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230 UNIT III Nursing Conceptual Models

TABLE 13-2 Research Instruments and Practice Tools Derived From the Science of
Unitary Human Beings—cont’d
Human Energy Field Assessment Form Used to record findings related to human energy field assessment as
(Wright, 1991) practiced in therapeutic touch, including location of field disturbance
on a body diagram and strength of the overall field and intensity of the
field disturbance on visual analogue scales.
Family Assessment Tool (Whall, 1981) Guides assessment of families in terms of individual subsystem consider-
ations, interactional patterns, unique characteristics of the whole family
system, and environmental interface synchrony.
An Assessment Guideline for Work with Families Guides assessment of the family unit, in terms of definition of family,
(Johnston, 1986) family organization, belief system, family developmental needs, eco-
nomic factors, family field and environmental field complementarity,
communication patterns, and supplemental data, including health
assessment of individual family members, developmental factors,
member interactions, and relationships.
Nursing Process Format for Families (Reed, 1986) Guides the use of a developmentally oriented nursing process for families.
Community Health Assessment (Hanchett, 1988) Guides assessment of a community in areas of diversity; rhythms, including
frequencies of colors, rhythms of light, and patterns of sound; motion;
experience of time; pragmatic-imaginative-visionary worldviews; and
sleep-wake beyond waking rhythms.
Adapted from Fawcett, J. (2005). Contemporary nursing knowledge: Analysis and evaluation of nursing models and theories (pp. 337–339). Philadelphia:
F. A. Davis. Used with permission.

Further Development of operational definitions, and inadequate tools
Rogers (1986a) believed that knowledge develop- for measurement (Butterfield, 1983). However, the
ment within her model was a “never-ending process” model has passed the test of time for the development
using “a multiplicity of knowledge from many of nursing science as nursing matured as a science.
sources . . . to create a kaleidoscope of possibilities” Rogers’ ideas continue to demonstrate clarity for
(p. 4). Explorations by Rogerian scholars into tran- nursing research with human beings of all ages
scendence and universality exemplify this belief in (Terwilliger, Gueldner, & Bronstein, 2012).
a unifying wholeness (Phillips, 2010).
Fawcett (2005) identified the following three rudi- Simplicity
mentary theories developed by Rogers from the Science Ongoing studies and work within the model have
of Unitary Human Beings: served to simplify and clarify some of the concepts and
1. Theory of accelerating evolution relationships. However, when the model is examined in
2. Theory of rhythmical correlates of change total perspective, some still classify it as complex. With
3. Theory of paranormal phenomena its continued use in practice, research, and education,
Continued explication and testing of these theories nurses will come to appreciate the model’s elegant
and the homeodynamic principles by nurse researchers simplicity. As Whall (1987) noted, “With only three
contributes to nursing science knowledge. principles, a few major concepts, and five assumptions,
Rogers has explained the nature of man and the life
Critique process” (p. 154).
Clarity Generality
There were early criticisms of the model with com- Rogers’ conceptual model is abstract and therefore gen-
ments such as difficult-to-understand principles, lack eralizable and powerful. It is broad in scope, providing