Mklochack.weebly.com



Nursing Theorist – Kristen M. SwansonTheory of CaringMichelle R. KlochackFerris State UniversityAbstractThis nursing theorist paper focuses’ on Kristen M. Swanson and her Theory of Caring. The Theory of Caring is a theory that names and defines five characteristics of caring; being with, doing for, enabling, and maintaining belief. Through research and studies, Swanson has persisted in the development of her theory. Swanson’s theory can be applied in research and clinical work with diverse populations to any nurse-client relationship and any clinical setting. The outcome of how a nurse can feel when practicing in a caring fashion can include accomplishment, self-satisfaction, wholeness, and a respect for life.The Theory of CaringThe theory of caring is a theory that names and defines five characteristics of caring. This theory was developed by Kristen M. Swanson. She earned her baccalaureate degree from the University Of Rhode Island College Of Nursing in 1975. She began her career at the University of Massachusetts Medical Center in Worcester. Because of her ultimate goal of teaching, she pursued graduate school at the University of Pennsylvania in Philadelphia. After receiving her master’s degree in 1978, she worked as a clinical instructor of medical-surgical nursing at the University Of Pennsylvania School Of Nursing. She then enrolled in the PhD nursing program at the University of Colorado in Denver, Colorado. There she studied psychosocial nursing with an emphasis on exploring the concepts of loss, stress, coping, interpersonal relationships, person and personhood, environments, and caring. Caring and miscarriage became her focus of her doctorial and subsequently, her program of research (Alligood & Tomey, 2010).After earning a Ph.D. in nursing science, Swanson received a National Research Service Post-doctoral Fellowship from the Nation Center for Nursing Research, which she completed at the University of Washington in Seattle. She joined the faculty at the University Of Washington School Of Nursing as a professor and chairperson of the Department of Family Child Nursing. She also conducted research and served as a consultant at national and international levels. She received a Distinguished Alumnus Award from the University of Rhode Island in 2002 (Alligood & Tomey, 2010).Several nursing scholars gave Swanson the in-sights that shaped her beliefs about nursing discipline and influenced her program of research. Dr. Jacqueline Fawcett’s course on the conceptual basis of nursing practice made her realize that caring for others as they go through life transitions of health, illness, healthy and dying was congruent with her personal values. Swanson attributes the emphasis on exploring the concept of caring in her doctoral dissertation to Dr. Jean Watson’s influence. Swanson also acknowledges Dr. Kathryn E. Barnard for encouraging her to make the transition from the interpretive to contemporary empiricist paradigm, to through several phenomenological investigations to guide interventions research (Alligood & Tomey, 2010).Kristen Swanson formulated her Theory of Caring as a result of several investigations. She describes caring as a nurturing way of relating to a valued other toward whom one feels a personal sense of commitment and responsibility. The Theory of Caring has five basic processes: knowing, being with, doing for, enabling, and maintaining belief (Alligood & Tomey, 2010).Knowing is striving to understand the meaning of an event in the life of the other, avoiding assumptions, focusing on the person cared for, seeking cues, assessing meticulously, and engaging both the one caring and the one cared for in the process of knowing (Alligood & Tomey, 2010). In an interview with Swanson, she describes another part of knowing is assessing thoroughly; seeking what is said and not said on the client’s part. Knowing is when you really begin to understand what’s going on for another person, you cannot help but get yourself – your own personhood – engaged. You cannot stand behind your professional armor; you end up being one human being relating to another. As a result, the one caring and the one being cared for are engaged (Creative Health Care Management, 1998).Being with, means, being emotionally present to the other. It includes being there in person, conveying availability, and sharing feelings without burdening the one cared for (Alligood & Tomey, 2010). Swanson says, “You might say the occupational hazard of being with is that we might become too close. That’s a part of being human. We need to know enough to pull ourselves out or have our peers ready to pull us out” (Creative