McKee-Waddle, R. theory-practice relationship, 83
patient care delivery models, 463 theory-research relationship, 82 Millar, B.
Transitions Theory, 236–239 humanbecoming paradigm, 205
McKenna, G. Melnyk, B. M.
practice theories, 38 ARCC Model, 264, 266 Millar, B. C.
evidence-based practice, 32, infection prevention, 334
McKenna, H. P. 258–261, 263–264, 266–267,
assumptions, 81 270, 380–382, 421t, 474 Millet, K.
concept development, 50 Johns Hopkins Nursing Evidence- socialist feminism, 291
descriptive research, 435 Based Practice Model, 267
evidence-based practice, 261 Stetler Model of Evidence-Based Milligan, R. A.
Practice, 270 Theory of Unpleasant Symptoms,
McKenna, L. Melvin, C. S. 218, 241, 246–247
Perry’s theory of intellectual and Theory of Chronic Sorrow, 110
ethical development, 399 Melzack, R. Mills, C. W.
gate control theory, 349 sociological imagination, 279
McMahon, M. A. Melzak, R.
descriptive theories, 76 gate control theory of pain, 221 Milton, C. L.
Mendel, G. humanbecoming paradigm, 205
McMenamin, E. M. theory of genetics, 343
pain management, 349 Mensik, J. Minor, J.
King, 173 Contingency Theory of Leadership,
McNabb, S. Mercer, R. T. 361
disease management, 469 Maternal Role Attainment/
Becoming a Mother, 222, 248, Minter, M. L.
McNett, M. 251–252 lead exposure screening and
infection prevention, 334 Meretoja, R. strategies, 424
model of skill acquisition in nursing,
Mead, K. 232, 233 Mion, L.
symbolic interactionism, 285–286 Merkle, C. J. risk factors for pressure ulcers, 218
cancer theories, 346
Meadows, R. Merritt, S. Mishel, M. H.
caring as central construct, 45 Caring Science as Sacred Science, Uncertainty in Illness Theory, 222,
186 241–244
Meadows-Oliver, M. Merritt-Gray, M.
natural history of disease, 339 descriptive research on abused Mitcham, C.
women, 434t comparison of concept development
Medina, J. feminist theory, 292 models, 67
mobile device for nursing, 139 Messecar, D. C. concept analysis, 55, 66
explanatory theories, 76
Mefford, L. C. research to theory approach, 85 Mitchell, C.
Conservation Model, 163 Messmer, P. R. Health as Expanding Consciousness,
Theory of Health Promotion for King, 173 201
Preterm Infants, 220, 419, King’s conceptual framework, 176
440–441 Mete, S. Mitchell, D.
adaptation in pregnancy, 426 learning styles, 405
Mehta, A. Meyer, R. M. postmodern social theory, 300
general systems theory, 283 general systems theory, 283
Meyers, S. T. Mitchell, G.
Meighan, M. research on cesarean birth, 434t, 441 theory to implement change, 427t
Maternal Role Attainment/ Mezirow, J.
Becoming a Mother, 252 transformational learning, 405 Mitchell, G. J.
Miaskowski, C. evidence-based practice, 261
Meininger, J. C. experimental research on cancer nursing as human science, 16, 17
natural history of disease, 339 pain, 434t
Michaels, C. Mitchell, P. H.
Meleis, A. I. Health as Expanding Consciousness, King, 173
abstract vs. concrete concepts, 52 201
concept analysis, 64–65 Michelow, M. D. Miyahara, T.
concept clarification, 64, 64b disease management, 470 Health as Expanding Consciousness,
concept development, 63–65, 65t, 201
67, 68t
concept exploration, 63 Miziniak, H.
descriptive theory, 434 dialectic learning, 489
epistemology, 12, 13
grand theory categorization, 119, Mock, V.
120t, 123t Conservation Model, 163
metaparadigm, 44
middle range theory, 214, 215, Moddeman, G. R.
216, 230, 501 gate control theory, 350
nursing curriculum, 482
nursing epistemology, 15 Moe, K.
nursing theory, 119, 230, 236–239 Caring Science as Sacred Science,
nursing theory development, 33t 186
postmodernism, 7, 10
practice theories, 418, 502 Mokoka, K.
prescriptive theories, 40, 77, 434 human needs theory, 317

Moloney, M. F.
postmodernism, 10
research methodology, 18

Molzahn, A. E.
metaparadigm, 42

542 Author Index

Montalvo-Liendo, N. Morse, J. M. N
cultural diversity and cultural bias, comparison of concept development Nagle, L.
295 models, 67
concept clarification, 66 Theory of Nurses’ Recognizing and
Montano, D. E. concept comparison, 66 Responding to Uncertainty, 435
Theory of Reasoned Action/ concept delineation, 65
Planned Behavior, 323 concept development, 55, 65–66, Nail, L. M.
67, 68t explanatory theories, 76
Montgomery, K. S. research to theory approach, 85
Bandura’s social learning theory, Morse, J. S.
399 learning styles, 405 Nanus, B.
transformational leadership, 458
Monti, E. J. Morton, J. L.
perceived view of science, 9 Health Belief Model, 424–425 Napier, G.
research methodology, 17, 18 therapeutic milieu, 313
Moser, D. K.
Moody, L. E. Theory of Unpleasant Symptoms, Nardi, D.
grand theories, 74 247 Theory of Spirituality-Based
knowledge development, 432 Nursing Practice, 39
nursing as practice science, 16 Motl, R. W.
nursing theory development, 33t Theory of Unpleasant Symptoms, Neal, L. J.
science, views of, 11t 247 theory of home health nursing,
theory as conceptual framework, 231t
443 Mott, S.
theory evaluation, 97, 106 cultural diversity and cultural bias, Neff, D. M.
theory-research-practice relationship, 295 nurse staffing and patient outcomes,
82 465
Muehlenkord, A.
Moody-Thomas, S. technology in nursing education, Neill, J.
disease management, 469 491 Health as Expanding Consciousness,
201
Moore, A. Muething, S.
web of causation, 337 patient-focused care, 463 Neill, R. M.
Watson, 183
Moore, J. E. Muhlenkamp, A. F.
infection prevention, 334 theory analysis and evaluation, 97, Neils, P. F.
98t, 99, 99b Nightingale, 135
Moore, K.
interpersonal theory, 313 Mukhopadhyay, S. Nelson, A. M.
Health Belief Model, 326 theory to practice to theory
Moore, S. M. approach, 84
acute pain management, 224, 249t Mulvihill, D.
explanatory theories, 39 Social Readjustment Rating Scale, Neswick, R. S.
flight nursing expertise, 439 342 Conservation Model, 163
grand theories, 37, 74, 117
middle range theory, 38, 74, 215 Munhall, P. L. Neuhaeuser, M.
nursing theory, 37 research methodology, 18 web of causation, 335
practice theories, 38, 75
relationship among levels of theory, Murdaugh, C. L. Neuman, B.
75 Health Promotion Model, 95, assumptions, concepts, and
Theory of the Peaceful End of Life, 234–236, 235f relationships, 150–152, 151t,
224, 224f, 249t 152f
Murphy, J. background, 150
Moreland, S. S. postmodern social theory, 299 evidence-based practice, 261, 264
nursing curriculum, 487 human needs theory, 124t
Murphy, R. J. Johnson model, 149
Moreno, D. A. natural history of disease, 339 metaparadigm, 43t, 150
nurse staffing and patient outcomes, middle range theories derived from
464 Murray, C. work, 219
quality improvement, 375, 377 chaos theory, 296 nursing epistemology, 14
nursing theory, 35t, 119, 132,
Moreno, J. Murray, P. J. 149–154
sociograms, 283–284 Neuman, 149 parsimony of theory, 154
philosophical underpinnings of
Moreno-Ferguson, M. E. Murray, R. P. theory, 150
Roy Adaptation Model, 181 Theory of Comfort, 246 Systems Model, 131, 149–154,
320–321, 441
Moretz, J. Murrock, C. J. testability of theory, 153–154
patient-focused care, 463 explanatory theories, 39 usefulness of theory, 152–153
Health Promotion Model, 236 value in extending nursing science,
Morinec, J. theory of music, mood, and 154
infection prevention, 334 movement, 218
Newell, A.
Morris, D. L. Musker, K. M. problem solving, 405
middle range theory, 214 Health as Expanding
Consciousness, 201 Newhouse, R. P.
Morris, P. Johns Hopkins Nursing Evidence-
Health Belief Model, 326 Muszalik, M. Based Practice Model, 264,
Care Dependency Scale, 139 267–270, 269b
Morrison, E. F.
nursing theory development, 29t, Muurinen, E. Newman, M. A.
47 humanbecoming paradigm, assumptions, concepts, and
research methodology, 18 205 relationships, 198–201, 200t
background, 125, 198
Morse, J. Myers, A. caring as central construct, 45
theory of suffering, 249t nursing curriculum, 487
Theory X and Theory Y, 359
Myers, S.
patient-focused care, 461

Myny, D.
general systems theory, 283

Author Index 543

Health as Expanding Consciousness, explanatory theory, 435 Onyango, M. A.
192, 198–202, 208, 209t future issues in nursing, 500 cultural diversity and cultural bias,
methodological triangulation, 500 295
metaparadigm, 43t research report, 445, 446b
middle range theories derived from theory as conceptual framework in Oosthuizen, M.
human needs theory, 317
work, 219 research, 442, 442b
middle range theory, 214 theory-generating research, Orem, D. E.
nursing as discipline, 4 assumptions, concepts, and
nursing theory, 35t, 119, 124, 438–439 relationships, 142–144, 144t
theory-testing research, 439 background, 142
124t, 192, 198–202 Nosek, M. human needs theory, 124t
paradigm categorization of theories, postmodern social theory, 300 metaparadigm, 43t, 143–144
Nyatanga, L. middle range theories derived from
122, 123t, 124 philosophy of science in nursing, 12 work, 219, 439
philosophical underpinnings of Nye, F. I. nursing theory, 34t, 119, 132,
social exchange theory, 280 142–146
theory, 198 O parsimony of theory, 146
Rogerian theory, 196 Obeisat, S. particulate–deterministic paradigm,
simultaneity paradigm, 121 cultural diversity and cultural bias, 122
simultaneous action paradigm, 126 philosophical underpinnings of
testability of theory, 201–202 295 theory, 142
usefulness of theory, 201, 202b Oberer, J. Self-Care Deficit Nursing Theory,
Ng, K. K. 142–146, 425, 484
cancer theories, 348 learning styles, 405 testability of theory, 145, 145b
Ngai, F. Oberle, K. totality paradigm, 121
social networks, 284 usefulness of theory, 144–145,
Ngamkham, S. Conservation Model, 163 145b
gate control theory, 350 O’Boyle, E. H. value in extending nursing science,
Nguyen-Truong, C. K. Y. 146
cancer theories, 348 emotional intelligence, 363
Nichols, F. O’Brien-Pallas, L. L. Oritz, M.
nursing curriculum, 487 Theory of Goal Attainment, 176
Nightingale, F. general systems theory, 283
application of theory to research, 431 O’Connor, A. Orlando, I. J.
assumptions, concepts, and background, 125
nurses’ competence in genetics, client participation, 312
relationships, 134–135 345 interaction theory, 119
background, 133–134 middle range theory, 214
feminism, 292 O’Connor, J. J. nursing theory, 31, 34t, 119,
nursing theory, 26, 30, 34t, 119, Nightingale, 133, 134 312
particulate–deterministic paradigm,
124, 124t, 132–136 Ogola, G. O. 122
parsimony of theory, 136 Magnet Recognition Program, 466
particulate–deterministic paradigm, Ormrod, J. E.
Ohmasa, T. behavioral learning theory, 390,
122 Health as Expanding Conscious- 391
philosophical underpinnings of ness, 201 constructivism, 402
information-processing models,
theory, 134 Okamura, H. 394–395
quality improvement, 375 general systems theory, 283 Piaget’s cognitive development
testability of theory, 135–136 theory, 396
usefulness of theory, 135 Okonta, N. R. Watson’s behaviorism, 390
value in extending nursing science, yoga and stress, 342
Oros, M. T.
136 Oldnall, A. S. nursing curriculum, 487, 487t
Noel, D. L. nursing as discipline, 4
Osmond, M. W.
Caring Science as Sacred Science, Olson, J. feminist theory, 290, 291b, 292
186 nurse-expressed empathy, 219
Othman, A. K.
Noh, C. H. Olson, K. correlational study of
humanbecoming paradigm, 205–207 concept analysis, 66 mammography, 436
symbolic interactionism, 286 social psychology theories, 326
Nonnemacher, M. theories as conceptual framework,
web of causation, 335 Olson, M. W. 443
definition of learning, 387
Noonan, D. A. learning theory, 389, 390, 392 Oudshoorn, A.
Theory of Reasoned Action/ model of skill acquisition in nursing,
Planned Behavior, 326 Olynyk, V. G. 232
nursing as discipline, 4
Noor, A. B. philosophy, overview, 6 Ours, C.
cancer theories, 348 Conservation Model, 163
natural history of disease, 339 O’Mahony, J. M.
postmodern social theory, 300 Outland, L.
Norbeck, J. S. homeostasis, 340
model for social support, 242t O’Malley, J.
Henderson, 136, 138 Oweis, A.
Northcott, H. C. cultural diversity and cultural bias,
symbolic interactionism, 286 Omery, A. 295
perceived view of science, 9
Northrup, D. T.
nursing as discipline, 4 Omrey, A.
philosophy, overview, 6 nursing theory, 25

Norwood, S. L. O’Neill, E. S.
descriptive theory, 434 information-processing model, 395

O’Neill, M.
interpersonal theory, 313

544 Author Index

Owens, A. L. parsimony of theory, 207 Peters, T.
model of skill acquisition in nursing, philosophical underpinnings of leadership, 355
233
theory, 203 Peterson, J. Z.
Oyetunde, M. O. research-based concepts, 54 technology in nursing education,
role theory, 288 Rogerian theory, 196, 197 491
simultaneity paradigm, 121
Ozmon, H. simultaneous action paradigm, 126 Peterson, S. J.
behavioral learning theory, 391 testability of theory, 205–207 grand theories, 74
true presence concept, 192 middle range theory, 38, 74, 214,
P unitary–transformative paradigm, 215, 216, 217
Pace, K. nursing theory, 25
122 practice theories, 38, 75
caregiver effectiveness model, 220, usefulness of theory, 204–205, 208b theory development, 73
249t value in extending nursing science, theory evaluation, 106

Caregiving Effectiveness Model, 39 208 Pfettscher, S. A.
Packa, D. R. Parsons, M. H. feminist theory, 292
Nightingale, 135
case management, 467 Health Promotion Model, 95,
Padden, O. 234–236, 235f Pfieffer, J. B.
Artinian Intersystem Model, 168
stress theories, 321 Pasteur, L.
Padilla, G. germ theory, 333 Pharris, M. D.
Health as Expanding Consciousness,
maintaining hope in transition Paterson, J. 201
theory, 420t interaction theory, 119
nursing theory, 35t Phillips, A.
Page, G. G. smoking cessation theories, 425
nursing theory, 25 Patrician, P. A.
Health Belief Model, 326 Phillips, J.
Paley, J. Nursing Work Index-Revised, 463 maintaining hope in transition
postmodernism, 10 theory, 420t
Patrick, T. E.
Palfreyman, S. Postpartum Depression Theory, Phillips, J. R.
evidence-based practice, 259 251 Rogers and Rogerian theory, 193,
196, 197
Palmer, B. Paul, S. M.
Self-Transcendence Theory, 248 experimental research on cancer Phillips, K. D.
pain, 434t Roy and Roy Adaptation Model,
Palyo, N. 178, 181
therapeutic milieu, 313 Pavlov, I.
classical conditioning, 389, 389t, Piaget, J.
Papamiditriou, C. 390 cognitive development theory,
spirituality of staff nurses, 427t 396–397
Pearce, C. L.
Pappas, S. H. Path–Goal Theory, 362 Piccoli, M.
quality improvement, 472 Conservation Model, 163
Penberthy, L.
Paradowski, M. B. disease management, 468 Piccoli, R. F.
Conservation Model, 163 transactional and transformational
Pender, N. J. leadership, 363
Park, H. J. Health Promotion Model, 95,
health-promoting behaviors, 437 234–236, 235f Pickard, C.
middle range theory, 214, 230 Health as Expanding Consciousness,
Parker, M. nursing theory, 119, 230 201
shared governance, 456 theory as conceptual framework, 443
Picot, S.
Parker, M. E. Penrod, J. social exchange theory, 281–282
middle range theory, 214 concept development, 50, 67, 68t
theory application in practice, 413, principle-based concept analysis, Pielak, K. L.
414b 66, 67b Theory of Reasoned Action/
theory evaluation, 106 Planned Behavior, 326
theory–practice gap, 416 Pepin, J. I.
empiricism, 8 Pierce, S. T.
Parkinson, C. evidence-based practice, 381
model of skill acquisition in nursing, Peplau, H.
232 background, 125 Pierce, T. B.
levels of anxiety, 312, 318–320, 319t Client Experience Model, 218
Parks, S. M. middle range theory, 214
Theory of Reasoned Action/ nursing theory, 30, 34t, 119, 312 Pilkington, F. B.
Planned Behavior, 326, 443 participant–observer, 312 humanbecoming paradigm, 205
particulate–deterministic paradigm,
Parse, R. R. 122 Pizzo, J.
assumptions, concepts, and learning styles, 405
relationships, 203–204, 204b Perron, A.
background, 125, 203 postmodernism, 10 Plotnikoff, R. C.
caring/becoming theory, 119 social cognitive theories, 322
concept development, 51 Perry, D. F.
definition of science, 5 Postpartum Depression Theory, 251 Plummer, M.
humanbecoming paradigm, 193, metaparadigm, 42
202–208, 209t Perry, R. N. B.
middle range theory, 214 Caring Science as Sacred Science, Podsakoff, N. P.
nursing as discipline, 4 186 Path–Goal Theory, 361
nursing theory, 36t, 119, 124,
124t, 182–183, 192, 202–208 Perry, W. G. Podsakoff, P. M.
paradigm categorization of theories, intellectual and ethical development, Path–Goal Theory, 361
121, 121f, 123t 396, 398–399
Poe, S.
Johns Hopkins Nursing
Evidence-Based Practice Model,
264, 267–270, 269b

Author Index 545

Pokorny, M. F. nursing philosophy, 11 Rami, J. S.
grand theory categorization, 119 nursing theory, 27t–28t, 37, 40 Health Belief Model, 326
science, overview, 5
Polifroni, E. C. theory components, 79 Randell, B. P.
logical positivism, 8 theory development, 73 Johnson model, 149
philosophy of science in nursing, translational research, 32
12 Pradhan, S. R. Rankin, S. H.
natural history of disease, 339 psychomotor learning, 388
Polit, D. F. Pravikoff, D. S.
research defined, 432 evidence-based practice, 381 Rao, S. M.
research process, 433b Press, M. J. experimental research on cancer
disease management, 470 pain, 434t
Polivka, B. J. Prigogine, I.
logistic teaching, 490 chaos theory, 297 Rapps, J.
Prottas, D. J. Perry’s theory of intellectual and
Polk, L. V. Theory X and Theory Y, 359 ethical development, 399
theory of resilience, 219, 242t Province, A.
Health as Expanding Consciousness, Raven, B. H.
Pollack, J. M. power and power strategy, 368, 369
emotional intelligence, 363 201
Prows, C. A. Ravindran, V.
Polomano, R. C. Parenting Under Pressure, 439
pain management, 349 genetic counseling, 345
nursing curriculum, 487 Raway, B.
Pond, J. B. Pruthi, R. S. Piaget’s cognitive development
Conservation Model, 163 Uncertainty of Illness Theory, 244 theory, 397
Pryjmachuk, S.
Ponte, P. R. research-practice relationship, 83 Ray, M. A.
Magnet Recognition Program, 465, theory-research-practice relationship, chaos theory, 298
466
82 Records, K.
Pope, D. S. Pugh, L. C. Postpartum Depression Theory, 251
Nightingale, 136
Johns Hopkins Nursing Redican, K. J.
Pope, R. K. Evidence-Based Practice Model, Theory of Comfort, 246
disease management, 469 264, 267–270, 269b
Redman, R. W.
Popkess-Vawter, S. Theory of Unpleasant Symptoms, middle range theories, 38
caregiver effectiveness model, 220, 218, 241, 246–247
249t Reed, P.
Caregiving Effectiveness Model, 39 Pugh, T. F. Rogerian theory, 196
web of causation, 335
Port, O. Reed, P. G.
quality improvement, 377 Puja, B. empiricism, 9
transformational leadership, 363 Nightingale, 133
Porter, L. nursing philosophy, 11
Uncertainty of Illness Theory, 244 Pullis, B. postmodernism, 7, 10
epidemiologic triangle, 335 predictive theories, 77
Porter, L. W. psychosocial developmental theory,
behavioral theories of leadership, Purnell, L. 310
357 Model for Cultural Competence, Self-Transcendence Theory, 221,
Contingency Theory of Leadership, 219 241, 247–248
361
Purtzer, M. A. Reed, T. L.
Porter-O’Grady, T. Health Belief Model, 326 case management, 467
evidence-based practice, 421t
future issues in nursing, 499, 502, Q Reedy, S.
506, 507 Quinless, F. W. Transitions Theory, 238, 425
shared governance, 456–457
transformational leadership, 458 future issues in nursing, 507 Reiff, M.
Quinn, L. D. nursing curriculum, 487
Porth, C. M.
genetics, 344 Theory of Comfort, 246 Reiley, P.
Quinn-Griffin, M. patient-focused care, 462
Posner, B.
transformational leadership, 459 nursing curriculum, 487 Reiling, D.
Self-Transcendence Theory, 248 cultural care diversity and
Poss, J. E. R universality theory, 233–234
Theory of Reasoned Action/ Racine, L.
Planned Behavior, 323 postmodernism, 10 Reimer, A. P.
Rafeh, N. A. explanatory theories, 39
Poster, E. C. Six Sigma, 381 flight nursing expertise, 439
Johnson model, 149 Rahe, E.
general adaptation syndrome, Reininger, B. M.
Potylycki, M. J. S. cultural diversity and cultural bias,
Conservation Model, 163 341–342 295
Rakel, B. A.
Poulin, M. A. Reller, M. K.
Magnet Recognition Program, 465 Iowa Model, of evidence-based quality improvement, 378, 471, 472
practice, 264
Powell, D. A. Rempel, G. R.
infection prevention, 334 Parenting Under Pressure, 439

