MRU Connection Between Nursing Theory And Practice Presentation Good Morning!! I’m taking Advanced Theoretical Perspectives for Nursing, and using The Midd

MRU Connection Between Nursing Theory And Practice Presentation Good Morning!! I’m taking Advanced Theoretical Perspectives for Nursing, and using The Middle Range Theories Application for Nursing Research and Practice 4th Edition. as a book.I need to do a presentation with an Introduction,then explain the 1st theory , after this explain the 2nd theory. In the Conclusion is where I need to document the differences between them. 2
Middle
Theories
Range
Application
to
Nursing
Research and Practice
Fourth Edition
Sandra J. Peterson, PhD, RN
Professor Emerita
Bethel University
St. Paul, Minnesota
Accreditation Partner
NurseTim, Inc.
Waconia, Minnesota
Timothy S. Bredow, PhD, RN, NP-C
Professor
Bethel University
St. Paul, Minnesota
3
4
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4th edition
Copyright © 2017 Wolters Kluwer
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Library of Congress Cataloging-in-Publication Data
Middle range theories : application to nursing research and practice / [edited by]
Sandra J. Peterson, Timothy S. Bredow. — 4th edition.
p. ; cm.
Includes bibliographical references.
ISBN 978-0-06-000044-8
I.Peterson, Sandra J., editor. II.Bredow, Timothy S., editor.
[DNLM:1.Nursing Theory.2.Nursing Research.WY 86]
RT84.5
610.7301—dc23
2015031790
5
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I am grateful to be involved in the development of this book. I appreciate
my colleague and partner in this project, all the amazing nurse scholars
who contributed, and the Wolters Kluwer staff who managed this
publication journey. But most of all, I am so thankful for my family:
husband (Ray), 98-year-old mother (Margaret Cairns), son (Christopher),
daughter-in-law (Alisa), grandchildren (Liam and Jane), and last but not
least (sorry for the cliché) daughter (Beth). They bring joy to my life.
Sandra J. Peterson
I would like to dedicate this fourth edition to my family who provides me
with the love and support to complete a project such as this: KTJBA, B, C,
Tiff, Ben, and also little Kata, Peper, Finley, and Maddy. And to all my
students with the hope that in using this book, they will more fully
understand the relationships between theory, research, and evidencebased practice.
Timothy S. Bredow
7
Contributors to the Fourth
Edition
Timothy S. Bredow, PhD, RN, NP-C
Professor
Bethel University
St. Paul, Minnesota
Lisa Burkhart, PhD, RN, ANEF
Associate Professor
Marcella Niehoff School of Nursing
Loyola University Chicago
Chicago, Illinois
Georgene Eakes, EdD, RN
Director, Clinical Education
Vidant Medical Center
Greenville, North Carolina
Audrey Gift, PhD, RN, FAAN
Professor Emeritus
Michigan State University, College of Nursing
East Lansing, Michigan
Marion Good, PhD, FAAN
Professor Emerita
Frances Payne Bolton School of Nursing
Lakewood, Ohio
Brian Goodroad, DNP, APRN,C-NP
Associate Professor
Metropolitan State University
8
St. Paul, Minnesota
Joan E. Haase, PhD, RN, FAAN
Holmquist Professor of Pediatric Oncology Nursing
Department of Clinical Nursing Science
Co-Director, The RESPECT Signature Center at IUPUI
Indiana University
Indianapolis, Indiana
Sonya Hardin, PhD, RN, CCRN, ACNS-BC, NP-C
Professor
East Carolina University
Greenville, North Carolina
Nancy S. Hogan, PhD, RN, FAAN
Distinguished Professor
Marcella Niehoff School of Nursing
Loyola University Chicago
Chicago, Illinois
Trine Klette, PhD
Associate Professor
Diakonova University College
Oslo, Norway
Katharine Kolcaba, RN, MSN, PhD
Associate Professor
The University of Akron, Ursuline College
Akron, Ohio
Elizabeth R. Lenz, PhD, RN
Professor Emeritus
The Ohio State University College of Nursing
Columbus, Ohio
Marjorie McCullagh, PhD, RN, FAAOHN, FAAN
Associate Professor and Director
9
Occupational Health Nursing Program
University of Michigan School of Nursing
Ann Arbor, Michigan
Renee Milligan, MD
Term Professor, School of Nursing
George Mason University
Fairfax, Virginia
Sandra J. Peterson, PhD, RN
Professor Emerita
Bethel University
St. Paul, Minnesota
Accreditation Partner
NurseTim, Inc.