Health Care Management, 1998).Doing for means to do for others what one would do for self if at all possible, including anticipating needs, comforting, performing skillfully and competently, and protecting the one cared for while preserving his or her dignity (Alligood & Tomey, 2010). Swanson says, “The goal is to let them be in charge and take care of their own life, whatever their life might happen to be at the moment” (Creative Health Care Management, 1998).Enabling is facilitating the other’s passage through life transitions and unfamiliar events by focusing on the event, informing, explaining, supporting, validating feelings, generating alternatives, thinking things through, and giving feedback (Alligood & Tomey, 2010). Swanson states, “It’s the teaching and learning component, done in such a way that we’re ultimately about putting the patient or consumer back on center stage and getting ourselves out of our coaching act. It’s about empowering people, families and communities to know how to care for themselves” (Creative Health Care Management, 1998).Maintaining belief is sustain faith in the other’s capacity to get through an event or transition and fact to a future with meaning, believing in other’s capacity and holding him or her in high esteem, maintaining a hope-filled attitude, offering realistic optimism, helping to find meaning, and standing by the one cared for no matter what the situation (Alligood & Tomey, 2010). Swanson further developed her theory of informed caring by making explicit her major assumptions about the four main phenomena of concern to the nursing discipline: nursing, person/client, health, and environment. The Theory of Caring is derived through phenomenological inquiry. It offers a clear explanation of what it means for nurses to practice in a caring manner and emphasizes that the goal of nursing is to promote the well-being of others (Alligood & Tomey, 2010).According to Swanson, a fundamental and universal component of good nursing is caring for the client’s bio-psychosocial and spiritual well-being. Caring is grounded in maintenance of a basic belief in human beings, supported by knowing the client’s reality, conveyed by being emotionally and physically present, and enacted by doing for an enabling the client. Regardless of the years of experience, caring is delivered as a set of sequential processes that are created by the nurse’s own philosophical attitude, understanding, verbal and nonverbal messages conveyed to the client, and therapeutic actions, and the consequences of caring (Alligood & Tomey, 2010).Swanson’s Theory of Caring is a middle-range theory. Middle-range theories are narrower in scope, with a limited view of the phenomenon, and contain concepts and propositions that are measurable and can be empirically tested (Kearney-Nunnery, 2008). Her theory was generated from phenomenological investigations with women who experienced unexpected pregnancy loss, caregivers to premature and ill babies in the newborn intensive care unit, and socially at risk mothers who received long-term care. She claims that her in-depth meta-analysis of research on caring supports the generality of her theory beyond prenatal context (Alligood & Tomey, 2010).The usefulness of Swanson’s Theory of Caring has been demonstrated in research, education, and clinical practice. The theory has been embraced as a framework for professional nursing practice by various organizations in the United States, Canada and Sweden (Alligood & Tomey, 2010).Swanson has persisted in the development of her theory, from describing and defining the concept of caring and basic caring processes, to instrument development and testing in intervention research with women and men who experienced unexpected pregnancy loss. Her work on caring on miscarriage has been cited, and otherwise utilized in over one hundred sixty data-based publications (Alligood & Tomey, 2010).Swanson’s theory is clearly defined and arranged in a logical sequence that describes how caring is delivered. The theory’s simplicity and consistency of language used to define the concepts allows students and nurses to understand and apply the theory in practice. Swanson’s theory can be applied in research and clinical work with diverse populations and it is generalizable to any nurse-client relationship and any clinical setting (Alligood & Tomey, 2010).Blessing Hospital in Illinois utilized the theory in order to fulfill their mission of providing the highest quality nursing care possible. They believe that building a therapeutic relationship is essential in every care experience. The activities of care are organized around the needs and priorities of