Powell, F. A. Remple, V. P.
technology in nursing education, 493 Theory of Reasoned Action/Planned
Behavior, 326
Powers, B. A.
assumptions, 81 Renpenning, K. M.
empiricism, 8, 9 descriptive theories, 38
metaparadigm, 41 nursing theory, 25, 26
metatheory, 37 Orem, 142, 145
methodology, 12 research methodology, 18

546 Author Index

Rentschler, D. D. theory application in practice, 413 Rogers, L. G.
nursing curriculum, 482 theory-based nursing practice, 414 Parenting Under Pressure, 439
theory–practice gap, 416, 417
Rentz, C. Ritchie, J. Rogers, L. Q.
infection prevention, 334 Stetler Model of Evidence-Based Bandura’s social learning theory,
400
Resar, R. K. Practice, 270
quality improvement, 378, 471, Ritzer, G. Rogers, M.
472 assumptions, concepts, and relation-
postmodern social theory, 298, ships, 194–195, 194b, 195t
Revell, M. A. 299–300, 299t background, 125, 193
cultural care diversity and universal- homeodynamics, 194–195, 194b
ity theory, 234 Riza, L. metaparadigm, 43t
logistic teaching, 490 middle range theories derived from
Rew, L. work, 219
middle range theory of self-care, Robb, M. K. nursing theory, 31, 34t, 119, 124,
219 operational teaching, 490 124t, 193–197
Nightingale, 135, 136 outcome theory, 119
Transitions Theory, 238 Robbins, L. K. philosophical underpinnings of
Health Promotion Model, 236, 443 theory, 193–194
Reynolds, M. A. Science of Unitary and Irreducible
Postpartum Depression Theory, Robbins, S. P. Human Beings, 193–197, 208,
250–251 Achievement–Motivation Theory, 209t
366, 367 simultaneity paradigm, 121
Reynolds, P. D. departmentalization, 456 simultaneous action paradigm, 126
theoretical statements, 79, 80, 80t Equity Theory, 368 testability of theory, 196–197
theory development, 73 Kotter’s Eight Step Plan for unitary–transformative paradigm,
Implementing Change, 371 122
Rhodewalt, F. organizational design, 453 usefulness of theory, 196, 197b
Contingency Theory of Leadership, Path–Goal Theory, 362
361 transactional and transformational Romaniuk, D.
leadership, 363 critical social theory, 293
Ricard, N. visionary leadership, 364
Roy Adaptation Model, 181 Rooda, L.
Roberts, K. L. Theory of Spirituality-Based Nurs-
Rice, C. E. nursing theory in nursing research, ing Practice, 39
web of causation, 337 444
Rooke, L.
Rice, M. Roberts, S. King’s conceptual framework, 176
Postpartum Depression Theory, 251 theory to practice to theory
approach, 84 Rooney, D.
Rich, K. L. immune function, 343
nursing as discipline, 4 Roberts, T. B.
nursing theory, 24 humanistic learning theory, 401 Roper, N.
science and philosophy, 5 psychodynamic learning theory, 400 nursing theory, 36t, 118, 119
reinforcement, 390
Richardson, S. J. Rosenberg, S.
nursing education/curriculum, 480 Robertson, E. F. cancer theories, 348
Nightingale, 133, 134
Richardson, W. S. Rosenberg, W.
evidence-based practice, 259 Robinson evidence-based practice, 259
chaos theory, 296
Riebling, N. Rosenstock, I.
Six Sigma, 381 Robles-Silva, L. Health Belief Model, 222,
descriptive theories, 39, 76 321–322, 327t
Riegel, B.
middle range theory of self-care, Rock, C. L. Rossiter, L. F.
219, 439 cancer theories, 348 disease management, 468
perceived view of science, 9
Perry’s theory of intellectual and Rodgers, B. L. Roth, P.
ethical development, 399 concept development, 51, 59–61, research-based concepts, 54
60b, 62t, 67, 68t, 69–70 Shared Presence: Caring for a Dying
Riehl, J. research-based concepts, 54 Spouse, 39, 435
systems model, 164 sources of concepts, 54t
Rothbert, D.
Rigel, B. Roe, C. W. science and philosophy, 5
Theory of Unpleasant Symptoms, power bases, 368
247 Rowles, C. J.
Rogatto, S. R. teaching strategies, 489, 490
Riker, G. I. genomics in cancer care, 346
natural history of disease, 339 Roy, B.
Rogers, B. postmodernism, 10
Rimer, B. K. occupational health nursing,
social psychology theories, 325 218–219, 231t Roy, C.
administration and management,
Risjord, M. Rogers, C. E. 506b
comparison of concept development experimental study of “sign chi do” assumptions, concepts, and
models, 67 exercises, 437 relationships, 178–180, 179t,
empiricism, 8, 9 180f
future issues in nursing, 500, 502 Rogers, C. R. background, 177–178
logical positivism, 8 cognitive development/interaction interactive–integrative paradigm,
nursing as discipline, 4 theories, 396 122
nursing theory development, 32, person-centered theory, 317–318, Johnson model, 149
40, 118 327t, 363, 401 metaparadigm, 43t
philosophy, overview, 6 student-centered teaching, 401
postmodernism, 10
research methodology, 17, 18 Rogers, J.
science, overview, 6 evidence-based practice, 474

Author Index 547

middle range theories derived from S Schmitt, T. L.
work, 220, 439 Sackett, D. L. nursing education, 480

middle range theory of adaptation evidence-based practice, 259 Schobel, D.
to diabetes, 220 Sackett, K. Johnson model, 149

nursing theory, 35t, 119, 124, disease management, 469 Schoenhofer, S.
124t, 177–181 Sadock, B. nursing theory, 36t, 118, 119

parsimony of theory, 181 projection, 315 Schreiber, J.
philosophical underpinnings of Saiki, L. S. Caring Science as Sacred Science,
186
theory, 178 concept analysis, 57
practice theory derived from work, Saint, S. Schreier, A. M.
Theory of Chronic Sorrow, 110
419 future issues in nursing, 499
Roy Adaptation Model, 159, 160, Sakunhongsophon, S. Schriesheim, C. A.
Path–Goal Theory, 362
177–181, 320–321, 419 social networks, 284
testability of theory, 181 Sanchez-Brikhead, A. C. Schuler, P. A.
theory as conceptual framework, Nurse Practitioner Practice Model,
Postpartum Depression Theory, 251 231t
442–443 Sandau, K. E.
theory-testing research, 441 Schultz, A.
theory to practice to theory ACE Star Model, 266 Stetler Model of Evidence-Based
evidence-based practice, 270–271 Practice, 270
approach, 84 Sandelowski, M.
totality paradigm, 121 research methodology, 18 Schultz, P. R.
usefulness of theory, 180–181, Sandhu, M. empiricism, 8
California Safe Staffing Law, 464 epistemology, 12, 13
182t Sands, D. nursing epistemology, 15
value in extending nursing science, Nightingale, 135, 136 research methodology, 17
Santos, E. M. M. science, overview, 5, 6
181 genomics in cancer care, 346
Royal, P. A. Santos, T. C. F. Schumacher, K. L.
Nightingale, 135 research-based concepts, 54
dialectic learning, 489 Sauls, D. J. Transitions Theory, 237, 239
Ruchala, P. L. research to theory approach, 85
Sauter, C. Schwartz, K. S.
nursing curriculum, 481 technology in nursing education, cultural care diversity and
Rue, L. W. universality theory, 233–234
493
Achievement–Motivation Theory, Savage, E. Schwartz-Barcott, D.
367 concept development, 61–63, 62t,
Theory of Unpleasant Symptoms, 64t, 67, 68t
Ruiz, R. J. 247 sources of concepts, 54t
immune function, 343
Scales, F. S. Schwind, J.
Ruiz-Lozano, M. D. nursing curriculum, 483, 485–486, critical social theory, 293
mobile device for nursing, 139 486t
Scoloveno, M. A.
Rukholm, E. Schaefer, K. M. Piaget’s cognitive development
cognitive-field (gestalt) theory, Conservation Model, 163 theory, 397
394 Levine, 160, 163
Scope, A.
Ruland, C. M. Schaffer, M. A. cognitive behavioral therapies, 315
Theory of the Peaceful End of Life, ACE Star Model, 266
224, 224f evidence-based practice, 270–271 Scott, A.
critical social theory, 293
Rutherford, M. M. Schams, K. A.
future issues in nursing, 499, 507 dialectic learning, 489 Scott, A. A.
lead exposure screening and
Rutland, C. M. Schaubroeck, J. strategies, 424
Theory of the Peaceful End of Life, transformational leadership, 363
249t Scott, L. K.
Scherer, E. M. natural history of disease, 339
Rutowski, P. Magnet Recognition Program,
Postpartum Depression Theory, 466 Scully, F.
250–251 infection prevention, 334
Schim, S. M.
Rutty, J. E. social justice, 44 Seago, J. A.
empiricism, 8 California Safe Staffing Law, 464
nursing as profession, 2 Schirm, V.
nursing theory, 24 evidence-based practice, 474 Seal, J.
perceived view of science, 9 psychosocial developmental theory,
philosophy, overview, 7 Schlotfeldt, R. M. 310
positivism, 8 nursing as profession, 3
research methodology, 16 Seal, N.
Schmalenberg, C. E. psychosocial developmental theory,
Ryan, A. shared governance, 456, 457, 458 310
interpersonal theory, 313
Schmidt, N. A. Seckel, M. A.
Ryan, W. evidence-based practice, 32, 259, infection prevention, 334
conflict theories, 289 260, 421t
Secker, T.
Rycroft-Malone, J. Schmidt, W. causative agent in disease, 334
context analysis, 66 nursing curriculum, 487
evidence-based practice, 259, 261 Secomb, J.
Stetler Model of Evidence-Based Schmidt, W. H. Perry’s theory of intellectual and
Practice, 270 continuum of leader behavior, ethical development, 399
357–358
Rydahl-Hansen, S. Secrest, J.
stress theories, 321 nursing curriculum, 484, 487

548 Author Index

Seers, K. Shirey, M. Slevin, O. D.
context analysis, 66 resilience, 372 assumptions, 81
descriptive research, 435
Selanders, L. C. Shortridge-Baggett, L. M. evidence-based practice, 261
Nightingale, 132, 133, 134, 135 self-efficacy theory, 242t
Sloane, D. M.
Seldomridge, L. A. Shu, Y. I. L. California Safe Staffing Law, 464
operational teaching, 490 role theory, 288 Magnet Recognition Program, 466
nurse staffing and patient outcomes,
Selye, H. Shuler, P. 464–465
concept of stress, 54 perceived view of science, 9
general adaptation syndrome, Slocum, J. W.
318–320, 327t, 340–342 Shuttleworth, M. leadership, 355
stages of stress, 318–320, 319t, testability of theories, 126
341, 341t Small, H.
Siegal, B. E. Nightingale, 132, 133, 135, 136
Semmelweis, I. P. perceived view of science, 9
quality improvement, 375 Small, L.
Siegel, J. H. evidence-based practice, 266
Senesac, P. M. web of causation, 337
Roy Adaptation Model, 181 Small, R. E.
Sieloff, C. L. disease management, 468
Senn, J. F. King, 173, 177
interpersonal theory, 312, 427t King’s conceptual framework, 176 Smith,
middle range theory, 216
Sethares, K. Sikkema, J.
Theory of Unpleasant Symptoms, natural history of disease, 339 Smith, B.
247 immune function, 343
Siktberg, L.
Setter, S. M. nursing curriculum, 481, 481b, 484 Smith, C.
natural history of disease, 339 Perry’s theory of intellectual and
Silber, E. ethical development, 399
Severn, M. cognitive behavioral therapies, 315
Postpartum Depression Theory, 251 Smith, C. E.
Silich, S. J. caregiver effectiveness model, 220,
Sezgin, S. Six Sigma, 381 249t
interpersonal theory, 312 Caregiving Effectiveness Model, 39
Silva, M. C.
Shambley-Ebron, D. characteristics of science, 5 Smith, C. S.
critical social theory, 293 nursing epistemology, 14 Theory of Chronic Sorrow, 110, 250
science and philosophy, 5
Shamir, B. theory-testing research, 439 Smith, D. G.
authentic leadership, 364 nurse staffing and patient outcomes,
Sime, A. M. 464
Sharpe, P. A. caring as central construct, 45
Bandura’s social learning theory, nursing as discipline, 4 Smith, H.
400 Health Belief Model, 326
Simmel, G.
Sharps, P. W. conflict theory, 289–290 Smith, H. L.
correlational research, 434t Magnet Recognition Program, 466
Simmons, L. nurse staffing and patient outcomes,
Shasky, C. patient-focused care, 462 465
disease management, 468
Simon, H. A. Smith, K.
Shattell, M. M. decision making and rationality, 373 Public Health Nursing Practice
interpersonal theory, 313 problem solving, 405 Model, 224, 231t

Shaver, J. L. Simpser, E. Smith, K. E.
prescriptive theories, 78 infection prevention, 334 conflict theories, 289, 289b, 290
feminist theory, 290
Shaw, P. Sims-Giddens, S. S.
cognitive behavioral therapies, 315 nursing education, 480 Smith, M.
King, 173
Shawler, C. Singh, D. A.
Gagne’s learning principles, causative agent of HIV, 333 Smith, M. C.
397–398 Caring Science as Sacred Science, 186
Singleton, E. K. middle range theory, 214, 501
Sheldon, L. K. Health Belief Model, 326 theory application in practice, 413,
interpersonal theory, 312 414b
Sirapo-ngam, Y. theory evaluation, 106, 225–226
Shelley, R. K. social networks, 284 theory–practice gap, 416
chaos theory, 296, 297
Sisca, J. R. Smith, M. J.
Sheng, X. nursing theory, 35t middle range theory, 217, 225,
Postpartum Depression Theory, 226, 230
251 Sitzman, K. practice theories, 421t
nursing as profession, 3 theory evaluation, 106
Sherman, D. W. nursing theory, 25
Transitions Theory, 238–239 Smith, P.
Skelly, A. H. cultural diversity and cultural bias, 293
Shermis, S. S. symptom-focused diabetes care,
learning theory, 389 420t Smith, S. J.
technology in nursing education, 493
Sherrod, R. A. Skiba, D. J.
case management, 467 nursing curriculum, 487 Smith, S. M.
Parse and humanbecoming paradigm,
Shi, L. Skinner, B. F. 203, 204, 207
causative agent of HIV, 333 operant conditioning, 313–314, Theory of Normalizing Risky Sexual
327t, 389, 389t, 390 Behaviors, 218
Shieh, S. C.
social networks, 284 Skirton, H.
genomic health care, 345
Shiffrin, R. M. nurses’ competence in genetics, 345
memory, 405
Skov, L.
Shin, K. R. stress theories, 321
health-promoting behaviors, 437

Author Index 549

Smolowitz, J. Stanley, S. A. R. role theory, 286
infection prevention, 334 logistic teaching, 490 symbolic interactionism, 285t
Streubert, H. J.
Snee, R. D. Stanton, M. P. epistemology, 12
quality improvement, 379 case management, 467 nursing as human science, 17
nursing theory, 25, 72
Snow, D. Stapleton, V. perceived view of science, 9
genetics of addiction, 346 nursing curriculum, 487 research methodology, 17
science, overview, 5
Sochalski, J. Stark, M. A. Stride, P.
Magnet Recognition Program, 466 Health Promotion Model, 236 infection prevention, 334
Stromberg, A.
Sodomka, P. Stark, S. middle range theory of self-care,
patient-focused care, 462 natural history of disease, 339
219, 439
Sole, M. L. Starkweather, A. Stryker, S.
technology in nursing education, 491 immune function, 343
symbolic interactionism, 285
Song, M. K. Statham, A. Stuifbergen, A. K.
self-care in diabetes mellitus, 420t symbolic interactionism, 285
explanatory theories, 76
Sorrell, C. D. Steege, L. M. B. midlife women’s attitudes toward
nursing epistemology, 14 practice to theory approach, 85
physical activity, 420t
Sorrell, J. M. Steele-Moses, S. Stusberg, J.
nursing epistemology, 14 Theory of Reasoned Action/
Planned Behavior, 326 web of causation, 335
Sosik, J. J. Suh, E. E.
charismatic leadership, 364 Steelman, V. J.
Iowa Model, of evidence-based breast cancer screening, 419
Sousa, V. D. practice, 264 Suhayda, R.
middle range theory of diabetes
self-care, 221 Stein, J. logistic teaching, 490
technology, 200 Sullivan, H. S.
Southard, K.
interpersonal theory, 313 Steinberg, P. interpersonal theory, 307, 307t,
psychoanalytic theory, 309 311–313, 327t
Sovie, M. D.
Magnet Recognition Program, 465 Steis, M. R. Sumner, J.
principle-based concept analysis, 66 critical social theory, 293
Soward, A. C. M.
symptom-focused diabetes care, 420t Stengers, I. Sun, F. K.
chaos theory, 297 nursing care for patients at risk for
Sowell, R. suicide, 218
cultural care diversity and Stenvig, T. E.
universality theory, 233 cognitive-field (gestalt) theory, 394 Suppe, F.
empiricism, 8
Sparks, A. M. Stetler, C. B. middle range theory, 214, 215
generational differences, 287 Model of Evidence-Based Practice, postpositivism, 8
264, 270, 271t, 272t Theory of Unpleasant Symptoms,
Sparks, E. 218, 241, 246–247
genetics of cardiovascular disease, Stevens, K. R.
346 ACE Star Model, 264–266, 265t Sutcliffe, P.
evidence-based practice, 261, cognitive behavioral therapies,
Spegman, A. M. 264–266 315
nursing curriculum, 482 King, 173
Sutphen, M.
Spetz, J. Stevenson, C. nursing curriculum, 508
California Safe Staffing Law, 464 role theory, 288
Suzuki, M.
Speziale, H. J. S. Stewart, B. Care Dependency Scale, 139
nursing education, 480, 507 role theory, 288 Uncertainty of Illness Theory, 244

Spinoza, B. Stewart, J. L. Suzuki, S.
philosophy, overview, 7 Uncertainty of Illness Theory, 241, Health as Expanding Consciousness,
244 201
Spirito, A.
cognitive behavioral therapies, 315 Stock, M. Swain, M. A. P.
Theory of Reasoned Action/ assumptions, concepts, and relation-
Spitze, G. Planned Behavior, 326 ships, 170–172, 171t
social networks, 283 background, 170
Stoep, A. V. interactive–integrative paradigm,
Springer, D. L. natural history of disease, 339 122
cancer theories, 348 middle range theory, 214
natural history of disease, 339 Stokowski, L. A. Modeling and Role-Modeling,
future issues in nursing, 502, 507, 508 169–173
Sridhar, G. nursing curriculum, 487, 487t, 507, nursing theory, 119, 169–173
disease management, 470 508 parsimony of theory, 173
philosophical underpinnings of
Stacy, K. M. Stoltzfus, J. C. theory, 170
Transitions Theory, 241 Theory of Reasoned Action/ testability of theory, 172
Planned Behavior, 326, 443 usefulness of theory, 172
Staffileno, B. A. value in extending nursing science,
cultural care diversity and universal- Story, P. A. 173
ity theory, 233–234 emotional intelligence, 363