Waconia, Minnesota
Celeste R. Phillips, PhD, RN, CPON
Assistant Professor
Indiana University School of Nursing
Indianapolis, Indiana
Mertie L. Potter, DNP, PMHNP-BC, PMHCNS-BC
Professor
MGH Institute of Health Professions
Boston, Massachusetts
Nurse Practitioner
MVCA
Nashua, New Hampshire
Linda C. Pugh, PhD, RNC, CNE, FAAN
Director, Graduate Programs in Nursing
York College of Pennsylvania
York, Pennsylvania
Barbara Resnick, PhD, CRNP, FAAN, FAANP
Professor
Sonya Ziporkin Gershowitz Chair in Gerontology
10
University of Maryland, School of Nursing
Baltimore, Maryland
Kristin E. Sandau, PhD, RN
Professor of Nursing
Bethel University
St. Paul, Minnesota
Marjorie A. Schaffer, PhD, RN
Professor Emerita
Bethel University
St. Paul, Minnesota
Ellen D. Schultz, PhD, RN, CHTP, AHN-BC
Professor of Nursing
Metropolitan State University
St. Paul, Minnesota
Marjorie Webb, PhD(c), DNP, APRN, C-NP
Associate Professor
Metropolitan State University
St. Paul, Minnesota
Danuta M. Wojnar, PhD, RN, MEd, FAAN
Associate Professor
Seattle University and Associate Dean for Undergraduate Programs
Seattle, Washington
Contributors to the Third Edition
Laurel Ash, DNP, CNP, RN
Assistant Professor
College of St. Scholastica
Duluth, Minnesota
11
Georgene Eakes, EdD, RN
Professor Emerita
College of Nursing
East Carolina University
Director, Clinical Education
Center for Learning and Performance
Pitt County Memorial Hospital
Greenville, North Carolina
Audrey Gift, PhD, RN, FAAN
Professor Emeritus
Michigan State University, College of Nursing
East Lansing, Michigan
Marion Good, PhD, FAAN
Professor Emerita, Frances Payne Bolton School of Nursing
Case Western Reserve University
Cleveland, Ohio
Visiting Professor, Hong Kong University School of Nursing, 2010–2011
Joan E. Haase, PhD, RN, FAAN
Holmquist Professor of Pediatric Oncology Nursing
Department of Clinical Nursing ScienceCo-Director, The RESPECT
Signature Center at IUPUI
Indiana University
Indianapolis, Indiana
Barbara Hoglund, EdD, MSN, RN, FNP-C
Associate Professor of Nursing
Bethel University
St. Paul, Minnesota
Trine Klette, PhD
Associate Professor
Diakonova University College
Oslo, Norway
Katharine Kolcaba, PhD, RN, MSN
12
Associate Professor, Emerita and Visiting Professor
The University of Akron, Ursuline College
Akron, Ohio
Elizabeth R. Lenz, PhD, RN, FAAN
Dean, Professor
College of Nursing
The Ohio State University
Columbus, Ohio
Marjorie McCullagh, PhD, RN, APHN-BC, COHN-S
Assistant Professor and Director, Occupational Health Nursing Program
School of Nursing
University of Michigan
Ann Arbor, Michigan
Renee Milligan, PhD, RN
Associate Professor, School of Nursing
Georgetown University
Washington, District of Columbia
Mertie L. Potter, DNP, PMHNP-BC, PMHCNS-BC
Professor
MGH Institute of Health Professions
Boston, Massachusetts
Nurse Practitioner
MVCA
Nashua, New Hampshire
Linda C. Pugh, PhD, RNC, CNE, FAAN
Director, Graduate Programs in Nursing
York College of Pennsylvania
York, Pennsylvania
Barbara Resnick, PhD, CRNP, FAAN, FAANP
Professor
Sonya Ziporkin Gershowitz Chair in Gerontology
University of Maryland, School of Nursing
13
Baltimore, Maryland
Kristin E. Sandau, PhD, RN
Professor of Nursing
Bethel University
St. Paul, Minnesota
Marjorie A. Schaffer, PhD, RN
Professor Emerita
Bethel University
St. Paul, Minnesota
Ellen D. Schultz, PhD, RN, CHTP, AHN-BC
Professor of Nursing
Metropolitan State University
St. Paul, Minnesota
Danuta M. Wojnar, PhD, RN, MEd, FAAN
Associate Professor
Seattle University and Associate Dean for Undergraduate Programs
Seattle, Washington
Reviewers
Kim Siarkowski Amer, MD
Associate Professor
DePaul University, School of Nursing
Chicago, Illinois
Lori Bork, PhD, MSN, RN, CCRN
Professor
Dakota Wesleyan University
Mitchell, South Dakota
Julie Brandy, PhD, RN, FNP-BC
14
Assistant Professor