their patients and their families to promote compassion and healing. The incorporate the philosophies of Swanson in order to achieve best practices among their staff (Blesssing Health System, 2010).Swanson’s Theory of Caring assumes that applying caring processes in therapeutic communication with clients enhances comfort and accelerates healing. The theory describes nurse-client relationships that promote wholeness and healing and offers a framework for enhancing contemporary nursing practice while bring the discipline to its traditional caring-healing roots (Alligood & Tomey, 2010). According to Swanson, The outcome of how a nurse can feel when practicing in a caring fashion includes: A sense of accomplishment, self-satisfaction and having a purpose to his or her own life. They experience a sense of gratitude, well-being, wholeness, self-transformation, respect for life and an awareness of their own mortality professional judgment. It increases their skills and knowledge and mobilizes more caring, while they feel increased empathy and make fewer assumptions about the way the world is. They cite satisfaction, love of nursing, and finally, a sense of collegiality, connectedness and of having a relationship with the patient when they can practice in a caring fashion (Creative Health Care Management, 1998). ReferencesAlligood, M. & Tomey, A. (2010). Theory of caring. Nursing Theorists and Their Work, 35, 741-749.Creative Health Care Management, (1998). Caring made visible. Retrieved from: docs/caring-made-visible.pdf.Kearney-Nunnery, R. (2008). Advancing your career concepts of professional nursing, 3, 36., (2009). About Swanson’s Theory. Retrieved from: article/31652-swansons-theory/.CHECKLIST FOR SUBMITTING PAPERSCHECKDATE, TIME, & INITIALPROOFREAD FOR: APA ISSUES1. Page Numbers: Did you number your pages using the automatic functions of your Word program? [p. 230 and example on p. 40)]2. Running head: Does the Running head: have a small “h”? Is it on every page? Is it less than 50 spaces total? Is the title of the Running head in all caps? Is it 1/2” from the top of your title page? (Should be a few words from the title of your paper). [p. 229 and example on p. 40]3. Abstract: Make sure your abstract begins on a new page. Is there a label of Abstract and it is centered at the top of the page? Is it a single paragraph? Is the paragraph flush with the margin without an indentation? Is your abstract a summary of your entire paper? Remember it is not an introduction to your paper. Someone should be able to read the abstract and know what to find in your paper. [p. 25 and example on p. 41]4. Introduction: Did you repeat the title of your paper on your first page of content? Do not use ‘Introduction’ as a heading following the title. The first paragraph clearly implies the introduction and no heading is needed. [p. 27 and example on p. 42]5. Margins: Did you leave 1” on all sides? [p. 229]6. Double-spacing: Did you double-space throughout? No triple or extra spaces between sections or paragraphs except in special circumstances. This includes the reference page. [p. 229 and example on p. 40-59]7. Line Length and Alignment: Did you use the flush-left style, and leave the right margin uneven, or ragged? [p. 229]8. Paragraphs and Indentation: Did you indent the first line of every paragraph? See P. 229 for exceptions.9. Spacing After Punctuation Marks: Did you space once at the end of separate parts of a reference and initials in a person’s name? Do not space after periods in abbreviations. Space twice after punctuation marks at the end of a sentence. [p. 87-88]10. Typeface: Did you use Times Roman 12-point font? [p. 228]11. Abbreviation: Did you explain each abbreviation the first time you used it? [p. 106-111]12. Plagiarism: Cite all sources! If you say something that is not your original idea, it must be cited. You may be citing many times…this is what you are supposed to be doing! [p. 170]13. Direct Quote: A direct quote is exact words taken from another. An example with citation would look like this:“The variables that impact the etiology and the human response to various disease states will be explored” (Bell-Scriber, 2007, p. 1).Please note where the quotation marks are placed, where the final period is placed, no first name of author, and inclusion of page number, etc. Do all direct quotes look like this? [p. 170-172]14. Quotes Over 40 Words: Did you make block quotes out of any direct quotes that are 40 words or longer? [p. 170-172]15. Paraphrase: A paraphrase citation would look like this:Patients respond to illnesses in various ways depending on a number of factors that will be explored (Bell-Scriber, 2007). It