Stallings, K. D. Stratton, R.
psychomotor learning, 388 Theory of Comfort, 246

Standard, P. L. Straus, S. E.
postmodern social theory, 300 evidence-based practice, 259

Staniute, M. Strauss, A.
Social Readjustment Rating Scale, chronic illness trajectory framework,
342 242t

Stanley, D.
operational teaching, 490

550 Author Index

Swan, B. A. Thomas, K. W. background, 169–170
Theory of Reasoned Action/ conflict mode model, 374–375 interactive–integrative paradigm,
Planned Behavior, 326, 443
Thomas, M. 122
Swanson, B. psychoanalytic theory, 309 middle range theory, 214
logistic teaching, 490 Modeling and Role-Modeling,
Thomas, M. L.
Swanson, K. M. experimental research on cancer 169–173
theory of caring, 219, 242t pain, 434t nursing theory, 119, 169–173
parsimony of theory, 173
Swanson, M. Thomas, W. I. philosophical underpinnings of
case management, 467 definition of the situation, 285
theory, 170
Swanson, R. A. Thompson, B. testability of theory, 172
adult learning, 402–404, 403b model of skill acquisition in nursing, usefulness of theory, 172
cognitive-field (gestalt) theory, 393 232 value in extending nursing science,
role of teachers, 391
Thompson, L. 173
Swartwout, E. interpersonal theory, 312 Tough, A.
nursing curriculum, 487
Thomsen, T. self-directed learning, 405
Swatton, A. stress theories, 321 Touhy, T. A.
psychoanalytic theory, 309
Thomson, E. A. Caring Science as Sacred Science,
Szabo, J. study of implantable cardioverter 186
nursing as discipline, 4 defibrillator, 436–437, 443
philosophy, overview, 6 Tourangeau, A. E.
Thorndike, E. L. predictive theories, 77
T behaviorism, 389, 389t, 390 Theory of Nurses’ Recognizing and
Tailor-Ford, R. Responding to Uncertainty, 435
Thorne, B.
Nightingale, 136 feminist theory, 290, 291b Trangenstein, P. A.
Taney, G. Transitions Theory, 238
Thorne, S.
Conservation Model, 163 caring as central construct, 45 Travelbee, L. E.
Tannenbaum, R. metaparadigm, 42 interaction theory, 119
nursing theory, 34t, 119
continuum of leader behavior, Thurmond, V. A.
357–358 research methodology, 18 Tredway, C. A.
dialectic learning, 489
Tanner, A. Tichen, A. technology in nursing education,
evidence-based practice, 381 context analysis, 66 492

Tanner, C. Tierney, A. F. Trevino, E.
model of skill acquisition in nursing, nursing theory, 25, 36t, 118, 119 Artinian Intersystem Model, 168
232
Tillery, M. Triolo, P. K.
Tanner, C. A. Conservation Model, 163 Magnet Recognition Program, 465,
nursing curriculum, 482–483, 466
508 Tilley, D. S.
descriptive theories, 76 Tripp-Reimer, T.
Tansky, C. middle range theory, 214, 216
gate control theory, 350 Timmins, F. nursing theory–nursing research
logistic teaching, 490 connection, 431
Tanyi, R. A. reliance on nursing models in
Nightingale, 136 Tingen, M. S. research, 444–445
model for smoking prevention, social networks, 284
Tason, M. C. 222–223
comparison of concept development perceived view of science, 9 Troutman, M. F.
models, 67 research methodology, 17, 18 theory of successful aging, 424
concept development, 55
Tinkle, M. B. Troyan, P. J.
Taylor, F. W. research methodology, 17 career persistence in acute care, 218
chain of command, 454
scientific management, 365, 365b Titler, M. Tsai, P. F.
Iowa Model, of evidence-based caregiver stress theory, 220, 249t
Taylor, S. G. nursing, 264, 267
descriptive theories, 38 Tsai, W. C.
nursing theory, 25, 26 To, T. role theory, 288
Orem, 142, 145, 146 problem-based learning, 489
research methodology, 18 student-centered teaching, 401 Tsao, L. I.
nursing care for patients at risk for
Teichman, J. Tod, A. suicide, 218
philosophy, definition, 6 evidence-based practice, 259
Tschannen, D.
Tejero, L. M. S. Todaro-Franceschi, V. technology in nursing education,
Transitions Theory, 241 competing paradigms, 128 493
Rogerian theory, 196
Telford, K. Tschanz, C. L.
psychoanalytic theory, 309 Toikkanen, T. nursing as discipline, 4
humanbecoming paradigm, 205 philosophy, overview, 6
Tellez, M.
California Safe Staffing Law, 464 Tomey, A. M. Tu, A. W.
change, 370 Theory of Reasoned Action/
Thibaut, J. W. grand theory categorization, Planned Behavior, 326
social exchange theory, 280 118–119
Nightingale, 134 Tullai-McGuinness, S.
Thom, B. nursing theory, 27t–28t transformational leadership, 458
infection prevention, 334 theory evaluation, 106, 126
Tung, H. S.
Thomas, D. S. Tomlin, E. M. social networks, 284
definition of the situation, 285 assumptions, concepts, and
relationships, 170–172, 171t

Author Index 551

Turner, J. H. Varkey, P. concept derivation, 59, 59b
process role theory, 288 quality improvement, 378, 380, concept development, 58–59, 58b,
social exchange theory, 279, 280, 471, 472
280t 60t, 67, 68t
social networks, 283, 284 Varnell, G. evidence-based practice, 261, 263,
structural role theory, 288 evidence-based practice, 259, 261,
symbolic interactionism, 285t 504 504
explanatory theories, 76
Turner-Henson, A. Vecchio, R. P. grand theories, 74, 127
Johnson model, 149 Path–Goal Theory, 362 Maternal Role Attainment/

Tweet, A. G. Verhulst, G. Becoming a Mother, 252
benchmarking, 472 sources of concepts, 54t metatheory, 37, 74
middle range theories, 74
Tyer-Viola, L. Verver, J. P. S. postmodernism, 10
nursing philosophy, 11 quality improvement, 379–380 practice theories, 74
relationship among levels of theory,
Tyler, D. Vicari, S.
Transitions Theory, 238 Bandura’s social learning theory, 400 75
statement development, 87, 87b
Tyler, R. Vila, A. theory analysis, 96, 97, 98t, 100,
Theory of Unpleasant Symptoms, mobile device for nursing, 139
247 101t, 106, 107t, 124, 126, 127
Vogler, J. theory concepts, 79
Tyson, V. cultural care diversity and universal- theory development, 73
social exchange theory, 281 ity theory, 234 theory development process, 86
theory–practice gap, 417
U von Bertalanffy, L. theory synthesis, 88, 88b
Uhl, K. general systems theory, 282 Walker, P. H.
evidence-based practice, 261, 264
cognitive behavioral therapies, 315 Vroom, V. H. nursing epistemology, 14
Uhl-Bien, M. decision making, 372 Wall, P. D.
Expectancy Theory, 367 gate control theory, 349
Leader–Member Exchange Theory, leadership theories, 362 gate control theory of pain, 221
358 Path–Goal Theory, 361 Wallace, R.
relaxation response, 221
Uhrenfeldt, L. Vukovitch, P. K. Wallen, E. M.
model of skill acquisition in nursing, Artinian Intersystem Model, 168 Uncertainty of Illness Theory, 244
232 Wallen, G. R.
Vuorinen, R. genomics in nursing practice,
Ulbrich, S. L. model of skill acquisition in nursing,
Theory of Exercise as Self-Care, 233 344–345
221 Walling, A.
W
Upshaw-Owens, M. Wadensten, B. prescriptive theories, 40
infection prevention, 334 Wallis, M.
psychosocial developmental theory,
Upton, D. J. 310 explanatory theories, 76
evidence-based practice, 261 Walsh, S. M.
Wagner, C.
Utley-Smith, Q. Nursing Intervention Classification Self-Transcendence Theory, 248
nursing practice competencies, 503, system, 422–423, 423t, 424t Walumbwa, F. O.
503t prescriptive theories, 78
transformational leadership, 363
V Wagner, D. Wandelt, M. A.
Vacek, J. E. chaos theory, 296, 297
Magnet Recognition Program, 465
student-centered teaching, 401 Wagner, D. J. Wang, C. H.
Valencia, I. Nightingale, 135
sources of concepts, 54t
Theory of Chronic Sorrow, 109 Wagner, J. Wang, D.
van Daalen-Smith, C. metaparadigm, 41–42
Leader–Member Exchange Theory,
feminist theory, 292 Wagner, J. A. 358
Vandall-Walker, V. behavioral theories of leadership,
357 Wang, F. D.
Conservation Model, 163 Rational Decision-Making Model, infection prevention, 334
van den Heuvel, J. 372
Wang, H.
quality improvement, 379–380 Wagner, L. Leader–Member Exchange Theory,
Vanderwee, K. Caring Science as Sacred Science, 358
186
general systems theory, 283 stress theories, 321 Wang, J.
Vander Woude, D. cancer theories, 348
Wainwright, S. P. natural history of disease, 339
humanbecoming paradigm, 205 constructionism, 9
Van Dyke, N. F. Wang, M. M.
Walker, D. K. social networks, 284
web of causation, 337 natural history of disease, 339
van Meijel, B. Wang, Y. N.
Walker, D. S. role theory, 288
symbolic interactionism, 286 practice-based evidence, 262
Van Riper, M. social justice, 44 Ward, D. J.
Theory of Reasoned Action/
genetic counseling, 345 Walker, L. Planned Behavior, 326
Varcoe, C. midlife women’s attitudes toward
physical activity, 420t Ward, M.
descriptive research on abused chaos theory, 296, 297–298
women, 434t Walker, L. O.
associational statements, 80
theory–practice gap, 416

552 Author Index

Ward, S. chain of command, 454 White-Traut, R. C.
Rogerian theory, 196 conflict theory, 289–290 principle-based concept analysis, 66
Weber, R.
Wardell, D. W. patient-focused care, 462 Whittemore, R.
cultural diversity and cultural bias, Wechter, S. M. middle range theory of adaptation
295 Theory of Comfort, 246 to diabetes, 220
Weick, K. E.
Ward-Smith, P. theory to practice to theory Wicklund-Gustin, L.
psychosocial developmental theory, Caring Science as Sacred Science, 186
310 approach, 84
Weigarten, S. Wiedenbach, E.
Warelow, P. J. explanatory theories, 76
critical social theory, 293 disease management, 468 interaction theory, 119
Weigel, D. nursing theory, 31, 34t, 72, 119,
Warner, J. 132
Theory of Chronic Sorrow, 109, chaos theory, 296 nursing theory development, 30
250 Weinert, C. predictive theories, 76
prescriptive theories, 77
Warren, N. rural nursing model, 231t theory categorization, 75
patient-focused care, 462–463 Weinke, C.
Wiggins, S.
Warren, N. A. Nightingale, 136 humor use in nurse–patient interac-
research-based concepts, 54 Weiss, J. A. tions, 218

Washington, R. R. study of postpartum hospital Wikie, D. J.
transactional and transformational discharge, 436 prescriptive theories, 78
leadership, 363
Theory of Normalizing Risky Sexual Wilcox, S.
Wassef, M. E. Behaviors, 218 Bandura’s social learning theory,
logistic teaching, 490 400
Weiss, M.
Waters, M. research on cesarean birth, 434t, Wilfong, D.
feminist theory, 290, 291 441 technology in nursing education,
social exchange theory, 281t 493
Welch, A. J.
Watson, J. humanbecoming paradigm, 205, Wilkie, D. J.
assumptions, concepts, and 206t–207t gate control theory, 350
relationships, 183–185, 184b, unitary process theory, 208
185t Williams, C. R.
background, 183 Welch, M. bureaucracy, 365
caring as central construct, 45 logical positivism, 8 quality improvement, 378
caring/becoming theory, 119 philosophy of science in nursing,
Caring Science as Sacred Science, 12 Williams, J. K.
160, 182–187, 479–480 nursing curriculum, 487
evidence-based practice, 261, 264 Welsh, D.
interactive–integrative paradigm, Social Readjustment Rating Scale, Williams, S.
122 342 feminist theory, 292
interactive theory, 124, 124t
metaparadigm, 43t Werner, J. S. Willis, D. G.
middle range theories derived from Nightingale, 136 boys’ healing from being bullied,
work, 213 427t
nursing epistemology, 14 West, J.
nursing theory, 35t, 119, 182–187 feminist theory, 292 Wilson, A. F.
parsimony of theory, 186 relaxation response, 221
philosophical underpinnings of West, K. S.
theory, 183 Artinian Intersystem Model, Wilson, B.
testability of theory, 186 168 model of skill acquisition in nursing,
usefulness of theory, 186, 187b 232
Westfall, U. B.
Watson, J. B. role theory, 288 Wilson, J.
behaviorism, 389, 389t concept development, 57–58, 67
Weston, M. J. theory–practice gap, 416
Watson, M. J. shared governance, 458
theory of transpersonal caring, Wineman, N. M.
490 Wetz, R. V. evidence-based practice, 474
Six Sigma, 381
Weaver, K. Winstead-Fry, P.
comparison of concept development Weyneth, C. C. Rogerian theory, 196, 197
models, 67 Nightingale, 135
concept analysis, 66 Winter, D. G.
Whaite, B. power strategy, 369
Weaver, M. T. Nightingale, 135
immune function, 343 Wise, N. J.
Whall, A. L. Health Promotion Model, 236
Webber, P. B. middle range theories, 38
chaos theory, 296 practice theories, 38, 434 Wisner, K. L.
general systems theory, 282 theory evaluation, 95, 98t, 103– Postpartum Depression Theory, 251
theory–practice gap, 417 104, 105t, 106, 107t, 225
Witek-Janusek, L.
Weber, A. L. White, K. immune function, 343
Magnet Recognition Program, Johns Hopkins Nursing Evidence-
466 Based Practice Model, 264, Witucki-Brown, J.
267–270, 269b descriptive theories, 39
Weber, M.
bureaucracy, 365 Whitehead, D. Wojcik, J.
concept analysis, 66 disease management, 469

Whitehead, P. B. Wolf, G.
Theory of Comfort, 246 Magnet Recognition Program, 465,
466
Whitehurst Cook, M. Y.
disease management, 468 Wolfer, J.
research methodology, 17

Author Index 553

Wolff, J. Wysocki, J. Z
cognitive behavioral therapies, 315 Contingency Theory of Leadership, Zanni, K. L.
361
Wong, C. A. natural history of disease, 339
Leader–Member Exchange Theory, Wysong, P. R. Zarubi, K. L.
370 Transitions Theory, 241
patient-focused care, 462
Wong, F. K. Y. Y Zauderer, C. R.
problem-based learning, 489 Yamamoto, L.
student-centered teaching, 401 descriptive theories, 76
case management, 466–467 Zauszniewski, J.
Wong, M. L. Yang, J.
cancer theories, 348 methodological triangulation, 500
social networks, 284 Zauszniewski, J. A.
Wongyatunyu, S. Yang, J. H.
Orem, 142 middle range theory of diabetes
health-related behaviors of Korean self-care, 221
Wood, M. J. Americans, 420t
Artinian, 164 Zderad, L.
Yang, P. S. interaction theory, 119
Woodgate, R. L. role theory, 288 interactive–integrative paradigm, 122
theory of keeping the spirit alive, nursing theory, 35t
249t Yao, G.
role theory, 288 Zeigler, V. I.
Woods, A. B. descriptive theories, 76
correlational research, 434t Yates, E.
homeodynamics, 340 Zeller, J. M.
Worden, C. logistic teaching, 490
logistic teaching, 490 Yates, J.
genomics in nursing practice, Zeller, R.
Workman, M. L. 344–345 social exchange theory, 281–282
immune system, 342, 343
Yeh, C. H. Zenk, S. N.
Wright, B. W. Uncertainty of Illness Theory, prescriptive theories, 78
King, 173 244
Zhao, S.
Wright, M. Yehle, K. S. postmodern social theory, 299
nursing education, 480 dialectic learning, 489
Zhou, G.
Wrubel, J. Yenen, M. C. Theory of Reasoned Action/
nursing theory, 36t cancer theories, 348 Planned Behavior, 326, 443

Wu, E. S. Yeo, S. A. Zhou, L.
nurse staffing and patient outcomes, homeostasis, 340 natural history of disease, 339
464
Yetton, P. W. Zhou, X. T.
Wu, R. R. decision making, 372 Path–Goal Theory, 362
nursing curriculum, 482
Yönt, G. H. Zhu, W.
Wu, Y. W. Care Dependency Scale, 139 transformational leadership, 363
correlational study of mammography,
436 You, K. S. Ziebarth, T. H.
social psychology theories, 326 cultural diversity and cultural bias, cancer theories, 348
theories as conceptual framework, 295 natural history of disease, 339
443
Young, A. Ziegler, S. M.
Wuest, J. descriptive theories, 38 nursing theory, 25
descriptive research on abused nursing theory, 25, 26
women, 434t research methodology, 18 Zimmerman, M.
testing of caregiving theory, 441 stress theories, 321
Young, T. R.
Wung, S. F. chaos theory, 296 Zoucha, R.
predictive theories, 39 cultural care diversity and universality
Youngblut, J. theory, 234
Wurster, J. L. social exchange theory,
Theory of Normalizing Risky Sexual 281–282 Zurakowski, T. L.
Behaviors, 218 Nightingale, 133, 134

Zwirn, E. E.
technology in nursing education, 491

SUBJECT INDEX

Note: Page numbers followed by b indicate material in boxes, those followed by f indicate material in figures, and those
followed by t indicate material in tables.