College of Nursing and Health Professions
Valparaiso University
Valparaiso, Indiana
Cynthia Brown, DNS, RN, AHN-BC, CNE
Assistant Professor
University of West Georgia
Tanner Health System School of Nursing
Carrollton, Georgia
Maria A. Connolly, PhD, CNE, ANEF, FCCM
Professor of Nursing Adjunct
Marcella Niehoff School of Nursing
Loyola University Chicago
Chicago, Illinois
Beth D. Crouch, MSN, RN, BS
Assistant Professor of Nursing
Milligan College
Milligan College, Tennessee
Karen V. Duhamel, MSN, MS, RN
Instructor of Nursing
The University of Hartford
West Hartford, Connecticut
Tresa Kaur Dusaj, PhD, RN-BC, CNE, CHSE, CTN-A
Faculty Program Director
Excelsior College
Albany, New York
Michelle Edmonds, PhD, FNP-BC, CNE
Professor of Nursing
Jacksonville University
Jacksonville, Florida
15
Susan Sweat Gunby, PhD, RN
Professor
Georgia Baptist College of Nursing
Mercer University
Atlanta, Georgia
Kathryn Van Dyke Hayes, PhD, RN, CNE
Professor and Director of Graduate Nursing Programs
Holy Family University
Philadelphia, Pennsylvania
Phyllis Jeans, MSN, RN
Assistant Professor
Baptist College of Health Sciences
Memphis, Tennessee
Melanie Kalman, PhD, RN
Professor, College of Nursing
Upstate Medical University
Syracuse, New York
Theresa A. Kessler, PhD, RN, ACNS-BC, CNE
Professor of Nursing and Kreft Endowed Chair for the Advancement of
Nursing Science
Valparaiso University
Valparaiso, Indiana
Donna Koestler, EdD, MSN, RN
Assistant Professor of Nursing
Delta State University
Cleveland, Mississippi
Regina Lederman, RN, BSN, MN Ed, MA, PhD, FAAN
Professor, University of Texas Medical Branch at Galveston
School of Nursing
Graduate School of Biomedical Sciences
Adjunct Professor, UT-Health Science Center
School of Public Health
16
Galveston, Texas
Jerrilee LaMar, PhD, RN, CNE
Associate Professor of Nursing
Dunigan Family School of Nursing and Health Sciences
University of Evansville
Evansville, Indiana
Patricia A. Mattingly, MD
Associate Professor of Nursing
Keuka College
Keuka Park, New York
Ann M. Mayo, DNSc, RN
Professor of Nursing
University of San Diego
San Diego, California
Diane B. McNaughton, PhD, APHN-BC
Associate Professor
Rush University College of Nursing
Chicago, Illinois
Bernita Missal, PhD, RN
Professor
Bethel University
St. Paul, Minnesota
Aroha Page, PhD, (UCSF), MPhil(N), BA, BScN, Grad Dip Health
Sci, RN, FRCNA
Associate Professor
Nipissing University
North Bay, Ontario, Canada
Carole A. Pepa, PhD
Professor
Valparaiso University
17
Valparaiso, Indiana
Kathy Reavy, PhD, RN
Professor
Boise State University
Boise, Idaho
Liz Seabrook, RN, MScN, DOHN
BScN Professor
Lambton College
Sarnia, Ontario, Canada
Nuananong Seal, PhD, RN
Professor
UW–Milwaukee, College of Nursing
Milwaukee, Wisconsin
Denice Kopchak Sheehan, PhD, RN
Associate Professor
Kent State University College of Nursing
Kent, Ohio
Christie Shelton, PhD, RN, CNE
Dean/Associate Professor
Jacksonville State University
Jacksonville, Alabama
Phyllis Skorga, PhD, RN, CCM
Professor of Nursing
Arkansas State University
Jonesboro, Arkansas
Amy Rex Smith, PhD
Professor
Belhaven University
Jackson, Mississippi
18
Julie Strunk, PhD, RN
Professor
James Madison University
Harrisonburg, Virginia
Angela Thompson, DNP, BC-FNP, BC-WHNP
Assistant Professor of Nursing
Director FNP Program
Wheeling Jesuit University
Wheeling, West Virginia
Ching Eng H. Wang, PhD, APN, NP-C
Associate Professor of Nursing
North Park University
Chicago, Illinois
Debra J. Bohlender Welch, PhD, RN-BC
Assistant Professor, Post-Licensure (RN-BSN) Division
Indiana Wesleyan University, School of Nursing
Marion, Indiana
19
Preface
Middle range theories have understandably emerged as the focus of
knowledge development in nursing with a broad acceptance of the need to
develop middle range theories to support nursing practice.