may also look like this: Bell-Scriber (2007) found that…… [p. 171 and multiple examples in text on p. 40-59]For multiple references within the same paragraph see page 174.16. Headings: Did you check your headings for proper levels? [p. 62-63].17. General Guidelines for References: A. Did you start the References on a new page? [p. 37]B. Did you cut and paste references on your reference page? If so, check to make sure they are in correct APA format. Often they are not and must be adapted. Make sure all fonts are the same.C. Is your reference list double spaced with hanging indents? [p. 37]PROOFREAD FOR GRAMMAR, SPELLING, PUNCTUATION, & STRUCTURE18. Did you follow the assignment rubric? Did you make headings that address each major section? (Required to point out where you addressed each section.)19. Watch for run-on or long, cumbersome sentences. Read it out loud without pausing unless punctuation is present. If you become breathless or it doesn’t make sense, you need to rephrase or break the sentence into 2 or more smaller sentences. Did you do this?20. Wordiness: check for the words “that”, and “the”. If not necessary, did you omit?21. Conversational tone: Don’t write as if you are talking to someone in a casual way. For example, “Well so I couldn’t believe nurses did such things!” or “I was in total shock over that.” Did you stay in a formal/professional tone?22. Avoid contractions. i.e. don’t, can’t, won’t, etc. Did you spell these out?23. Did you check to make sure there are no hyphens and broken words in the right margin?24. Do not use “etc.” or "i.e." in formal writing unless in parenthesis. Did you check for improper use of etc. & i.e.?25. Stay in subject agreement. When referring to 1 nurse, don’t refer to the nurse as “they” or “them”. Also, in referring to a human, don’t refer to the person as “that”, but rather “who”. For example: The nurse that gave the injection….” Should be “The nurse who gave the injection…” Did you check for subject agreement? 26. Don’t refer to “us”, “we”, “our”, within the paper…this is not about you and me. Be clear in identifying. For example don’t say “Our profession uses empirical data to support ….” . Instead say “The nursing profession uses empirical data…..27. Did you check your sentences to make sure you did not end them with a preposition? For example, “I witnessed activities that I was not happy with.” Instead, “I witnessed activities with which I was not happy.”28. Did you run a Spellcheck? Did you proofread in addition to running the Spellcheck?29. Did you have other people read your paper? Did they find any areas confusing?30. Did you include a summary or conclusion heading and section to wrap up your paper?31. Does your paper have sentence fragments? Do you have complete sentences? 32. Did you check apostrophes for correct possessive use. Don’t use apostrophes unless it is showing possession and then be sure it is in the correct location. The exception is with the word it. It’s = it is. Its is possessive. Signing below indicates you have proofread your paper for the errors in the checklist:_______Michelle Klochack_____________________________________DATE:_11/2/10_______A peer needs to proofread your paper checking for errors in the listed areas and sign below:____Judith, Writing Center_______________________DATE:__11/2/10_____________Revised Spring 2010/slcGrading Rubric for Theory PaperPossible pointsPoints Earned1. Introduction of theory/model a. Introduction clear and well focused5 b. History and significance of model52. Analysis of Model a. Explain the model in terms of: Person, Environment, Health, and Nursing.10 b. Explain other concepts that are unique to the model.10 c. Demonstrate how the model can be used in clinical practice.10 d. Explain how the model can be used as a Framework for patient assessment.10 e. Explain the model within the context of nursing education.10 f. Identify strengths and limitations of the model.10 g. Analyze the model overall, demonstrating new insights about the model.103. Evidence of Academic Writing a. Development of a clear, logical, well-supported paper; demonstrating original thought and content.5 b. Evidence of research with a minimum of 2 research articles in addition to the course required texts. Correct acknowledgement of sources using APA style referencing. Attaches APA checklist5 c. Overall presentation; grammar, spelling, punctuation, clean and legible.5 d. Stays within page limit which includes: one cover page, one reference page, body of paper is to have a maximum of 5 pages and a minimum of 3 full pages.5Total Possible Points100Total Points Earned ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download