A Administration and management, 78t, in community-based health care
AACN. See American Association of 354–385 systems, 503

Colleges of Nursing; American application of theory in, 452–478 disease management role of, 470
Association of Critical Care authority and responsibility in, 455 in evidence-based practice, 474
Nurses bureaucracy/organization theory theoretical knowledge and skills of,
Abstract concepts, 52
Abstraction level, of theories, 36–38, in, 365 500–501, 501b
37f, 73–75 case management in, 459, 466–468 Advancing Research and Clinical
in categorization of grand theories, centralization vs. decentralization in,
118–119 Practice Through Close Collabo-
in middle range theories, 217, 230 455–456 ration (ARCC) Model, 264, 266,
in theory evaluation, 104, 106, 107t chain of command in, 454 267b, 272t
Academic Center for Evidence-Based change in, 370–372 Affective learning, 387–388
Practice Star Model (ACE Star classic management theory in, 366 Affiliated-individuation, 171t
Model), 264–266, 265f, 265t, 272t conflict management in, 374–375 Affiliation, need for, 369
Academic discipline. See Discipline(s) decision-making processes in, Affiliative subsystem, 148
Accelerated programs, in nursing Ageism, 294
education, 480 372–374 Agency, concept of, 281, 281t
Accessibility, of theory, 102 departmentalization in, 456 Agency for Healthcare Research and
Accommodation disease/chronic illness management Quality, 259, 260
in conflict handling, 374–375 Agenda for Change (Joint Commission),
in learning, 402 in, 468–470, 468b 375
Accountability empowerment in, 369–370 Aggressive subsystem, 148
in patient care delivery models, 459 evidence-based practice in, 380–382 Aging, successful, theories of, 424
in shared governance, 456–458 Fayol’s principles of, 366, 366b Aging population, 498b
Accountable care organizations future issues in, 506–507, 506b AIM. See Artinian Intersystem Model
(ACOs), 470 leadership theories in, 355–364 Aim of instinct, 308
Accreditation, nursing curriculum Magnet Recognition Program in, Alarm, as stage of stress, 318–319,
and, 482–483 319t, 341, 341t
Accuracy, of theory, 104, 106, 107t 458–459, 465–466, 466b Allostasis, 340
ACE Star Model, of evidence-based motivational theories in, 366–368 AMA. See American Medical Association
practice, 264–266, 265f, organizational design in, 453–456, American Academy of Nursing, 465
265t, 272t American Association of Colleges of
Achievement, need for, 369 453b Nursing (AACN)
Achievement–Motivation Theory, organizational/management Commission on Collegiate Nursing
366–367, 367t Education (CCNE), 483
Achievement-oriented leader, 361 theories in, 365–366 competencies and skills needed
Achievement system, 148 overview of concepts in, 355 by generalist nurses, 498–499,
ACOs. See Accountable care patient care delivery models in, 499b
organizations doctor of nursing practice proposed,
Active potential assessment model 459–466 31
(APAM), 170–172 patient-focused care in, 460, theoretical knowledge and skills,
Activities for client assistance, 500–501, 501b
137–138, 138b 461–463, 461b American Association of Critical
Actual caring occasion, 185t, 213 power in, 368–369 Care Nurses (AACN), Synergy
Acute pain management, theory of, primary nursing in, 459–460, 461 Model for Patient Care, 96, 230,
224, 249t problem-solving in, 372–374 239–241. See also Synergy Model
Adaptation quality improvement/management for Patient Care
in Conservation Model, 162t American Medical Association (AMA),
in Modeling and Role-Modeling, 170 in, 375–380, 470–475 on nursing education, 28
in Roy Adaptation Model, 179t. scientific management in, 365 American Nurses Association (ANA),
See also Roy Adaptation Model shared governance in, 456–458 education initiatives of, 30
in stress theories, 318–321 Taylor’s principles of, 365, 365b Scope and Standards for Nursing
in systems, 282 team nursing in, 459–461 Administrators, 466
Adaptation to Chronic Pain, Theory total patient care (functional survey on evidence-based practice,
of, 86, 221, 241t, 249t 381–382
Adaptive modes, in Roy Adaptation nursing) in, 459–460 American Nurses Credentialing Center
Model, 179–180, 180f transformational leadership in, (ANCC), Magnet Recognition
Program, 465–466
362–363, 458–459 ANA. See American Nurses Association
work specialization in, 453–454
Administrative model, of shared

governance, 457
Adolescent Support Model, 85
Adult learning, 402–404, 403b, 405t
Adult Uncertainty in Illness Scale, 243
Advanced practice nurses (APNs),

31–32, 382
authority and responsibility of, 455
case management by, 467

554

Subject Index 555

Analogizing, in concept development, health care delivery system and, 417 genetic principles and theories,
65, 65t implied theory, 422, 424–425 344–346
in intermittent urinary
Anal stage of development, 307t, 308 germ theory and principles of
Analytical phase, of concept catheterization, 422–423, 423t infection, 334
nursing education and, 416–417
development, 62t, 63 in patient contracting, 423, 424t Health Belief Model, 320–321,
Analytic learners, 406 Roy Adaptation Model, 426 424–425, 436, 443, 497
ANCC. See American Nurses situation-specific (practice) theories
Health Promotion Model, 236, 253,
Credentialing Center in, 418–421 436, 437, 443
Andragogy, 402–404, 405t in taxonomy, 422–423
Antecedents, delineating, 65, 65t theorist–practitioner disparity homeostasis, 340
Anthropology immune system theories, 343
and, 417 information-processing
definitions of culture in, 294b theory–practice gap in, 416–417
middle range nursing theories Application of theory, in nursing models, 395
interpersonal theory, 312–313
derived from, 221–222 research, 430–451 Knowles’ theory of adult learning,
Antibody-mediated immunity, 343 borrowed or shared theory, 78t,
Anxiety 404
424–425 learning theories, 391, 397–400,
in general adaptation syndrome, concerns over reliance on nursing
318–319, 319t 404, 407–408, 437, 443
models in, 444–445 Maslow’s human needs theory,
in interpersonal theory, 311–312 correlational, 434, 434t, 435–436
Peplau’s levels of, 312, 318–320, description of theory in research 316–317
Maternal Role Attainment/
319t report, 445, 446b
in psychoanalytic theory, 308–309 descriptive, 434–435, 434t Becoming a Mother, 252, 253
APAM. See Active potential assessment experimental, 434, 434t, 436–437 multiple middle range theories,
framework/process of research,
model 253
APNs. See Advanced practice nurses 433–434, 433b natural history of disease, 339
Application of theory, in nursing historical overview of, 431–432 person-centered theory, 318
Nightingale and, 431 Piaget’s theory of cognitive
administration and management, nursing and non-nursing theories,
452–478 development, 396–397
authority and responsibility, 455 444–445 postmodern social theory, 300
case management, 459, 466–468 purpose of theory in research, 433 Postpartum Depression Theory,
centralization vs. decentralization, rationale for using nursing theories
455–456 251
chain of command, 454 in, 444 psychoanalytic theory, 309
departmentalization, 456 theory as conceptual framework, psychosocial developmental theory,
disease/chronic illness management,
468–470, 468b 442–443, 445, 446b 310–311
Magnet Recognition Program, theory fit in research agenda, 445, role theory, 288
458–459, 465–466, 466b Roy Adaptation Model, 437
organizational design, 453–456, 446–448, 447b, 448t Self-Care Deficit Theory, 425
453b theory-generating research, 84t, Self-Transcendence Theory,
patient care delivery models,
459–466 85–86, 437–439 248, 253
patient-focused care, 460, 461–463, theory–research relationship, social exchange theory, 281–282
461b social learning theory, 399–400,
primary nursing, 459–460, 461 432–433
quality management, 470–475 theory-testing research, 437, 437, 443
shared governance, 456–458 social networks, 284
span of control, 454–455 439–441, 441b social psychology theories, 325–326
team nursing, 459–461 theory use in, 437–443 stress theories, 320–321, 342
total patient care (functional types of theories and corresponding symbolic interactionism, 286
nursing), 459–460 Synergy Model for Patient Care,
transformational leadership, research, 434–437, 434t
458–459 Application of theory, specific theories 240–241, 241b, 253, 426, 443
work specialization, 453–454 Theory of Chronic Sorrow,
Application of theory, in nursing behavioral and cognitive-behavioral
education, 479–496 theories, 314–315 109–110, 250, 253, 425–426
curriculum, 481–482 Theory of Comfort, 246, 253
teaching, 488–493 behavioral learning theories, 391 Theory of Reasoned Action/
technology, 491–493 Benner model of skill acquisition,
Application of theory, in nursing Planned Behavior, 84, 325–326,
practice, 412–429 232–233, 253 436, 443
borrowed or shared theory, 78t, cancer theories, 348 Theory of Unpleasant Symptoms,
424–425 chaos theory, 298 247, 253, 443
examples from nursing literature, cognitive development/interaction Transitions Theory, 238–239,
424–426 425, 436
grand and middle range theories, theories, 396–397 Uncertainty in Illness Theory,
425–426 cognitive-field (gestalt) theories, 243–244
guidelines for, 415, 415t Applied science, 6, 6t
393–394 nursing as, 6, 16, 306
critical social theory, 293 pure science vs., 6, 306
cultural care diversity and Appraisal, in stress theory, 320
ARCC Model, of evidence-based
universality theory, 233–234, practice, 264, 266, 267b,
253, 497 272t
cultural diversity and cultural bias, Arizona Social Support Interview
295 Schedule (ASSIS), 282
feminist theory, 292
Gagne’s learning theory, 397–398
gate control theory of pain, 350
general systems theory, 283

556 Subject Index

Artinian Intersystem Model (AIM), Avoidance, as conflict-handling mode, Blocking, in curriculum, 486
159, 160, 164–169 374 Blue Cross Blue Shield of Arizona,

assumptions of, 165, 167b Axiology, 7, 7t. See also Ethics case management venture of,
background of theorist, 164 Axioms, 80t 467–468
concepts of, 165–166, 167t B Borrowed theory, 78–79, 78t. See also
parsimony of, 169 Bandura’s social learning theory. specific disciplines and theories
philosophical underpinnings of, application in nursing practice, 78t,
See Social learning theory 424–425
164, 165t, 166f Banner Health, case management application in nursing research, 78t,
relationships in, 166–168 444–445
testability of, 168–169 venture of, 467–468 definition of, 27t, 306
value in extending nursing Basic duality, 398 vs. unique, 40–41, 306, 431
Basic or pure sciences, 6, 6t, 306 Boundaries, in Behavioral System
science, 169 Basic structure, in Neuman Systems Model, 148t
Art of nursing, 13, 14t, 19–20 Boundary lines, in Neuman Systems
Assertiveness, in conflict handling, Model, 151t Model, 151t
Behavioral control, perceived, Bounded rationality, 373
374–375 Bovine spongiform encephalopathy
Assignment systems, 459 323–325 (BSE), causative agent of, 334
Assimilation, 402 Behavioral learning theories, 389–391 BPGs. See Best practices guidelines
ASSIS. See Arizona Social Support Breast health
application to nursing, 391 concept development on
Interview Schedule characteristics of, 391t postmastectomy grief, 49–50,
Associational statements, 80–81 comparison of, 389t 56, 67
Associative concepts, 51t Behavioral sciences, 78t, 305–330 Perceived Access to Breast Health
Assumptions, 27t, 81, 102t behavioral and cognitive-behavioral Care in African American Women
Theory, 90–91
Abdellah’s, 139–141 theories in, 313–315, 327t BSE. See Bovine spongiform
Artinian Intersystem Model, comparison of theories, 327t encephalopathy
humanistic theories in, 315–318, Bureaucracy, theory of, 365
165, 167b Butterfly effect, 296–297
Caring Science as Sacred Science, 327t C
middle range nursing theories California Safe Staffing Law, 464–465
182–187 Canadian Association of Critical Care
Conservation Model, 161 derived from, 221–222, 222t Nursing, 163
grand theory, 126 psychodynamic theories in, Cancer
Health as Expanding Consciousness, development of, 346–347, 347f,
306–313, 327t 348t
198–199 social psychology in, 321–326, 327t lifestyle factors in, 347, 348t
Henderson’s, 137 stress theories in, 318–321, 327t Cancer theories, 346–349
humanbecoming paradigm, 203, Behavioral system, definition of, 148t application to nursing, 348
Behavioral System Model, 145–149 goals of, 347–348
204b assumptions in, 147 Carative factors, 183–184, 184b
Johnson’s, 147 background of theorist, 147 Care Dependency Scale, 139
Modeling and Role-Modeling, concepts in, 147 Caregiver Rewards Scale (PCRS), 282
philosophical underpinnings of, 147 Caregiver roles, 288
170 relationships in, 148 Caregiver stress, theory of, 220, 249t
Neuman Systems Model, 150–152 testability of, 149 Caregiving Effectiveness Model, 39,
Nightingale’s, 134–135 usefulness of, 149 249t
order and conflict synthesis model, Behavioral theories, 313–315, 327t Care-seeking behavior, theory of, 242t
Behavioral theories of leadership, Caring
289, 289b as central construct in nursing, 45
Orem’s, 142–144 357–358 theory of (Swanson), 219, 242t
Rational Decision-Making Model, Behaviorism, 389–390, 389t Caring/becoming theorists, 119, 120t
Benchmarking, 472 Caring Science as Sacred Science, 160,
372–373 Benner model of skill acquisition, 182–187, 479–480
Roy Adaptation Model, 178 assumptions of, 183–184
Science of Unitary and Irreducible 230–233 background of theorist, 183
application in practice, 232–233, 253 carative factors in, 183–184, 184b
Human Beings, 194 context for use, 232 concepts of, 184, 184b, 185t
social exchange theories, 280b evidence of empirical testing, middle range theories derived from,
symbolic interactionism, 285, 285b 213
Theory of Goal Attainment, 232–233 parsimony of, 186
nursing implications of, 232 philosophical underpinnings of, 183
174–175 purpose and concepts of, 230–232 relationships in, 184–185
Asthma education, quality improve- Best practices guidelines (BPGs), 380 testability of, 186
Bias
ment in, 474 cultural, 293–295
Asynchronous technology, 491 definition of, 294
Attachment subsystem, 148 Bifurcation, 297
Attention, and learning, 406 Biomedical sciences, 78t, 331–353
Attitude, in Theory of Reasoned cancer theories, 346–349
disease causation, 332–339
Action/Planned Behavior, genetic principles and theories,
323–324
Attribution theory, 364 343–346
Auditory learning style, 405–406 pain management, 349–350
Authentic leadership, 363–364 physiology and physical functioning,
Authority
in conflict theories, 289 339–350
definition of, 368
power vs., 368
Autocratic leadership, 357–358
Automatic thinking scheme, 314

Subject Index 557

usefulness of, 186, 187b Clarity of theory, 102 Cognitive theory, 314, 327t
value in extending nursing Classical conditioning, 389–390, 389t Collaboration, as conflict-handling
Classification theories, 75–76
science, 186 Classism, 294 mode, 374
Case management, 459, 466–468 Client. See also Person Collectivism, 280
COM. See Commission on Magnet
coordination of care in, 467–468 in nursing metaparadigm, 43t, 44 Comfort, Theory of, 222, 229, 241,
definition of, 466 Client assistance, activities for,
development of, 466 244–246
future issues in, 506 137–138, 138b application in practice, 246, 253
high-risk patients in, 467 Client Experience Model, 218 context for use, 244–245
inpatient (“within the walls”), 467 Client–nurse, in nursing evidence of empirical testing, 246
as nursing competency, 503t nursing implications of, 244–245
outcomes of, 467 metaparadigm, 44 purpose and concepts of, 244,
Case Management Society of America Client participation, 312
Client problems, Abdellah’s steps to 245b, 245f
(CMSA), 466 Comfort Behaviors Checklist, 246
Case method model, 459 identify, 140, 141 Commission on Collegiate Nursing
Causal relationships, 81 Clinical knowledge, 15
Causative agent Clinical nurse specialists (CNSs), Education (CCNE), 483
Commission on Magnet (COM),
in epidemiologic triangle, 334–335, 454, 470
334f CMS. See Centers for Medicare and 464–465
Commitments, in Perry’s development
in germ theory, 333–334 Medicaid Services
Cause-and-effect diagrams, in quality CMSA. See Case Management Society theory, 398–399
Commitment to health theory, 439
improvement, 379 of America Common cause variation, 471
CCNE. See Commission on Collegiate CNOs. See Chief nursing officers Communication
CNSs. See Clinical nurse specialists
Nursing Education Cochrane Collaboration, 259, 260 modes, in Conservation Model,
Cell-mediated immunity, 343 Cock’s Comb model, 133 162t
Centers for Medicare and Medicaid Coercive power, 368, 369t
Cognator, in Roy Adaptation Model, as nursing competency, 503t
Services (CMS), 377 in Theory of Goal Attainment,
Centralization vs. decentralization, 179t, 180
Cognition, in interpersonal theory, 175t
455–456 Community-based health care
Chaining, in Gagne’s learning 312
Cognitive-behavioral theory, systems, 503
theory, 397b Competencies, nurse, 499b
Chain (web) of causation, 335–337, 313–315, 327t
Cognitive content, in nursing in AACN recommendations,
336f 498–499, 499b
Chain of command, 454 education, 488
Change, 370–372 Cognitive development/interaction in Synergy Model for Patient Care,
239, 239b
driving forces for, 371 theories, 395–400, 405t
field of, 371 application to nursing, 396–397 in today’s health care system, 503,
force of, 371 Bandura’s social learning theory, 503t
Kotter’s Eight Step Plan for
399–400 Competing, as conflict-handling
Implementing, 371 characteristics of, 396t mode, 374
planned, theory of, 370–372 Gagne’s, 397–398, 397b
restraining forces on, 371 Perry’s, 398–399 Complement system, 343
Chaos, definition of, 295–296 Piaget’s, 396–397 Complex adaptive systems theory,
Chaos theory, 222, 295–298 Cognitive distortions, 314
application to nursing, 298 Cognitive-field (gestalt) theories, 283
concepts from, 296–298 Comprehensibility, in Artinian
principles of, 296, 296b 392–394, 405t
Charismatic leadership, 364 application to nursing, 393–394 Intersystem Model, 165t
Charismatic power, 368 characteristics of, 393t Compromise, as conflict-handling
Chief nursing officers (CNOs), Cognitive learning, 387–388
Cognitive learning theories, 389, mode, 374–375
458–459 Computer simulation, 480, 491–493
Chronic conditions, as health care 392–404. See also specific Computer technology, as nursing
theories
challenge, 498b adult learning, 402–403, 405t competency, 503t
Chronic illness management, 468–470 cognitive development/interaction, Concept(s)
Chronic illness trajectory framework, 395–400, 396t, 405t
cognitive-field (gestalt), 392–394, abstract vs. concrete, 52
242t 393t, 405t continuous vs. discrete, 52
Chronic Sorrow, Theory of, 218, developmental psychology, curricular, 485
401–402, 405t definitions of, 27t, 50–51
248–250 Gagne’s, 397–398, 397b existing, 54, 54t
application in practice and research, humanistic, 401, 405t grand theory, 126
information-processing models, leadership and management, 355
109–110, 250, 253, 425–426 394–395, 405t middle range theory, 213,
context for use, 250 Perry’s, 398–399
description of, 110 Piaget’s, 396–397 216–217
evaluation of, exemplar of, 109–112 psychodynamic, 400, 405t naturalistic, 54, 54t
evidence of empirical testing, 250 social learning (Bandura), 399–400 related, 61
nursing implications of, 250 summary of, 404–405, 405t research-based, 54, 54t
purpose and concepts of, 250 sources of, 53–54
Circle of contagiousness, 103 theoretically vs. operationally
CJD. See Creutzfeldt–Jakob disease
defined, 53, 53t
as theory component, 79, 102t
types of, 51–53, 51t
variable vs. nonvariable, 52

558 Subject Index

Concept(s), of theorists/theories Concept delineation, 65 assumptions about nursing, 161
Abdellah patient-centered approach, Concept derivation, 59, 59b background of theorist, 160
139–141 Concept development, 49–71 concepts of, 161, 162t
Artinian Intersystem Model, middle range theory derived from,
165–166, 167t comparison of methods for, 67, 68t
Beck’s Postpartum Depression and conceptual frameworks, 57 220, 220f, 419, 440–441
Theory, 251 context for, 55–56 parsimony of, 163–164
Benner model of skill acquisition, Meleis’ method for, 63–65, 64b, philosophical underpinnings of,
230–232
chaos theory, 296–298 65t, 68t 160–161
Eakes, Burke, and Hainsworth’s Morse’s method for, 65–66, 68t practice theory derived from, 419
Theory of Chronic Sorrow, 249 Penrod and Hupcey’s method for, principles of, 161–162
Erickson, Tomlin, and Swain’s relationships in, 161–162
Modeling and Role-Modeling, 66, 67b, 68t testability of, 163
170, 171t purposes of, 55 usefulness of, 163
Health Belief Model, 322, 323f, and research, 57 value in extending nursing science,
324t Rodgers’ method for, 59–61, 60b,
Henderson, 137, 138b 164
Johnson, 147 62t, 68t, 69–70 Consistency of theory, 102, 104, 106,
King, 175, 175t Schwartz-Barcott and Kim’s method
Kolcaba’s Theory of Comfort, 244, 107t
245b, 245f for, 61–63, 62t, 64t, 68t Construct
Leininger’s cultural care diversity strategies for, 57–67
and universality theory, 233 student-generated examples of, caring as central, in nursing, 45
Lenz’s Theory of Unpleasant definition of, 27t
Symptoms, 246, 247f 55, 56 Constructed knowledge stage, of
Levine’s Conservation Model, and theory, 57, 86–87, 87t
161, 162t Walker and Avant’s method for, nursing theory, 29t, 31–32
Mercer’s Conceptualization of Constructivism, 9–10, 399, 402, 500
Maternal Role Attainment/ 58–59, 58b, 59b, 60t, 68t Content
Becoming a Mother, 252 Wilson’s method for, 57–58
Mishel’s Uncertainty in Illness Concept exploration, 63 curricular. See Curriculum, nursing
Theory, 243, 243f Concept synthesis, 58 in Neuman Systems Model, 151t
Neuman Systems Model, 150–152, Conceptual definitions, 79 Contextual stimuli, 179t
151t, 152f Conceptual environment, in Contingency theories of leadership,
Newman, 199, 200t
Nightingale, 134–135 Conservation Model, 162t 360–362
Orem, 142–144, 143f, 144t Conceptual framework, 24, 26, 27t Continuous concepts, 52
Parse, 203–204 Continuous quality improvement
Pender’s Health Promotion Model, concept development and, 57
234–235 in nursing education, 480, 483–487 (CQI), 375
Reed’s Self-Transcendence Theory, in research, theory as, 442–443, Continuum of leader behavior, 357–358
248 Control beliefs, 323–325
Rogers, 194, 194b, 195t 445, 446b Control charts, 379
Roy Adaptation Model, 179, 179t Conceptual knowledge, 15 Cooperativeness, in conflict handling,
social exchange theory, 281, 281t Conceptual meaning, creation of,
symbolic interactionism, 285 374–375
Synergy Model for Patient Care, 86–87 Coping, with stress, 320
239–240 Conceptual model, 24, 26, 27t, 82 Correlational research, 76, 434, 434t,
Transitions Theory, 237, 238f
Watson, 184, 184b, 185t relationship with theory and 435–436
hypotheses, 117, 117f Correlational statements, 80–81
Concept analysis. See also Concept Cosmology, 7, 7t
development Concrete concepts, 52 Cost
Concrete operational stage, 396
exemplar of, 69–70 Conditioning case management and, 466–468
Meleis’ method for, 64–65 disease management and, 469
Morse’s advanced techniques of, classical, 389–390, 389t evidence-based practice and, 474
operant, 313–314, 327t, 389–390, nurse staffing levels and, 464
65–66 patient-centered medical homes
Penrod and Hupcey’s principle-based 389t
Conflict management, 374–375 and, 470
method for, 66, 67b, 68t Conflict mode model, 374–375 patient-focused care and, 461, 462
Schwartz-Barcott and Kim’s Conflict situation, characteristics of, 374 quality improvement and, 471, 472,
Conflict theories, 281, 289–295
method for, 62t, 63 473
Walker and Avant’s method for, 58, critical social theory, 292–293 shared governance and, 458
cultural diversity and cultural bias, total patient care (functional
58b, 68t
Concept-based curriculum, 480 293–295 nursing) and, 460
Concept clarification feminist theory, 290–292 Councilor model, of shared
Marx’s theory of class conflict,
Meleis’ method for, 64, 64b governance, 457
Morse’s method for, 66 289–290 Creative/critical thinking, 507–508
Concept comparison, 66 Congressional model, of shared Creutzfeldt–Jakob disease (CJD), 334
Critical caring theory, 85
governance, 457 Critical reflection, 101–102
Congruence, 317 Critical social theory, 9, 292–293
Connecting separating, 204 Critical thinking, 507–508
Connectionism, 389–390, 389t Cues to action, 322, 324t
Consciousness, 200t. See also Health Cultural bias, 293–295