There is a dynamic relationship between theory, research, and practice.
Research is a source of theory development, and theory is a source of
research questions. Theory is used to improve practice, and practice is
used to generate, test, and refine theories. Basically, it is by testing the
theories through research that the evidence for practice is generated. In this
fourth edition, the change of the title to Middle Range Theories
Application to Nursing Research and Practice better reflects this dynamic
relationship with increased emphasis on applications of middle range
theories to practice. We continue to hope that this edition can serve as a
resource for nurse scholars and practitioners, making middle range theories
more accessible and useful. The ultimate goal is the advancement of
nursing as a profession and improving the quality of its practice.
With the increase in the number of middle range theories being
developed, determining which to include in this edition is always a
challenge. As for the previous editions, we reviewed published research
and practice applications of theories. We also solicited input from
practitioners. The goal was to identify those theories, though in the middle
range of abstraction, are not particularly narrow in their possible
applications. That process resulted in the addition of two middle range
theories: the theory of change and the Experiential Theory of Spiritual
Care in Practice.
Organization
Part I
20
Part I is devoted to an overview of the state of nursing’s body of
knowledge and the processes by which it is evaluated.
Chapter 1 introduces the interrelationship between nursing theory,
research, and practice. In addition to a brief discussion of epistemology
with a summary of Carper’s conceptualization of nurses’ ways of knowing,
the majority of the chapter addresses the hierarchy of nursing knowledge.
The emphasis, of course, is on the place of middle range theory within that
hierarchy (i.e., paradigm, philosophy, conceptual framework, and
theories). For each component of the hierarchy, the chapter includes a
description of its nature, review of its development, a discussion of its
contributions to nursing knowledge, consideration of controversies related
to its nature or use, and examples of nurse scholars’ work. The section
devoted to middle range theories includes an expanded and updated table
with multiple examples of middle range theories referenced. Also included
is an expanded discussion of practice or situation-specific theories with a
table that provides recent examples of this level of theory development.
Chapter 2 emphasizes the analysis and evaluation of middle range
theories, including issues to consider in the selection of a middle range
nursing theory for research purposes. This chapter also describes a brief
evaluative process for theory analysis. Using this evaluation process,
readers can compare and contrast their conclusions about the theory as
presented in the chapter with those of a nurse scholar who has also used
this evaluation process. The theory analysis exercises related to each
chapter are available in the Student Resources located on
(http://thepoint.lww.com/Peterson4e).
Parts II to VI
Parts II to VI are devoted to specific middle range theories. The selected
theories are labeled by their developers or by nurse scholars as middle
range theories and are ones frequently cited in published nursing research
or practice applications. Many of the chapters contain unique nursing
theories; some are borrowed from related disciplines but are, nonetheless,
useful to nursing. All theories in the text, however, have the intrinsic
capability to be applied to nursing research and practice. They address a
wide range of phenomena that allow the researcher to consider a variety of
nursing research questions and uses in practice. The theories have been
organized by categories to reflect a general focus of research questions or
21
practice applications. The categories are not presented as absolute, but
more as a guide to direct the user of the book to the theories that might be
most relevant to their issue of interest.
Physiological—Pain: Balance of Analgesia and Side Effects;
Unpleasant Symptoms
Cognitive—Self-efficacy, Reasoned Action
Emotional—Empathy, Chronic Sorrow, Experiential Theory of
Spiritual Care in Practice
Social—Social Support, Interpersonal Relations, Attachment
Integrative—Modeling and Role-Modeling, Comfort, Heath-Related
Quality of Life, Health Promotion, Deliberative Nursing Process,
AACN Synergy Model, Resilience, Change
Special Features
Each theory chapter provides the nurse researcher with a variety of tools.
Key features include the following:
Definitions of Key Terms appear at the beginning of each chapter to
define concepts and aid the reader’s understanding of the theory.
Using Middle Range Theories in Research boxes provide examples
of how the theory has been used in published research. These have
been updated and reformatted, using an outline based on the research
process.
Using Middle Range Theories in Practice boxes provide examples
of theories applied to a specific clinical practice situation. They too
have been reformatted so that the clinical issue and the use of the
theory as a foundation for nursing intervention are clearly identified.
Examples of Theory in Practice tables are included in each chapter.
The headings on these tables are similar to the matrix used to critique
research as a basis for evidence-based practice.
Critical Thinking Exercises at the end of each chapter engage
readers in analysis of the theory and its application to practice.
Instruments are discussed in the chapters, with specific examples
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