as Expanding Consciousness in nursing, research on, 295
Consequences, delineating, 65, 65t recommendations for avoidance in
Conservation, Levine’s definition of,
research, 295, 295b
162t
Conservation Model, 160–164

assumptions about individuals, 161

Subject Index 559

Cultural care and universality theory, Rational Decision-Making Model, magico-religious approach to, 333
233–234 372–373 natural history of, 337–339, 338f
Disease causation, theories and
application in practice, 233–234, in shared governance, 457
253 Defense mechanisms, 308–309, models of, 332–339
epidemiologic triangle, 334–335,
application in research, 497 315, 400
context for use, 233 Define, measure, analyze, improve, 334f
evidence of empirical testing, evolution of, 332–339
and control (DMAIC), 380 germ theory and principles of
233–234, 234b Defining, in concept development,
nursing implications of, 233 infection, 333–334
purpose and concepts of, 233 65, 65t web of causation, 335–337, 336f
Cultural care diversity and universality Definition of the situation, 285 Disease management, 468–470
Definitions, in theories, 102t accountable care organizations in,
theory, Leininger’s, 233–234 Degree of reaction, 151t
Cultural Competence, Model for, Deliberate action, 144t 470
Delineating antecedents, 65, 65t clinical outcomes of, 469
219 Delineating consequences, 65, 65t cost reduction in, potential for, 469
Cultural diversity, 293–295 Delivery models. See Patient care criteria for evaluating services,
Cultural feminism, 291
Culture delivery models 468, 468b
Deming Cycle, 473 definition of, 468
anthropologic definitions of, 294b Democratic leadership, 357–358 models of, 469
sociologic definitions of, 293–294, Denial, 308, 309 patient-centered medical home
Departmentalization, 456
294b Dependency subsystem, 148 models of, 470
Curriculum, nursing, 481–488 Descriptive research, 434–435, 434t return on investment, 469
Descriptive theories, 38–39, 75–76, Disease prevention
blocking of content in, 486 levels of, 337–339, 337b
changes in, 508 434–435, 434t as nursing research priority, 505t
components of, 481, 481b Detector, in intrasystem model, principles of infection in, 334
concept-based, 480 Dissipative structures, 297–298, 298b
concepts of, 485 167–168 Distance learning/education, 480,
conceptual/organizational Developmental psychology. See also
491–493
frameworks for, 480, 483–487 Development stages; specific Diverse population, 498b
components of, 485–486 theories Diversity of Human Field Pattern,
designing, 484–485 learning in, 401–402, 405t
patterns of, 486–487 Developmental self-care requisites, 144t Theory of, 219
purposes of, 484 Development stages DMAIC steps, in quality improvement,
current issues in development of, in interpersonal theory, 307t, 312
487 in Perry’s intellectual/ethical 380
definition of, 481 development theory, 398 DNA, 344
design of, 481–482 in Piaget’s cognitive development DNP. See Doctor of nursing practice
eclectic approach to, 484–485 theory, 396 Doctoral programs
enhanced content in, areas of, in psychoanalytic theory, 307t,
487, 487b 308–309 first, 30
and regulatory bodies in psychosocial development theory, growth in, 31–32
(accreditation), 482–483 307t, 310 Doctor of nursing practice (DNP),
single-theory approach to, 484 Diagnosis-related groups (DRGs), 466
structure or sequencing of, Diagramming, theory, 99, 103 31–32, 501, 501b, 507
485–486, 486t Dialectic learning (teaching), 488–489 Domination/subjugation, 289
threading content in, 487 The Dialectic of Sex (Firestone), 291 Dreyfus model of skill acquisition, 84,
Tyler model of, 481–482 Dialogical engagement, 205
D Differentiating, in concept 222, 230
Databases, in evidence-based practice, development, 65, 65t DRGs. See Diagnosis-related groups
262 Direct care, as nursing competency, Driving forces, for change, 371
Data collection, 61 503t Dualism, 398–399
Data management, 61 Directive leader, 361 Dying. See End-of-life care
Death. See End-of-life care Discipline(s) Dynamism, 311
Decay theory, of memory, 395 characteristics of, 4 E
Decentralization classification of, 4 EBBS. See Exercise Benefits/Barriers
centralization vs., 455–456 definition of, 4
shared governance vs., 456–457 multiparadigm, nursing as, 11 Scale
support services, in patient-focused nursing as, 4–5, 214 EBP. See Evidence-based practice
care, 462 philosophy of, 6 EBP Beliefs Scale (EBPB), 266
Decision-making processes, 372–374 theory classification based on, Ecogenetic nursing, 345
evidence-based practice and, 78–79, 78t Economic class conflict, 289–290
380–382 theory in, 24–25 Economic rationality, 372
group, 373 Discrete concepts, 52 ECT. See Electroshock therapy
organizational quantitative Discrimination learning, 397b Education. See Nursing education
techniques in, 374 Disease Effector, in intrasystem model,
quantitative technology in, 372 ancient view of, 332
definition of, 332 167–168
empirico-rational approach to, 333 Ego

in psychoanalytic theory, 307–309,
400

in psychosocial developmental
theory, 310

560 Subject Index

Ego defense mechanisms, 308–309, in Levine’s Conservation Model, nurses’ readiness to implement,
315, 400 162t 381–382

Ego strength, 310 in Neuman Systems Model, 150 overview of, 259
Eight Step Plan for Implementing in Newman’s theory, 199 practice-based evidence in,
in Nightingale’s theory, 134–135
Change (Kotter), 371 in nursing metaparadigm, 41–44, 261–262, 262f
Electroshock therapy (ECT), feminist practice theories and, 419–421,
43t
theory and, 292 in Orem’s theory, 143 421t
Eliminative subsystem, 148 in psychoanalytic theory, 308 prescriptive theory in, 77
Emancipatory knowing, 15 in psychosocial developmental promotion of, 263, 475
Emotion, in learning, 407 quality improvement in, 380–382,
Emotional intelligence, of leaders, theory, 310
in Roy Adaptation Model, 179t 474–475
356–357, 363 in Science of Unitary and Irreducible research vs., 259
Empathy role of advanced practice nurses in,
Human Beings, 194–195, 209t
nurse-expressed, middle range in stress theory, 320 474
theory of, 219 in Theory of Goal Attainment, 175t steps in method, 381
in unitary process theories, 192, Stetler Model of, 264, 270, 271t,
in symbolic interactionism, 285
Empirical adequacy of theory, 99, 209t 272t
Environmental field, 195t support for and commitment to,
106, 107t Environmental variables, in
Empirical concepts, 52 474
Empirical generalizations, 80t Path–Goal Theory, 361 theoretical models of, 264–271
Empirical indicator, 27t, 41 Epidemiologic triangle, 334–335, theory and, 263–264, 419
Empirical knowledge Evolutionary method of concept
334f
case study of, 19–20 Epistemologic principle, in concept development, 59–61, 60b, 62t,
definition of, 12 68t, 69–70
in nursing, 13, 14t, 15 analysis, 66, 67b Exchange theories, 279–284
Empirical models, 82 Epistemology, 7, 7t, 12–15 general systems theory, 282–283,
Empirical testing. See Testing, 283b
case study of, 19–20 modern social exchange theories,
empirical, of theories or models definition of, 12, 27t 279–282
Empiricism, 7, 8–9, 11t nursing, 13–15, 14t, 19–20 social networks, 283–284
Equilibrium, in systems, 282 theory-testing research, 440–441
contemporary, 8–9 Equity Theory, 368 Exemplar
founding belief of, 8 Erikson’s developmental theory. concept analysis, 61, 69–70
future of, 500 middle range theory combining
nursing and, 9 See Psychosocial developmental existing nursing and non-nursing
nursing epistemology and, 13, 14t theory theories, 221
quantitative methodology in, 17 Errors, medical, IOM report on, 470 middle range theory derived from
Employee variables, in Path–Goal Essentialism, 59 grand theory, 220
Esthetic knowledge, 7, 7t, 13, 14t, middle range theory derived from
Theory, 361–362 19–20 non-nursing discipline, 222–223
Employment options, for nurses, Ethical development, Perry’s theory middle range theory derived from
of, 398–399 research/practice, 219
502–503 Ethics theory as conceptual framework,
Empowerment, 369–370 as branch of philosophy, 7, 7t 442–443
Enabling–limiting, 204 definition of, 13 theory development, 90–91
End-of-life care in nursing, 14, 14t, 19–20 theory evaluation, 109–112
Evidence-based practice (EBP), 16, theory-generating research, 438
Dobratz’s middle range theory on, 31, 32, 258–275 theory-testing research, 440–441
222, 439 ACE Star Model of, 264–266, 265f, Exercise as Self-Care, Theory of,
265t, 272t 221
as nursing research priority, 505t advanced practice nurse’s role in, Exercise Benefits/Barriers Scale
Psychological Adaptation in Death 382 (EBBS), 436
ARCC Model of, 264, 266, 267b, Exhaustion, as stage of stress, 318–320,
and Dying, 439 272t 319t, 341, 341t
Shared Presence: Caring for a Dying barriers to, 263, 263b Existence statements, 79–80
comparison of models, 270–271, Existing concepts, 54, 54t
Spouse, 39, 435 272t Expanding consciousness, 200t.
Theory of the Peaceful End of Life, concerns related to, 261 See also Health as Expanding
definition and characteristics of, Consciousness
224–225, 224f, 249t 259–260 Expectancy, definition of, 367
Energy conservation, 161, 162t developing, process for, 419 Expectancy Theory, 367
Energy field, 194–195, 195t future issues in, 501–502, 504 Expected worth, 372
Energy systems, 198 grand theory and, 118, 131 Experience, of adult learners, 403,
English proficiency, limited, 498b Iowa Model of, 264, 267, 268f, 403b
Entropy, 151t 269b, 272t Experiential learning model, 395–396
Enumerative concepts, 51t Johns Hopkins model of, 264, Experimental research, 434, 434t,
Environment 267–270, 269b, 272t 436–437
key resources for, 260 Expert power, 368, 369t
in Artinian Intersystem Model, 165, limitations of, 381
167t nurse empowerment in, 370

definition of, 42, 43t
in epidemiologic triangle, 334–335,

334f
in Health as Expanding

Consciousness, 209t
in humanbecoming paradigm, 209t
in interpersonal theory, 312–313
in Johnson’s theory, 147

Subject Index 561

Explanatory theories, 39, 75, 76, 434, G in evidence-based practice, 118
434t, 435–436 Gagne’s learning theory, 397–398, extending nursing science through,

External criticism, 100 397b 127
Extraction–synthesis, 205 GAS. See General adaptation syndrome Fawcett’s categorization of,
Extreme postmodernists, 299 Gate control theory of pain, 221,
F 122–123, 123t
Facilitated Sensemaking, 218 331–332, 349–350, 350f human needs–based, 131–158. See
Factor-isolating theories. See GCQ. See General Comfort
also Human needs theories
Descriptive theories Questionnaire interactive process-based, 159–191.
Factor-relating theories. See Gender
See also Interactive theories
Explanatory theories in feminist theory, 290–292 major assumptions, concepts, and
Factual assumptions, 81 and learning style, 406
Family-centered care, 462–463 Gene(s), 344 relationships in, 126
Family systems theory, 283 General adaptation syndrome (GAS), Meleis’ categorization of, 119,
Feedback, in learning, 407
Feedback mechanisms, physiologic, 340 318–320, 327t, 340–342 120t, 123t
Feminine mystique, 291 General Comfort Questionnaire middle range theories derived from,
Feminist theory, 290–292
(GCQ), 246 219–220, 439
application to nursing, 292 Generality of theory, 99, 101t, 102, middle range theories vs., 213, 215,
as perceived view, 9
postcolonial, 300 106, 107t 216t
postmodern, 300 Generalized other, 285 need to renew or update, 118
as postmodern view, 10 General systems theory (GST), Newman’s categorization of, 122,
themes in, 290, 291b
variations of, 290–292 282–283, 283b 123t
Field, in planned change theory, 371 application to nursing, 283 nursing domains of, 119
Fiedler Contingency Theory of basic tenets of, 282 overview of, 116–130
Genetics, 343–346 paradigms of, 119–123
Leadership, 360–361, 360b application to nursing, 344–346 Parse’s categorization of, 121, 121f,
Field theory, 392 in cancer theories, 346–347, 347f
Fieldwork phase, of concept counseling on, nurses’ role in, 123t
parsimony of, 127
development, 62t, 63 345–346 philosophical underpinnings of,
Fight or flight, 340 ethics and confidentiality in testing,
First-level managers, 455 125–126
Flexible line of defense, 151t 345 practice theories derived from,
Focal stimuli, 179t in health care, nursing model for, 345t
Force, in planned change theory, 371 Genetic Vulnerability, Theory of, 220 419
“Forces of Magnetism,” 465 Genital stage of development, 307t, 308 relationship with conceptual model
Forcing, as conflict-handling mode, Genome, human, 343
Germ theory, 333–334 and hypotheses, 117, 117f
374 Gestalt (cognitive-field) theories, research testing, 441
Forgetting, theories of, 395 scope of, 118–119
Formal operational stage, 396 392–394, 405t specific categories of, 124, 124t
Formative testing, in nursing application to nursing, 393–394 testability of, 126–127
characteristics of, 393t unitary process-based, 192–212.
education, 490 Glaserian grounded theory, 168
Freud’s psychoanalytic theory. See Global learners, 406 See also Unitary process theories
Goal usefulness of, 126
Psychoanalytic theory in Neuman Systems Model, 151t Great Man Theory, 355
Fruitfulness, of theory, 104 of nursing, in Roy Adaptation Grounded theory approach
Function, in Behavioral System in Artinian Intersystem Model, 168
Model, 179t in descriptive research, 435
Model, 148t Goal Attainment, Theory of, 160, in middle range theories, 218
Functionalistic perspective, 289 in practice theories, 85, 418, 419
Functional nursing, 459–460 173–177, 174f in symbolic interactionism, 286
Functional requirements, of humans, assumptions of, 174–175 in theory generation, 437–439
background of theorist, 173 Group decision making, 373
148, 148t concepts of, 175, 175t Group practice model, 459
Functional theory of leadership, parsimony of, 177 Growth process, in learning, 407
philosophical underpinnings of, 174 GST. See General systems theory
357–358 relationships in, 176 “Guarding against cancer” model, 85
Future issues, 497–512 testability of, 176–177 Guided imagery, 196
usefulness of, 176 H
Institute of Medicine on, 3, 417, value in extending nursing science, HCAHPS. See Hospital Consumer
498–499, 498b
177 Assessment of Healthcare
in nursing education, 507–508 Governance, shared, 456–458 Providers and Systems
in nursing leadership and Grand theories, 37, 73, 74. See also Health
in Artinian Intersystem Model, 165,
administration, 506–507, 506b specific theories 167t
in nursing practice, 502–504 analysis/evaluation of, 106, in Caring Science as Sacred Science,
in nursing science, 499–500 184, 185t
in nursing theory, 500–502 124–128, 125b definition of, 42, 43t
in theory development, 501–502 application in practice, 425–426 in Johnson’s theory, 147
The Future of Nursing (IOM), 3, 417, background of theorists and, 125 in Levine’s Conservation Model,
categorization of, 118–123 162t
498–499, 498b combining, competing paradigms

and, 128
conceptual model vs., 117

562 Subject Index

Health (continued) Health-related quality of life, Human Caring, Theory of. See Caring
in Modeling and Role-Modeling, theoretical vs. operational Science as Sacred Science
171t definition of, 53t
in Neuman Systems Model, 150 Human Genome Project, 343
in Newman’s theory, 199, 200t Health risk behaviors, theoretical vs. Humanism, 122
in Nightingale’s theory, 134–135 operational definition of, 53t Humanistic theories, 315–318
in nursing metaparadigm, 41–44,
43t Helicy, 194–196, 194b comparison with other behavioral
in Orem’s theory, 143 Helson’s Adaptation Theory, 84 theories, 327t
in Roy Adaptation Model, 179t Heredity, in development, 312, 313
in Science of Unitary and Irreducible Herzberg’s two-factor theory, learning theory, 401, 405t
Human Beings, 195t Maslow’s human needs theory,
in Theory of Goal Attainment, 174, 359–360
175t Hierarchy of learning, 406 315–317
in unitary process theories, 192, Hierarchy of needs (Maslow), person-centered theory, 317–318
209t Human needs theories, 121f, 124,
315–317, 359
Health Amendments Act (1956), 30 High-fidelity patient simulator, 491 124t, 131–158
Health as Expanding Consciousness, High middle range theories, 217, Abdellah’s patient-centered

193, 198–202 230–241, 231t. See also specific approach, 139–142
assumptions of, 198–199 theories Henderson’s, 136–139
background of theorist, 198 Benner model of skill acquisition, Johnson’s Behavioral System
comparison with other unitary 230–233
Leininger’s cultural care diversity Model, 145–149
process theories, 208, 209t and universality theory, 233–234 learning in, 401–402
concepts of, 199, 200t Pender’s Health Promotion Model, Maslow’s, 54, 131, 315–317, 327t,
parsimony of, 202 95, 234–236, 235t
philosophical underpinnings of, 198 Synergy Model for Patient Care, 96, 359
relationships in, 199–201 230, 239–241, 241b, 253, 426 Neuman Systems Model, 131,
testability of, 201–202 Transitions Theory, 236–239
usefulness of, 201, 202b Hill-Burton Act, 30 149–154
value in extending nursing science, Historicism, 9–10, 11t Nightingale’s, 132–136
HIV/AIDS, determining cause of, Orem’s Self-Care Deficit Nursing
202 333
Health Belief Model, 72, 222, Holism Theory, 142–146
in Conservation Model, 162t theorists of, 119, 120t
321–322 in Modeling and Role-Modeling, Human science, 6, 6t
application in research, 436, 443, 171t vs. natural science, 6
Holistic nursing nursing as, 16–17
497 homeostasis in, 340 perceived view of science, 9–10
application to nursing, 325–326, psychosocial developmental theory Hypotheses
in, 310–311 concept development and, 57
424–425 Home health nursing, Neal theory definition of, 27t
comparison with other behavioral of, 231t as relational statement, 80t
Homeodynamics, 194–195, 194b, relationship with theory and
theories, 327t 340
concepts of, 322, 323f, 324t Homeostasis, 148t, 162t, 340 conceptual model, 117, 117f
Health care challenges, 498, 498b Hospice Comfort Questionnaire, 246 I
Health care costs. See Cost Hospital Consumer Assessment of IANP. See Inpatient asthma nurse
Health care delivery. See Patient care Healthcare Providers and Systems
(HCAHPS), 463 practitioner
delivery models Hospital nurse force theory, 85 ICU transitional care, theory of
Health deviation self-care requisites, Hospital Standardization Program,
375 nursing care in, 435
144t Host, in epidemiologic triangle, Id, 307–309, 400
Health disparities, 498b 334–335, 334f Imaging, in humanbecoming
Health information, 387 HPLP-II. See Health-Promoting
Health literacy, 387 Lifestyles Profiles II paradigm, 203–204
Health-Promoting Lifestyles Profiles HPM. See Health Promotion Model Immunity and immune function,
Humanbecoming paradigm, 121,
II (HPLP-II), 436 193, 202–208 theories of, 342–343
Health promotion assumptions of, 203, 204b Impetus of instinct, 308
background of theorist, 203 Implications. See also Nursing
as nursing competency, 503t comparison with other unitary
as nursing research priority, 505t process theories, 208, 209t implications of theory
Health Promotion for Preterm Infants, concepts of, 203–204 identifying, 61
parsimony of, 207 Implied theory, 422, 424–425
Theory of, 220, 220f, 419 philosophical underpinnings of, 203 Individual(s). See also Person
application in practice, 236 relationships in, 204 in Theory of Goal Attainment,
research testing, 440–441 testability of, 205–207, 206t–207t
Health Promotion Model (HPM), 95, usefulness of, 204–205, 208b 175t
Human being. See Person Individualistic social exchange, 280
234–236, 235 Individualization, in learning, 406
application in practice, 236, 253 Inequality
application in research, 436, 437,
in conflict theories, 289
443 in critical social theory, 292–293
context for use, 235–236 in feminist theory, 291–292
evidence of empirical testing, 236, in social exchange theory, 281
Infection, principles of, 333–334
236b Infection prevention, 334
nursing implications of, 235–236 Infection risk, 334
purpose and concepts of, 234–235 Informational power, 368

Subject Index 563

Information-processing models, Systems Framework (King), 160, L
394–395, 405t 173–177 Laissez-faire leadership, 357–358
Languaging, 204
application to nursing, 395 Theory of Goal Attainment, 160, Latency stage of development, 307t, 308
forgetting in, 395 173–177, 174f Law(s), 27t, 80t
memory in, 394–395 LCUs. See Life change units
Ingestive subsystem, 148 Interdependence mode, 180, 180f Leader–Member Exchange (LMX)
In-group, in Leader–Member Interference theory, of memory, 395
Intermittent urinary catheterization, Theory, 358, 370
Exchange Theory, 358 Leader–member relations, 360–361,
Innovator control processes, 179t 422–423, 423t
Inpatient asthma nurse practitioner Internal criticism, 100 360b
International Orem Society, 145 Leadership
(IANP), 474 Interpersonal communication, as
Input, in Neuman Systems Model, authentic, 363–364
nursing competency, 503t autocratic, democratic, and
151t Interpersonal Relations in Nursing,
Instability, in Behavioral System laissez-faire, 357
312 charismatic, 364
Model, 148t Interpersonal theory, 311–313 definition of, 355
Instinct, characteristics of, 308 emotional intelligence of, 356–357,
Institute for Family-Centered Care, application to nursing, 312–313
comparison with other behavioral 363
462 empowerment in, 369–370
Institute for Patient- and Family- theories, 327t formal vs. informal, 355
participant–observer in, 312 future issues in nursing, 506–507
Centered Care, 462 stages of development in, 307t, 312 overview of concepts in, 355
Institute of Medicine (IOM) Interpretative (perceived) view, 7, power strategy in, 369
and quality improvement, 378–379
To Err Is Human, 470 9–10, 11t in quality management, 471
evidence-based practice, 259, 380 Intersystem Model, Artinian. See in shared governance, 456–458
recommendations for nursing, 3, in team nursing, 460
Artinian Intersystem Model transactional, 362–363
417, 498–499, 498b, 509 Intersystem Patient-Care Model, 164 transformational, 362–363, 458–459
recommendations for nursing Intrasystem model, 164, 167–168 visionary, 364
Introduction to Clinical Nursing Leadership Practices Inventory: Self
education, 509
Instruction. See Teaching (Levine), 160 Instrument, 459
Instrumentality, 367 Intuitive knowledge, 13 Leadership theories
Integrality, 194–196, 194b IOM. See Institute of Medicine
Integrated knowledge stage, of Iowa Model, of evidence-based prac- behavioral or functional, 357–358
contemporary, 362–364
nursing theory, 29t, 32 tice, 264, 267, 268f, 269b, 272t contingency, 360–362
Integration, in social exchange theory, J early, 355–362
JHNEBP. See Johns Hopkins Nursing Fiedler’s, 360–361, 360b
280 Great Man, 355
Integration via movement, 200t Evidence-Based Practice Model Leader–Member Exchange, 358, 370
Intelligence, emotional, 356–357, Joanna Briggs Institute, 260 motivational, 359–360
Johns Hopkins Nursing Evidence- motivation–hygiene (two-factor),
363
Intention, in Theory of Reasoned Based Practice Model 359–360
(JHNEBP), 264, 267–270, Path–Goal, 361–362
Action/Planned Behavior, 269b, 272t situational, 362
322–326 Joint Commission, 375 Theory X and Theory Y, 359
Interaction(s) Journals, nursing, 431, 444 trait, 355–357
in symbolic interactionism, 285 Justice, social, 44 Lean process management, 379
in Theory of Goal Attainment, K Lean Thinking, 379
175t Keeping the Spirit Alive, Theory of, Learning
Interactionist frameworks, 284–288 249t affective, 387–388
role theory, 286–288 Kinesthetic learning style, 405–406 cognitive, 387–388
symbolic interactionism, 285–286, Knowledge definition of, 387
285b definition of, 27t Gagne’s types of, 397, 397b
Interaction theories, of learning, development in nursing science, hierarchy in, 406
395–400, 405t 12–15, 432 principles of, 406–407
Bandura’s social learning theory, development in research, 430, 432 psychomotor, 387–388
399–400 development within discipline, 4 strategies in nursing education,
characteristics of, 396t future issues in, 499–500
Gagne’s, 397–398, 397b middle range theory and 488–490
Perry’s, 398–399 development of, 215 Learning styles, 405–406
Interaction theorists, 119, 120t need for, in adult learning, Learning theories, 78t, 386–410.
Interactive–integrative paradigm, 122 402–403, 403b
Interactive theories, 121f, 124, 124t, perceived, 9–10 See also specific theories
159–191 received, 8–9 adult learning in, 402–404, 403b,
Artinian Intersystem Model, 159, specialized, in professions, 2–3
160, 164–169 types of, 12–13 405t
Caring Science as Sacred Science, Knowledge transformation, ACE Star application in nursing, 407–408
160, 182–187 Model of, 264–266, 265b, 265f behavioral, 389–391, 389t, 391t
Conservation Model, 160–164 categorization of, 388–389
Modeling and Role Modeling, 160, cognitive, 389, 392–404
169–173
Roy Adaptation Model, 86, 160,
177–181

564 Subject Index

Learning theories (continued) Manageability, in Artinian Intersystem Middle middle range theories, 217,
cognitive development/interaction, Model, 165t 230, 241–248, 242t. See also
395–400, 396t, 405t specific theories
cognitive-field (gestalt), 392–394, Managed care, 459, 466–468, 469
393t, 405t Managed care organizations (MCOs), multiple, application in practice,
constructivism, 399, 402 253
developmental psychology, 469
401–402, 405t Management. See also Administration Self-Transcendence Theory, 221,
Gagne’s, 397–398, 397b 241, 247–248
humanistic, 401, 405t and management
information-processing models, definition of, 355 Theory of Comfort, 222, 229, 241,
394–395, 405t Managers 244–246
Perry’s, 398–399 first-level, 455
Piaget’s, 396–397 middle-level, 455 Theory of Unpleasant Symptoms,
psychodynamic, 400, 405t nurse, in case management, 218, 241, 246–247
social learning (Bandura), 399–400
summary of, 404–405, 405t 466–468 Uncertainty in Illness Theory, 222,
top-level, 455 241–244
Least Preferred Coworker (LPC) Man-Living-Health (Parse), 202
Scale, 360–361 Marxist feminism, 291 Middle range theories, 27t, 37–38,
Marxist theory, 289–290 73, 74, 213–228. See also specific
Legitimacy, of theory, 101 Mastectomy, concept theories
Legitimate power, 368, 369t
Leininger’s cultural care and development of grief after, analysis and evaluation of, 225–226,
49–50, 56, 67 501–502
universality theory. See Cultural Maternal Role Attainment/Becoming
care and universality theory a Mother, Conceptualization of, approaches for generating, 217,
Leininger Sunrise Model, 233 222, 248, 251–252 218t
Leukocytes, 342 application in practice, 252, 253
Liberal feminism, 291 context for use, 252 Benner model of skill acquisition,
Life change units (LCUs), 342 evidence of empirical testing, 252 230–233
Lifetime growth and development, 171t nursing implications of, 252
Line authority, 455 purpose and concepts of, 252 categorization of, 217
Lines of resistance, 151t Maturation, and learning, 401–404 characteristics of, 215, 216b, 216t
Linguistic principle, in concept Maturity level, 362 combining existing nursing and
analysis, 66, 67b MCOs. See Managed care
Literary synthesis, 58 organizations non-nursing theories, 221
LMX. See Leader–Member Exchange Meaningfulness, in Artinian concepts of, 213, 216–217
Theory Intersystem Model, 165t Conceptualization of Maternal Role
Logic, 7, 7t Measurement, in concept
Logical adequacy, of theory, 99, 101t, development, 62 Attainment/Becoming a Mother,
106, 107t Medical errors, IOM report on, 470 222, 248, 251–252
Logical positivism, 8, 11t Medication administration, derived from behavioral sciences,
Logical principle, in concept analysis, specialization in, 453–454 221–222, 222t
66, 67b Memory, in information-processing derived from grand theories,
Logistic teaching strategies, 490 models, 394–395 219–220, 439
Long-term memory, 394–395 Metaparadigm, 41–44 derived from practice guidelines or
Looking glass self, 285 Artinian Intersystem Model on, standard of care, 224–225
Love and belonging needs, 316 165–166 derived from research and/or
Low middle range theories, 217, 230, definition of, 27t, 41 practice, 218–219, 438–439
248–252. See also specific theories Johnson on, 147 development of, 217–225, 218b,
Conceptualization of Maternal Role Neuman on, 150 501–502
Attainment/Becoming a Mother, Nightingale and, 134–135 evaluation of, 95, 98t, 103–104,
222, 248, 251–252 Orem on, 143–144 105t, 106
Postpartum Depression Theory, relationships among concepts in, future issues in, 501–502
248, 250–251 43–44 grand theories vs., 213, 215, 216t
Theory of Chronic Sorrow, requirements for, 41b high, 217, 230–241, 231t
109–112, 218, 248–250, 253 Roy on, 179, 179t legitimizing nursing discipline with,
M social justice in, 44 214
Mad cow disease, causative agent of, theoretical definitions of concepts Leininger’s cultural care diversity
334 in, 43t and universality theory, 233–234
Magnet Recognition Program, 465–466 Watson on, 184 low, 217, 230, 248–252
components of, 466, 466b Metaphysical knowledge, 13 middle, 217, 230, 241–248, 242t
COM recommendations for, 464–465 Metaphysics, 7, 7t Pender’s Health Promotion Model,
designation process in, 466 Metatheory, 37, 73, 74 234–236, 235t
development of, 464 Methodological triangulation, 500 Postpartum Depression Theory,
scope and standards in, 466 Methodology, 12, 16–18 248, 250–251
transformational leadership in, future issues in, 499–500 practice theories vs., 215, 216t, 419
458–459 pluralism in, 18 purposes of, 214–215
quantitative vs. qualitative, 17–18, relationships in, 216–217
500 Self-Transcendence Theory, 221,
Microtheories. See Practice theories 241, 247–248
Middle-level managers, 455 sources for generating, 217
Synergy Model for Patient Care,
230, 239–241, 241b, 253
testability of, 214
Theory of Chronic Sorrow, 218,
248–250, 253
Theory of Comfort, 222, 229, 241,
244–246

Subject Index 565

Theory of Unpleasant Symptoms, National League for Nursing (NLN), art of, 13, 14t, 19–20
218, 241, 246–247, 443 31, 136, 482–483 caring as central construct in, 45
common elements of, 31
Transitions Theory, 236–239 Natural history of disease, 337–339, defined, 43t
Uncertainty in Illness Theory, 222, 338f defined by Artinian, 165–166, 167t
defined by Erickson, Tomlin, and
241–244 Naturalistic concepts, 54, 54t
user-friendly language and style of, Natural sciences, 6, 6t Swain, 170, 171t
Needs-based theory. See Human needs defined by Johnson, 147
225 defined by King, 175, 175t
Mind, concept of, 285 theories defined by Levine, 162t
Mishel’s Uncertainty in Illness Theory. Negentropy, 151t defined by Newman, 199, 200t,
Network analysis, 283, 284f
See Uncertainty in Illness Theory Networks, social, 283–284, 284f 209t
Model(s), 82. See also specific models Neuman Systems Model, 131, defined by Orem, 143
defined by Parse, 209t
application of. See Application of 149–154 defined by Rogers, 195t, 209t
theory background of theorist, 150 defined by Watson, 185t
concepts of, 150–152, 151t, 152f future of, IOM recommendations
concept development and, 57 as curricular framework, 484
definition of, 27t middle range theories derived from, on, 3, 417
evaluation of, 98t, 103–104, 105t graduate, ANA promotion of, 30
Modeling 219 as human science, 16–17
in concept development, 65, 65t parsimony of, 154 metaparadigm of, 27t, 41–44, 43t
defined by Erickson, Tomlin, and philosophical underpinnings of, 150 as multiparadigm discipline, 11
research testing, 441 as practice or applied science, 6,
Swain, 170, 171t stress theory and, 320–321
Modeling and Role-Modeling (MRM), testability of, 153–154 16, 306
usefulness of, 152–153, 154b praxis of, 15
160, 169–173 value in extending nursing science, as profession, 2–3
assumptions of, 170 social justice in, 44
background of theorists, 169–170 154 Nursing: Human Science and Human
concepts of, 170, 171t Neuman Systems Model Trustees
philosophical underpinnings of, 170 Care: A Theory of Nursing (Wat-
relationships in, 170–172 Group, Inc., 153 son), 182
testability of, 172 New England Hospital, nursing Nursing action, 165–166, 167t
usefulness of, 172, 172b Nursing Consortium for Research on
value in extending nursing science, training at, 28 Chronic Sorrow, 249
New York University, nursing doctoral Nursing diagnoses
173 in Neuman Systems Model, 152
Modeling and Role-Modeling: A Theory program of, 30 vs. nursing functions, 140–141
NGC. See National Guideline Nursing education
and Paradigm for Nursing (Er- advanced practice nurses, 31–32
ickson), 169 Clearinghouse application of content and skills in,
Moderate postmodernists, 299 NGT. See Nominal group technique 488
Modular (team) nursing, 459–461 NIC. See Nursing Intervention application of theory in, 479–496
Moral knowledge, 13. See also Ethics buzzwords in, 480
Motivation Classification system change in, 480
in adult learning, 403, 403b Nightingale Fund, 134 closing theory–practice gap
in Maslow’s human needs theory, Nightingale School for Nursing, through, 416–417
316 cognitive content of, 488
Motivational theories, 366–368 133–134, 135 curriculum in, 481–488
Achievement–Motivation Theory, NINR. See National Institute for blocking of content in, 486
366–367, 367t changes in, 508
Equity Theory, 368 Nursing Research components of, 481, 481b
Expectancy Theory, 367 NLN. See National League for concept-based, 480
Motivational theories of leadership, concepts of, 485
359–360 Nursing conceptual/organizational
Motivation–hygiene theory, 359–360 Nominal group technique (NGT),
Motivation in health behavior, theory frameworks for, 480, 483–487
of, 242t 373 current issues in development
Movement, in Health as Expanding Non-nursing disciplines, middle range
Consciousness, 199–201, 200t of, 487
MRM. See Modeling and Role-Modeling theories derived from, 221–223 definition of, 481
Multiplicity prelegitimate stage, 398 Non-nursing theory design of, 481–482
Multiplicity subordinate stage, 398 eclectic approach to, 484–485
Multiskilled workers, 462 combined with existing nursing enhanced content in, areas of,
N theory, in middle-range theories,
Naming theories, 75 221 487, 487b
National Guideline Clearinghouse and regulatory bodies
(NGC), 260 in nursing research, 444–445
National Institute for Nursing Normalizing Risky Sexual Behaviors, (accreditation), 482–483
Research (NINR), 446, 447, single-theory approach to, 484
504, 505t Theory of, 218 structure or sequencing of,
National Institutes of Health (NIH), Normal line of defense, 151t
on translational research, 32 Normative beliefs, 323–324 485–486, 486t
Notes on Hospitals (Nightingale), threading content in, 487
Tyler model of, 481–482
132–133
Notes on Nursing: What It Is and

What It Is Not (Nightingale), 26,
34t, 132–133, 134, 431
Nurse case manager, 467
Nurse Practitioner Practice Model, 231t
Nursing
as academic discipline, 4–5, 214
application of models or theories to.
See Application of theory

566 Subject Index

Nursing education (continued) definition of, 432 Nursing system, in Self-Care Deficit
doctor of nursing practice, 31–32 descriptive, 434–435, 434t Theory, 144t
first autonomous school in, 29–30 experimental, 434, 434t, 436–437
first doctoral programs in, 30 future issues in, 499–500, 504, Nursing theory. See also Theory(ies);
first training school in, 28 specific theories
future issues in, 507–508 505t
growth in doctoral programs, 31–32 historical overview of, 431–432 borrowed or shared, 78–79, 78t,
growth in master’s programs, 31 NINR priorities in, 446, 447, 504, 424–425. See also specific disci-
Henderson and, 136 plines
IOM recommendations for, 509 505t
Nightingale and, 133–134 non-nursing theory in, 444–445 borrowed vs. unique, 40–41, 431
for nurse case manager, 467 nursing theory in, 444–445 categorization of, 118–123
psychomotor tasks in, 488 chronology of publications on,
stages of nursing theory in, 28–36 concern over reliance on,
teaching/instruction in, 488–493 444–445 34t–36t
dialectic, 488–489 classification of, 36–40
logistic, 490 rationale for using, 444 and evidence-based practice,
operational, 490 purpose of theory in, 433
problem-based, 489–490 recommendations for future, 448, 263–264
theory-based strategies in, future issues in, 500–502
488–490 448t importance of, 23, 25
technology in, 491–493 relationship with theory, 432–433 influence on practice, 25
theory as conceptual framework in, issues in development of, 40–45
Nursing epistemology, 13–15, 27t Nightingale and, 26
case study of, 19–20 442–443, 445, 446b in nursing research, 444–445
definition of, 13 theory description in research
patterns of knowing in, 14t concern over reliance on,
report, 445, 446b 444–445
Nursing for the Future (Brown), 30 theory fit in research agenda, 445,
Nursing goals, in Neuman Systems rationale for using, 444
446–448, 447b, 448t questions and debates about, 23–24
Model, 152 theory-generating, 439 relationships among levels of, 75,
Nursing implications of theory theory-testing, 441
theory use in, 437–443 75f
Benner model of skill acquisition, Nursing science, 11–12 scope of, 36–38, 37f, 73–75
232 case study of, 19–20 significant events in development
definition of, 12
Conceptualization of Maternal Role development of knowledge in, of, 33t
Attainment/Becoming a Mother, stages of development, 26–36, 29t
252 12–15, 432 theory of vs. theory for, 444–445
empiricism in, 9 type or purpose of, 38–40
Leininger’s cultural care and evolving, areas of, 446–448, 447b Nursing therapeutics, 237
universality theory, 233–234 future issues in, 499–500 Nursing Work Index-Revised, 463
as nursing research priority, 505t O
Pender’s Health Promotion Model, phenomenology/constructivism/ Object of instinct, 308
235–236 Occupation, nursing as, 2–3
historicism, 9 Occupational health nurse practice,
Postpartum Depression Theory, philosophical views in, 7–10, 11t
251 philosophy of, 11–12 Rogers’ model for, 218–219,
postmodernism in, 10 231t
Self-Transcendence Theory, 248 research methodology in, 12, 16–18 OCRSIEP. See Organizational
Synergy Model for Patient Care, Nursing science, value in extending, Culture and Readiness Scale
for System-wide Integration of
240 127 Evidence-based Practice
Theory of Chronic Sorrow, 250 Abdellah and, 142 Omaha System, 218, 231t
Theory of Comfort, 244–245 Artinian Intersystem Model and, Online courses, 480, 491–493
Theory of Unpleasant Symptoms, Online discussions, dialectic learning
169 in, 489
247 Caring Science as Sacred Science Ontology, 7, 7t, 12, 16, 27t
Transitions Theory, 238 Openness, 194–196, 195t
Uncertainty in Illness Theory, 243 and, 186 Open system, in Neuman Systems
Nursing Intervention Classification Conservation Model and, 164 Model, 151t
Health as Expanding Consciousness Open systems theory (OST),
(NIC) system, 422–423 282–283, 283b
Nursing metaparadigm, 27t and, 202 Operant, definition of, 390
Nursing of the Sick (Hampton), 133 Henderson and, 138–139 Operant conditioning, 313–314,
Nursing philosophy, 11–12. See also humanbecoming paradigm and, 208 327t, 389–390, 389t
Johnson and, 149 Operational adequacy of theory, 99
Philosophical underpinnings of Modeling and Role-Modeling and, Operationally defined concepts, 53,
theory 53t
Nursing problems, Abdellah’s list of, 173 Operational teaching strategies, 490
140, 140b, 141 Neuman Systems Model and, 154 Oral stage of development, 307t, 308
Nursing research. See also Research Nightingale and, 136 Order and conflict synthesis model,
amount and quality of, 431, 504 Orem and, 146 289, 289b
application of theory in, 430–451 Roy Adaptation Model and, 181 Organism, in person-centered theory,
on areas of evolving nursing science, Science of Unitary and Irreducible 317–318
446–448, 447b
correlational, 76, 434, 434t, Human Beings and, 197
435–436 Theory of Goal Attainment and,
corresponding, to types of theories,
434–437, 434t 177
Nursing Services Delivery Theory,

283
Nursing skills, Abdellah’s list of,

140, 141

Subject Index 567

Organizational Culture and Readiness Caring Science as Sacred Science, Patient redeployment, 461–462
Scale for System-wide Integration 186 Patient simulator, high-fidelity, 491
of Evidence-based Practice Patient-to-nurse ratios, 464–465
(OCRSIEP), 266 Conservation Model, 163–164 Pattern
Health as Expanding
Organizational design, 453–456 in Health as Expanding
authority and responsibility in, Consciousness, 202 Consciousness, 199–201
455 Henderson’s, 138
centralization vs. decentralization in, humanbecoming paradigm, 207 in Science of Unitary and
455–456 Johnson’s, 149 Irreducible Human Beings,
departmentalization in, 456 Modeling and Role-Modeling, 173 194–196, 195t
elements of, 453, 453b Neuman Systems Model, 154
span of control in, 454–455 Nightingale’s, 136 in Transitions Theory, 237
Orem’s, 146 Pattern recognition, 200t
Organizational quantitative decision- Roy Adaptation Model, 181 PBE. See Practice-based evidence
making techniques, 374 Science of Unitary and Irreducible PBL. See Problem-based learning
PBM. See Pharmacy benefits
Organizational theory, 365 Human Beings, 197
Orientation to learning, of adults, Theory of Goal Attainment, 177 management
Participant–observer, 312 PCMHs. See Patient-centered medical
403, 403b Participation, shared governance vs.,
Originating, 204 homes
Origins, of theory, 100, 101t 456–457 PCRS. See Caregiver Rewards Scale
OST. See Open systems theory Participative leader, 361 PDSA. See Plan-do-stay-act cycle
Outcomes Particulate–deterministic paradigm, Peaceful End of Life, Theory of,

in Neuman Systems Model, 152 122 224–225, 224f, 249t
in Synergy Model for Patient Care, Path–Goal Theory, 361–362 Pedagogy, 402
Pathogenesis, 337–339 Pender’s Health Promotion Model.
240, 240f Patient and family-centered care
Outcome theorists, 119, 120t See Health Promotion Model
Out-group, in Leader–Member (PFCC), 462 Perceived Access to Breast Health
Patient care delivery models, 459–466
Exchange Theory, 358 Care in African American Women
Output, in Neuman Systems Model, current use of, 463–465 Theory, 90–91
future issues in, 506–507 Perceived barriers, 322, 324t
151t Magnet Recognition Program, Perceived behavioral control, 323–325
P Perceived benefits, 322, 324t
Pain management, 349–350 464–465, 466b Perceived severity, 322, 324t
nurse and patient satisfaction in, Perceived susceptibility, 322, 324t
acute, theory of, 224, 249t Perceived view of science, 7, 9–10, 11t
gate control theory of, 221, 463 Perception
nurse staffing levels in, 464–465 in learning theory, 392
331–332, 350f patient-focused care, 460, 461–463, in Theory of Goal Attainment, 175t
theory of adaptation to chronic Perry’s learning theory, 398–399
461b Person (human being), 43t
pain, 86, 221, 241t, 249t primary nursing, 459–460, 461 in Artinian Intersystem Model, 164,
Pandimensionality, 194–196, 195t team nursing, 459–461 165, 167t
Paradigm(s). See also Metaparadigm total patient care (functional in Caring Science as Sacred Science,
184, 185t
categorization of grand theories by, nursing), 459–460 in Health as Expanding
119–123 Patient-centered approach, 139–142 Consciousness, 198–199,
200t, 209t
competing, combining theories assumptions, concepts, and in humanbecoming paradigm, 209t
from, 128 relationships in, 139–141 in Johnson’s theory, 147
in Levine’s Conservation Model,
definition of, 28t, 119 background of theorist, 139 161, 162t
future issues on, 500 parsimony of, 141 in Neuman Systems Model, 150
humanbecoming, 121, 193, philosophical underpinnings of, in nursing metaparadigm, 41–44, 43t
in Orem’s theory, 143
202–208 139 in Roy Adaptation Model, 179t
interactive–integrative, 122 usefulness of, 141, 141b in Science of Unitary and
particulate–deterministic, 122 Patient-centered care. See Patient- Irreducible Human Beings,
reaction, 122, 123t, 125–126 193–197, 195t, 209t
reciprocal, 122, 123t, 126 focused care in Theory of Goal Attainment, 174,
simultaneity, 121, 121f, 192 Patient-centered medical homes 175t
simultaneous action, 122–123, in unitary process theories, 192,
(PCMHs), 470 209t
123t, 126 Patient characteristics, in Synergy Model Personal integrity, 161–162, 162t
totality, 121, 121f Personality traits, of leaders, 355–356
unitary–transformative, 122 for Patient Care, 239, 239b Personalization, in learning, 406
Paradigm shift, 119–120, 203, 308 Patient contracting, 423, 424t Personal knowledge, 12, 13–14, 14t,
Parataxic cognition, 312 Patient-focused care (PFC), 460, 19–20
Parenting Under Pressure, 439 Person-centered theory, 317–318, 401
Parents’ Perception of Uncertainty in 461–463 Person–environment relationship, in
goals of, 462 stress theory, 320
Illness Scale, 243–244 multiskilled workers in, 462
Pareto charts, 379 outcomes of, 462
Parish nursing models, 231t patient redeployment in, 461–462
Parsimony of theory, 101t, 127 principles of, 461, 461b
support services decentralization
Abdellah’s patient-centered
approach, 141 in, 462
task simplification in, 462
Artinian Intersystem Model, 169 Patient Protection and Affordable

Care Act (PPACA), 377, 463,
464, 498, 502, 506

568 Subject Index

Personification, 311 comparison with other behavioral middle range theories derived from,
PES-NWI. See Practice Environment theories, 327t 218–219

Scale of the Nursing Work Index components of, 325f in nursing metaparadigm, 44
revised smoking behavior model derived relationship among theory, research,
PET. See Practice question, evidence,
and translation from, 222–223 and practice, 82–83, 83f, 502
PFC. See Patient-focused care Planned change theory, 370–372 theory-based, 414–415, 415t.
PFCC. See Patient and family-centered Pleasure principle, 308
care Pluralism, methodologic, 18 See also Application of theory
Phallic stage of development, 307t, 308 Polar area diagram, 133 theory development in, 83–85, 84t
Pharmacy benefits management Political philosophy, 7, 7t theory relationship with, 413–414,
(PBM), 469 Position power, 360–361, 360b
Phenomena, definition of, 28t Positivism, 8–9, 11t, 122 414b
Phenomenal field, 185t, 317 Postcolonialism, 10, 11t, 300 transformation in, 502
Phenomenology Postmastectomy grief (PMG), 49–50, validation and application of theory
perceived view of science, 7, 9–10,
11t 56, 67 in, 87t, 88–89
qualitative methodology in, 17, 18 Postmodernism, 7, 10, 11t Practice-based evidence (PBE),
Philosophical underpinnings of theory
Abdellah’s, 139 definition of, 298 261–262, 262f
Artinian Intersystem Model, 164, extreme, 299 Practice Environment Scale of the
165t, 166f moderate, 299
Caring Science as Sacred Science, in theory evaluation, 104 Nursing Work Index revised
183 Postmodern social theory, 298–300 (PES-NWI), 465
Conservation Model, 160–161 application to nursing, 300 Practice guidelines, middle range
Health as Expanding characteristics of, 299b theories derived from, 224–225
Consciousness, 198 vs. modern theory, 299–300 Practice question, evidence, and
Henderson’s, 137 Postpartum Depression Screening translation (PET), 266, 269b
humanbecoming paradigm, 203 Practice question, intervention,
Johnson’s, 147 Scale, 251 comparison, and outcome
Modeling and Role-Modeling, 170 Postpartum Depression Theory, 248, (PICO), 270
Neuman Systems Model, 150 Practice science, 6, 6t, 16
Nightingale’s, 134 250–251 Practice theories, 28t, 37, 38, 73,
Orem’s, 142 application in practice, 251 74–75, 418–421
Roy Adaptation Model, 178 context for use, 251 characteristics of, 418
Theory of Goal Attainment, 174 evidence of empirical testing, 251 definition of, 418
Philosophy nursing implications of, 251 development of, 502
branches of, 7, 7t purpose and concepts of, 251 evaluation of, 98t, 103–104, 105t
definition of, 5, 6, 28t Postpositivism, 8–9, 122 and evidence-based practice,
metatheory, 37, 74 Poststructuralism, 10, 11t 419–421, 421t
of nursing, 11–12 Power, 368–369 examples from nursing literature,
overview of, 6–7 authority vs., 368 419, 420t
of science, 7–10, 7t, 11t Barrett’s theory of, 196 future issues in, 501–502
of science of nursing, 11–12 bases or sources of, 368, 369t grand theory-based, 419
The Philosophy and Science of Caring charismatic, 368 middle range theories vs., 215,
(Watson), 182, 187 coercive, 368, 369t 216t, 419
Physical functioning, theories and in conflict theories, 289 types needed, 418t
principles related to, 339–350 definition of, 368 Pragmatic adequacy of theory, 99
Physiologic needs, 316 expert, 368, 369t Pragmatic principle, in concept
Physiologic–physical mode, 179, 180f informational, 368 analysis, 66, 67b
Physiology of leaders, 355 Pragmatism, 285
middle range nursing theories legitimate, 368, 369t Praxis, definition of, 28t
derived from, 221–222 of managers, 355 Praxis of nursing, 15
theories and principles related to, in motivational theory, 367, 367t Predictability of theory, 99
339–350 need for, 369 Predictive theories, 39, 75, 76–77, 434,
Piaget’s cognitive development theory, position, 360–361, 360b 434t, 436–437
396–397 referent, 368, 369t Preoperational stage, 396
PICO. See Practice question, reward, 368, 369t Preparing Instructional Objectives
intervention, comparison, and selecting strategy of, 369 (Mager), 481–482
outcome in social exchange theory, 281 Prepathogenesis, 337
PKPIC. See Power as Knowing transfer or delegation of Prescriptive theories, 39–40, 75, 77–78
Participation in Change components of, 77
Plan-do-stay-act (PDSA) cycle, 472 (empowerment), 369–370 list of survey questions for, 77, 77b
Planetree, Inc., 462 Power as Knowing Participation in Prevention as intervention, 151t, 152
Planned Behavior, Theory of, 321, Primary nursing, 459–460, 461
322–326 Change (PKPIC), 196 Primary prevention, 337–339, 337b
application in research, 436, 443 Powering, 204 Principle-based concept analysis, 66,
application to practice, 84, 325–326 PPACA. See Patient Protection and 67b, 68t
Principle or rule learning, 397b
Affordable Care Act The Principles of Scientific
Practice Management (Taylor), 365
Prion, 334
application of models or theories to. Private duty nursing, 459
See Application of theory Proactive interference, 395

future issues in, 502–504
gap between theory and, 416–417
IOM recommendations for, 509

Subject Index 569

Problem-based learning (PBL), Kolcaba’s Theory of Comfort, 244 R
489–490 Leininger’s cultural care diversity Racism, 294
Radiation Therapy Comfort
Problem-solving, 372–374 and universality theory, 233
in evidence-based practice, 474 middle range theories, 214–215 Questionnaire, 246
in Gagne’s learning theory, 397b Pender’s Health Promotion Model, Radical feminism, 291
in quality improvement, 471–472 RAM. See Roy Adaptation Model
234–235 Randomized control trials (RCTs),
Procedural knowledge stage, of Postpartum Depression Theory, 251
nursing theory, 29t, 31 in research, 433 259
Self-Transcendence Theory, 248 Rational choice theory, 281
Process improvement, 471 Synergy Model for Patient Care, Rational Decision-Making Model,
Process role theory, 288
Product of nursing, 144t 239–240 372–373
Profession(s) Theory of Chronic Sorrow, 250 Rational Emotive Theory, 314–315,
Theory of Unpleasant Symptoms,
characteristics of, 2 327t
nursing as, 2–3 246 Rationalism, 7
theory in, 24–25 Transitions Theory, 237 Rationality, 281, 281t
Projection, 315 Uncertainty in Illness Theory, 243
Properties, of transitions, 237 Q bounded, 373
Propositions, 80t QI. See Quality improvement/ economic, 372
Protection Motivation Theory, 322 RCTs. See Randomized control trials
Prototaxic cognition, 312 management Reaction paradigm, 122, 123t,
Psychic energy, 308 QM. See Quality improvement/
Psychoanalytic feminism, 291–292 125–126
Psychoanalytic theory, 307–309 management Readiness to learn, of adults, 403,
application to nursing, 309 Qualitative methodology, 16, 17–18,
comparison with other behavioral 403b
500 Reasoned Action, Theory of, 321,
theories, 327t Qualitative synthesis, 58
learning in, 400 Quality improvement/management, 322–326
stages of development in, 307t, application in research, 436, 443
375–380, 470–475 application to practice, 84, 325–326
308–309 benchmarking in, 472 comparison with other behavioral
Psychodynamic theories, 306–313 Crosby’s four absolutes of, 378
Deming’s 14 points on, 377, 377b theories, 327t
comparison of, 327t determining and measuring components of, 325f
interpersonal, 307t, 311–313, 327t smoking behavior model derived
learning in, 400, 405t variation in, 379, 471
psychoanalytic, 307–309, 307t, To Err Is Human as impetus for, from, 222–223
Received knowledge stage, of nursing
327t 470
psychosocial developmental, 307t, evidence-based practice and, theory, 29t, 30
Received view of science, 7, 8–9, 11t
310–311, 327t 380–382, 474–475 Reciprocal determinism, 399
Psychological Adaptation in Death frameworks for, 377–378 Reciprocal paradigm, 122, 123t, 126
in health care Reciprocity, 280
and Dying, 439 Reconstitution, 151t
Psychological sciences. See Behavioral case for, 375–377 Reference groups, 288
initiatives in nursing, 472–473 Referent power, 368, 369t
sciences timeline of, 376t Refreezing, in planned change theory,
Psychomotor learning, 387–388 Juran’s trilogy of, 377–378
Psychomotor tasks, in nursing leadership in, 471 371
Lean Thinking in, 379 Regulator, in Roy Adaptation Model,
education, 488 organizational leadership role and,
Psychosocial developmental theory, 378–379 179t, 180
processes and tools in, 379–380 Reinforcement
310–311 process improvement in, 471
application to nursing, 310–311 quality defined in, 471 in Hull’s learning theory, 389–390,
comparison with other behavioral safety promotion in, 473 389t
scientific and statistical methods in,
theories, 327t 471–472 in operant conditioning, 313–314
stages of development in, 307t, Six Sigma in, 379–380, 381 Related concepts, 61
vocabulary in, 375 Relational concepts, 51t
310 Quality of life Relational statements, 28t, 79–81, 80t
Publications, of theorists, 34t–36t health-related, theoretical vs.
operational definition of, 53t associational or correlational, 80–81
Abdellah’s, 141b in nursing metaparadigm, 42 causal, 81
Johnson’s, 146b as nursing research priority, 505t formulation and validation of, 87,
Nightingale’s, 26, 34t, 132–133, Quality report cards, 473
Quality systems improvement (QSI), 87b
134 375 Relationship behavior, 362
Publications, on theory analysis and Quantitative decision-making Relationships, in theories, 102t
technologies, 372, 374
evaluation, 98t Quantitative methodology, 16, 17–18, Abdellah’s patient-centered
Public Health Nursing Practice 500 approach, 139–141
Quantitative synthesis, 58
Model, 224, 231t Artinian Intersystem Model,
Pure or basic sciences, 6, 6t, 306 166–168
Purpose of research, 430
Purpose of theories, 79, 102t, 413 Caring Science as Sacred Science,
184–185
Benner model of skill acquisition,
230–232 Conservation Model, 161–162
Health as Expanding Consciousness,
Conceptualization of Maternal Role
Attainment/Becoming a Mother, 199–201
252 Henderson’s, 137
humanbecoming paradigm, 204

570 Subject Index

Relationships, in theories (continued) Retroactive interference, 395 Science. See also Nursing science
Johnson’s, 148 Revealing–concealing, 204 applied vs. pure or basic, 6, 306
middle range theories, 216–217 Reward power, 368, 369t characteristics of, 5b
Modeling and Role-Modeling, Ring structure, 150 classifications of, 6, 6t
170–172 Role definition of, 5
Neuman’s, 152 overview of, 5–6
Nightingale’s, 134–135 concept of, 286 perceived view of, 7, 9–10, 11t
Roy Adaptation Model, 179–180 generational changes in, 287 philosophies of, 7–10, 7t, 11t
Theory of Goal Attainment, 176 Role ambiguity, 287 postmodernist view of, 7, 10
Role conflict, 287 received view of, 7, 8–9, 11t
Relativism, 398–399 Role function mode, 180, 180f
Relevance, in learning, 406 Role incongruity, 287 Science of Unitary and Irreducible
“Relevance gap,” 32 Role-modeling. See also Modeling and Human Beings, 193–197
Research
Role-Modeling assumptions of, 194
concept development and, 57 defined by Erickson, Tomlin, and background of theorist, 193
correlational, 76, 434, 434t, comparison with other unitary
Swain, 171t
435–436 Role overload, 287 process theories, 208, 209t
corresponding, to types of theories, Role strain or stress, 287 concepts of, 194, 194b, 195t
Role-taking, 285–286 middle range theories derived from,
434–437, 434t Role theory, 222, 278, 286–288
cultural bias in, recommendations 219, 221
application to nursing, 288 parsimony of, 197
for avoiding, 295, 295b process, 288 philosophical underpinnings of,
definition of, 432 structural, 288
descriptive, 434–435, 434t Roy Adaptation Model (RAM), 86, 193–194
evidence-based practice vs., 259 relationships in, 194–195
experimental, 434, 434t, 436–437 160, 177–181 testability of, 196–197
framework/process of, 433–434, adaptive modes in, 179–180, 180f usefulness of, 196, 197b
application in practice, 426 value in extending nursing science,
433b application in research, 437
future issues in, 499–500, 504, 505t background of theorist, 177–178 197
methodology of, 12, 16–18 concepts of, 179, 179t Science of Unitary Human Beings,
middle range theories derived from, cultural assumptions of, 178
middle range theories derived from, 86, 193, 194
218–219 Scientific management, 365
middle range theory use in, 214 220, 439 Scientific method, in quality
nursing and non-nursing theories parsimony of, 181
philosophical assumptions of, 178 improvement, 471–472
in, 444–445 philosophical underpinnings of, 178 Scope and Standards for Nursing
purpose of, 430 practice theory derived from, 419
purpose of theory in, 433 relationships in, 170–180 Administrators (ANA), 466
relationship among theory, research, research testing, 441 Scope of theory, 36–38, 37f, 73–75
scientific assumptions of, 178
and practice, 82–83, 83f, 502 stress theory and, 320–321 in categorization of grand theories,
relationship with theory, 432–433 testability of, 181 118–119
testing theoretical relationships in, usefulness of, 180–181, 182b
value in extending nursing science, in middle range theories, 217, 230
87t, 88 in theory evaluation, 104, 106,
theory as conceptual framework in, 181
RU. See Research utilization 107t
442–443, 445, 446b Rule or principle learning, 397b Secondary prevention, 337–339, 337b
theory development in, 84t, 85–86, Run charts, 379 Selector, in intrasystem model,
Rural nursing model, 231t
437–439 S 167–168
theory testing in, 437, 439–441, Sacred science. See Caring Science as Self

441b Sacred Science in Caring Science as Sacred Science,
theory use in, 437–443 Safety needs, 316 185t
translational, 32 Safety promotion, 473
Research agenda, 445, 446–448 Sample, selecting, 60–61 concept of, 285–286
areas of evolving nursing science, SAMRM. See Society for the in Maslow’s human needs theory,

446–448, 447b Advancement of Modeling and 315
examples of priorities, 448, 448t Role-Modeling in person-centered theory, 317–318
NINR research priorities, 446, 447 Satisficing, 373 in psychoanalytic theory, 307–309
Research-based concepts, 54, 54t SBAR. See Situation, background, Self-actualization, 316, 316b,
Research report, 445, 446b assessment, recommendation
Research utilization (RU), 270 SCDNT. See Self-Care Deficit Nursing 363–364, 393
Residual stimuli, 179t Theory Self-awareness, of leaders, 356–357
Resilience, 372 Schemes, in Piaget’s development Self-care
Resilience, theory of, 219, 242t theory, 396
Resistance, as stage of stress, 318–320, Schuler Nurse Practitioner Practice in Modeling and Role-Modeling,
Model, 231t 171t
319t, 341, 341t
Resonancy, 194–196, 194b Orem’s definition of, 144t
Resource flows, in networks, Self-Care, Dependent Care & Nursing

283–284, 284f (journal), 145
Restraining forces, on change, 371 Self-Care Deficit Nursing Theory
Result interpretation, in concept
(SCDNT), 142–146
development, 61 application in practice, 425
Retrieval cues, loss of, 395 assumptions, concepts, and

relationships in, 142–144, 143f,
144t
background of theorist, 142
as curricular framework, 484

Subject Index 571

middle range theories derived from, Situation, background, assessment, interactionist frameworks in,
219, 221, 439 recommendation (SBAR), 470 284–288

parsimony of, 146 Situation, definition of the, 285 middle range theories of, 214
philosophical underpinnings of, Situational control, 360 nursing theories derived from, 78t,
Situational leadership theory, 362
142 Situational sense of coherence 221–222
testability of, 145, 145b Somatic knowledge, 13
usefulness of, 144–145, 145b (SSOC), 164, 165, 165t, 166f, Sorrow. See Chronic Sorrow, Theory of
value in extending nursing science, 168, 169 Source of instinct, 308
Situation-producing theories. See Space, in Health as Expanding
146 Prescriptive theories
Self-Care of Chronic Illness, 439 Situation-relating theories. See Consciousness, 199–201, 200t
Self-care requisites, 144t Predictive theories Span of control, 454–455
Self-concept, 311, 403, 403b Situation-specific theories. See Practice Special cause variation, 471
Self-concept–group identity mode, theories Spiritual care, theoretical vs.
Six Sigma, 379–380, 381
180, 180f Skill(s). See also Competencies operational definition of, 53t
Self-efficacy, 322, 324t of advanced practice nurses, Spirituality-based nursing practice, 39
Self-efficacy theory, 242t, 322 500–501, 501b Spirituality-based nursing practice
Self-esteem, and power strategy, 369 of generalist nurses, 498–499,
Self-esteem needs, 316 499b theory of, 39
Self-help model, 242t Skill acquisition Spiritual knowledge, 13
Self-management/self-control, of Benner model of, 230–233, 430, SRRS. See Social Readjustment Rating
439
leaders, 357 Dreyfus model of, 84, 222, 230 Scale
Self-Transcendence Theory, 221, 241, Skinner’s behavioral theory. See SSOC. See Situational sense of
Operant conditioning
247–248 Smoking behaviors, theoretical model of, coherence
application in practice, 248, 253 222–223, 223f Stability
context for use, 248 Smoking cessation, theory application
evidence of empirical testing, 248 in, 425 in Behavioral System Model, 148t
nursing implications of, 248 SOC. See Sense of coherence in Neuman Systems Model, 151t
purpose and concepts of, 248 Social awareness, of leaders, 357 Stabilizer control processes, 179t
Self-transcendent needs, 316 Social exchange theory, 279–282 Staff authority, 455
Semantic clarity, 102 application to nursing, 281–282 Staffing levels, 464–465
Semantic consistency, 102 assumptions of, 280b Standard of care, middle range
Sense of coherence (SOC), 164, 165t, central concepts of, 281, 281t
Social integrity, 161–162, 162t theories derived from, 224–225
166f, 168 Socialist feminism, 291 Statement development, 87, 87b, 87t
Sensitive dependence on initial Social justice, 44 Statistical concepts, 51t
Social learning theory, 322, 399–400 Status, concept of, 286
conditions, 296–297 application in research, 437, 443 Stetler Model of Evidence-Based
Sensorimotor stage, 396 application to nursing, 399–400
Sensory memory, 394 middle range theory derived from, Practice, 264, 270, 271t, 272t
Sequencing, of curriculum, 485–486, 222–223 Stimulus–response learning, 397b
Social networks, 283–284, 284f Stimulus–response model of behavior,
486t Social psychology, 321–326. See also
Sequential learning, 490 specific theories 313–314, 389–390
Setting, selecting, 60–61 application to nursing, 325–326 Strange attractor, 297
Sexism, 294 Human Belief Model, 321–322 Stress
Sexual subsystem, 148 Theory of Reasoned Action/
Shared governance, 456–458 Planned Behavior, 322–325 defined by Selye, 318
Social Readjustment Rating Scale stages of, 318–320, 319t, 341, 341t
administrative model of, 457 (SRRS), 342 in Theory of Goal Attainment, 175t
congressional model of, 457 Social sciences, 6, 6t Stressor
councilor model of, 457 Social skills/relationship skills, of in Behavioral System Model, 148t
criticism of, 458 leaders, 357 in Neuman Systems Model, 151t
decentralization vs., 456–457 Social support, model for, 242t Stress theories, 318–321
outcomes of, 458 Social support networks, 283 application to nursing, 320–321,
participation vs., 456–457 Society for the Advancement of
principles of, 457 Modeling and Role-Modeling 342
Shared Presence: Caring for a Dying (SAMRM), 169 caregiver, 220, 249t
Sociocultural utility, of theory, 105 comparison with other behavioral
Spouse, 39, 435 Sociograms, 283–284
Shared theory. See Borrowed theory Sociological imagination, 279 theories, 327t
Short-term memory, 394–395 Sociology, 278–304 general adaptation syndrome,
Sick-Nursing and Health-Nursing chaos theory in, 295–298
conflict theories in, 289–295 318–320, 340–342
(Nightingale), 132, 134, 135 exchange theories in, 279–284 stress coping adaptation theory,
Sigma Theta Tau International, 259
Signal learning, 397b 221, 319–320
Silent knowledge stage, of nursing Structural clarity, 102
Structural consistency, 102
theory, 28–30, 29t Structural Empowerment, Theory
Simplicity/complexity of theory, 102,
of, 370
104, 106, 107t Structural integrity, 161, 162t
Simultaneity paradigm, 121, 121f, Structural role theory, 288
Structure
192
Simultaneous action paradigm, in Behavioral System Model, 148t
in Neuman Systems Model, 151t
122–123, 123t, 126 in social exchange theory, 281, 281t
of theory, 81, 88, 102t
Student-centered teaching, 401

572 Subject Index

Subjective knowledge stage, of theory-based strategies in, Artinian, 164
nursing theory, 29t, 30–31 488–490 Erickson, 169
Henderson, 136–137
Subjective norms, 323–324 student-centered, 401 Johnson, 147
Substantia gelatinosa, 349 tools for. See Learning theories King, 173
Suffering, theory of, 249t Team nursing, 459–461 Levine, 160
Sullivan’s interpersonal theory. Technology Neuman, 150
as nursing competency, 503t Newman, 198
See Interpersonal theory in nursing education, 491–493 Nightingale, 133–134
Summative concepts, 51t Tension, in Behavioral System Model, Orem, 142
Sunrise Model, Leininger’s, 233 Parse, 203
Superego, 307–309, 400 148t Rogers, 193
Supervision, as nursing competency, Tertiary prevention, 337–339, 337b Roy, 177–178
Testability of theory, 99, 101t, 106, Swain, 170
503t Tomlin, 169–170
Supportive leader, 361 107t, 126–127 Watson, 183
Surrogate terms, 61 Abdellah’s, 141 Theorists, paradigms of, 119, 120t
Symbol(s), 285 Artinian Intersystem Model, Theorists, publications of, 34t–36t
Symbolic interactionism, 285–286 Abdellah’s, 141b
168–169 Johnson’s, 146b
application to nursing, 286 Caring Science as Sacred Science, Nightingale’s, 26, 34t, 132–133,
assumptions of, 285, 285b
Synchronous technology, 491 186 134
Synergy Model for Patient Care, 96, Conservation Model, 163 Theory(ies). See also specific theories,
Health as Expanding
230, 239–241 types of theories, and models
application in practice, 240–241, Consciousness, 201–202 application of. See Application of
Henderson’s, 138
241b, 253, 426 humanbecoming paradigm, theory
application in research, 443 assumptions of, 81, 102t. See also
context for use, 240 205–207, 206t–207t
evidence of empirical testing, Johnson’s, 149 Assumptions
middle range theories, 214 borrowed or shared, 40–41, 78–79,
240–241, 241b Modeling and Role-Modeling,
nurse competencies in, 239, 239b 78t, 424–425. See also specific
nursing implications of, 240 172 disciplines and theories
outcomes in, 240, 240f Neuman Systems Model, 153–154 application in nursing practice,
patient characteristics in, 239, Nightingale’s, 135–136
Orem’s, 145, 145b 78t, 424–425
239b Roy Adaptation Model, 181 application in nursing research,
purpose and concepts of, 239–240 Science of Unitary and Irreducible
Syntaxic cognition, 312 78t, 444–445
Synthesizing, in concept development, Human Beings, 196–197 definition of, 27t, 306
Theory of Goal Attainment, vs. unique, 40–41, 306, 431
65, 65t borrowed vs. unique, 431
Systems 176–177 characteristics of, 98, 98t
Testing, empirical, of theories or classification of, 36–40, 73–79
in Behavioral System Model, 148t components of, 79–82, 102t
elements of, 282, 282f models concept development and, 57,
equilibrium in, 282 Benner model of skill acquisition, 86–87
general, theory of, 282–283 concepts and conceptual definitions
Systems Framework (King), 160, 232 of, 79
Conceptualization of Maternal Role definitions of, 25, 28t
173–177 and evidence-based practice,
Systems Model, Neuman’s. See Attainment/Becoming a Mother, 263–264, 419
252 nursing education on, 416–417
Neuman Systems Model Leininger’s cultural care diversity of nursing vs. for nursing,
T and universality theory, 233–234, 444–445
Tactile learning style, 405–406 234b origins of, 100, 101t
Task behavior, 362 Pender’s Health Promotion Model, overview of, 24–25
Task simplification, 462 236, 236b practice relationship with, 413–414,
Task structure, 360–361, 360b Postpartum Depression Theory, 414b
Taxonomy, 75–76 251 as process and product, 413
Self-Transcendence Theory, 248 purpose of, 79, 102t, 413
application of theory in, 422–423 Synergy Model for Patient Care, relationships among levels of, 75,
definition of, 28t 240–241, 241b 75f
Teachers College of Columbia Theory of Chronic Sorrow, 250 research relationship with,
Theory of Comfort, 246 432–433
University, nursing doctoral Theory of Unpleasant Symptoms, scope of, 36–38, 37f, 73–75
program of, 30 247 source or discipline of, 78–79, 78t
Teaching Transitions Theory, 238–239 structure and linkages of, 81, 88,
definition of, 388 Uncertainty in Illness Theory, 102t
Gagne’s concept of, 397 243–244 terminology of, 24, 26, 27t–28t
as nurse’s role, 387 Theoretically defined concepts, 53, types or classification by purpose,
in nursing education, 488–493 53t 38–40, 75–78
dialectic, 488–489 Theoretical models, 82
logistic, 490 Theoretical phase, of concept
operational, 490 development, 61–62, 62t
problem-based, 489–490 Theoretical statements, 79–81
technology-based, 491–493 Theorists, background of, 125
Abdellah, 139

Subject Index 573

Theory analysis and evaluation, Theory fitting, 443 Two-factor theory, Herzberg’s,
95–113 Theory-generating research, 84t, 359–360

Barnum’s method for, 98t, 100, 85–86, 437–439 Tyler Curriculum Development
100b, 106, 107t exemplar of, 438 Model, 481–482
nursing studies, 439
Chinn and Kramer’s method for, process of, 438–439 Typology, 75–76
97, 98t, 101–102, 102t, 106, Theory–practice gap, 416 U
107t closing, 416–417 UAP. See Unlicensed assistive
reasons for, 416
comparison of methods, 106, 107t Theory synthesis, 88, 88b personnel
criteria for, 96 Theory-testing research, 437, Uncertainty, Theory of Nurses’ Rec-
definition of, 96–97
Dudley-Brown’s method for, 98t, 439–441 ognizing and Responding to, 435
criteria for evaluating, 439, 441b Uncertainty in Illness Scale, 241,
104–105, 106, 107t exemplar, 440–441
Duffey and Muhlenkamp’s method lack of clarity on, 439 243–244
nursing studies, 441 Uncertainty in Illness Theory, 222,
for, 97, 98t, 99, 99b, 106 process of, 439
Ellis’ method for, 98, 98t, 106, Theory X on leadership, 359 241–244
Theory Y on leadership, 359 application in practice, 243–244
107t, 124 Therapeutic interventions, in context for use, 243
exemplar of, 109–112 evidence of empirical testing,
Fawcett’s method for, 97, 98t, Conservation Model, 162t
Therapeutic milieu, 312–313 243–244
100–101, 106, 107t, 124 Therapeutic narratives, 300 nursing implications of, 243
grand theories, 104, 124–128, Therapeutic self-care demand, 144t purpose and concepts of, 243, 243f
“Third force” psychologists, 401 Unfreezing, in planned change theory,
125b Threading, in curriculum, 487
Hardy’s method for, 98–99, 98t, Tidal model, 231t 371
Time, in Health as Expanding Unitary Man, Theory of, 193, 194
106, 107t, 124 Unitary man/human beings, Rogers’
historical overview of, 97–105, 98t Consciousness, 199–201
Meleis’ method for, 97, 98t, To Err Is Human (IOM), 470 theories of, 193–197. See also Sci-
Top-level managers, 455 ence of Unitary and Irreducible
102–103, 106, 107t Totality paradigm, 121, 121f Human Beings
middle range theories, 225–226, Total patient care (functional nursing), Unitary process theories, 121f, 124,
124t, 126, 192–212. See also
501–502 459–460 specific theories
publications on, 98t Total quality (TQ), 375 comparison of, 208, 209t
purpose of, 96–97, 127–128 Total quality management (TQM), Health as Expanding Consciousness,
single-phase, 97 193, 198–202
synthesized method for, 106, 108b 375 humanbecoming paradigm, 121,
three-phase, 97 Total quality systems (TQS), 375 193, 202–208
two-phase, 97 TPB. See Planned Behavior, Theory of interactive theories vs., 182–183
Walker and Avant’s method for, 97, TRA. See Reasoned Action, Theory of Science of Unitary and Irreducible
Trait theories, of leadership, 355–357 Human Beings, 193–197
98t, 100, 101t, 106, 107t, 124 Transactional leadership, 362–363 Science of Unitary Human Beings,
Whall’s method for, 95, 98t, Transactional process, 173–177, 175t 193
Transcendence. See Self- Unitary–transformative category,
103–104, 105t, 106, 107t 122
Theory-based nursing practice, Transcendence Theory U.S. Preventative Services Task Force,
Transformational leadership, 362–363 259, 260
414–415, 415t. See also Universal self-care requisites, 144t
Application of theory in nursing and health care, University of Pittsburgh, nursing
Theory construction, 73, 87t, 88 458–459 doctoral program of, 30
Theory description, 97, 102 University of Texas Health Sci-
Theory development, 72–94 results vs. process of, 458 ence Center at San Antonio,
approaches to, 83–86, 84t strategies for, 458, 459b evidence-based practice model of,
concept development in, 57, 86–87, Transforming, 204 264–266, 265t
87t Transforming Presence: The Difference Unlicensed assistive personnel (UAP),
exemplar of, 90–91 460
future issues in, 501–502 Nursing Makes (Newman), 198 Unpleasant Symptoms, Theory of, 218,
integrated approach in, 86 Transitions, Meleis’ definition of, 237 241, 246–247
middle range theories, 217–225, Transitions Theory, 236–239 application in practice, 247, 253
218b, 501–502 application in research, 443
overview of, 73 application in practice, 238–239, context for use, 247
practice to theory, 84t, 85 425 evidence of empirical testing, 247
process of, 86–89, 87t nursing implications of, 247
relationship among theory, research, application in research, 436 purpose and concepts of, 246, 247f
and practice, 82–83, 83f, 502 context for use, 238 Urinary catheterization, intermittent,
research to theory, 84t, 85, evidence of empirical testing, 422–423, 423t
437–439 Urinary Incontinence and Frequency
stages, in nursing, 26–36, 29t 238–239 Comfort Questionnaire, 246
statement development in, 87, 87b, nursing implications of, 238 Urine Control Theory, 181
87t purpose and concepts of, 237, 238f
testing in research, 87t, 88 Translational research, 32
theory to practice to theory, Transpersonal caring, 184–185, 185t,
83–84, 84t
theory to research to theory, 84t, 86 213
validation and application in Transtheoretical Model, 322, 439
practice, 87t, 88–89 True presence concept, 192

574 Subject Index

Use, context for humanbecoming paradigm, W
Benner model of skill acquisition, 204–205, 208b Watson Caring Science Institute and
232
Conceptualization of Maternal Role Johnson’s, 149 International Caring Consortium
Attainment/Becoming a Mother, Modeling and Role-Modeling, 172, (WCSIICC), 183
252 WCSIICC. See Watson Caring Science
Leininger’s cultural care diversity 172b Institute and International Caring
and universality theory, 233 Neuman Systems Model, 152–153, Consortium
Pender’s Health Promotion Model, Web-based (online) courses, 480,
235–236 154b 491–493
Postpartum Depression Theory, Nightingale’s, 135 Web of causation, 335–337, 336f
251 Orem’s, 144–145, 145b Wellness/illness, in Neuman Systems
Self-Transcendence Theory, 248 Roy Adaptation Model, 180–181, Model, 151t
Synergy Model for Patient Care, Working definition, 62
240 182b Working (short-term) memory,
Theory of Chronic Sorrow, 250 Science of Unitary and Irreducible 394–395
Theory of Comfort, 244–245 Work specialization, 453–454
Theory of Unpleasant Symptoms, Human Beings, 196, 197b Worldviews
247 Theory of Goal Attainment, 176 definition of, 28t
Transitions Theory, 238 Utilitarianism, 279 grand theories categorized by,
Uncertainty in Illness Theory, 243 V 119–123
Valence, 367 metatheory, 37, 74
Usefulness of theory, 99, 101t, 103, Validity of theory, 106, 107t perceived, 7, 9–10, 11t
106, 107t, 126 Value assumptions, 81 postmodern, 7
Valuing, in humanbecoming received, 7, 8–9, 11t
Abdellah’s patient-centered X
approach, 141, 141b paradigm, 203–204 Xerox Corporation, benchmarking
Variable(s), 52, 148t in, 472
Artinian Intersystem Model, 168 Verbal association, in Gagne’s learning Y
Caring Science as Sacred Science, Yale University school of nursing, 29–30
theory, 397b
186, 187b Verbal Rating Scale Questionnaire, 246
Conservation Model, 163 Video conferencing, 491
Health as Expanding Consciousness, Virtual communities/classrooms, 480,

201, 202b 491–493
Henderson’s, 138 Visionary leadership, 364
Visual learning style, 405–406