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CHAPTER 24 Rosemarie Rizzo Parse 465

works, Dr. Parse has received several honors. She has laughing, joy-sorrow, feeling respected, contentment,
received two Lifetime Achievement Awards (one feeling very tired, and quality of life for persons with
from the Midwest Nursing Research Society and one Alzheimer’s disease); and taught theory and research
from the Asian American Pacific Islander Nurses™ courses in institutions of higher learning, for example,
Association), the Rosemarie Rizzo Parse Scholarship Loyola University Chicago, University of Cincinnati,
was endowed in her name at the Henderson State University of Dayton, University of South Carolina, and
University School of Nursing, her books were twice others.
named “best picks” by Sigma Theta Tau International, Parse is an articulate, courageous, and vibrant leader
and the Society of Rogerian Scholars honored her with with a strong vision and deliberate determination to
the Martha E. Rogers Golden Slinky Award. In 2008, advance the discipline of nursing. She is well-known
she received the New York Times Nurse Educator of internationally for her humanbecoming school of
the Year Award, and in 2012 she received the Medal of thought—a nursing perspective focused on quality of
Honor at the University of Lisbon in Portugal. life and human dignity from the perspective of patients,
Throughout her career, Dr. Parse has made out- families, and communities. She is an inspirational men-
standing contributions to the discipline and profession tor whose diligent loving presence, consistent and will-
of nursing through progressive leadership in nursing ing availability, and respectful and gentle urgings have
knowledge development, research, education, and prac- helped many seasoned and budding nurse scholars to
tice. She has explored the ethics of human dignity, pursue their dreams. Those who have had the honor of
set forth humanbecoming tenets of human dignity working with her as students and colleagues are hon-
(Parse, 2010), and developed teaching-learning (Parse, ored to have been mentored by this truly outstanding
2004), mentoring (Parse, 2008b), leading-following nurse leader (Bournes, 2007; Cody, 2012).
(Parse, 2008a, 2011a), community (Parse, 2003, 2012b),
and family (Parse, 2009a) models that are used world-
wide. She has published 9 books (Morrow, 2012b; Parse, Theoretical Sources
1974, 1981, 1985, 1987, 1995, 1998, 1999a, 2001b, 2003) The humanbecoming school of thought is grounded
and more than 150 articles and editorials about matters in human science proposed by Dilthey and others
pertinent to nursing and other health-related disci- (Cody & Mitchell, 2002; Mitchell & Cody, 1992;
plines. Dr. Parse has shared her knowledge in over 300 Parse, 1981, 1987, 1996, 1998, 2007b, 2010, 2012b).
local, national, and international presentations and The humanbecoming school of thought is “consistent
workshops in more than 35 countries on 5 continents. with Martha E. Rogers’ principles and postulates
Her works have been translated into many languages, about unitary human beings, and it is consistent
and she consults throughout the world with nursing with major tenets and concepts from existential-
education programs and health care settings that phenomenological thought, but it is a new product, a
are utilizing her work to guide research, practice, lead- different conceptual system” (Parse, 1998, p. 4). She
ership, education, and regulation of quality standards. developed her theory while working at Duquesne
She has planned and implemented many international University in Pittsburgh (during the 1960s and
conferences on nursing theory, the humanbecoming 1970s) when Duquesne was regarded as the center of
school of thought, qualitative research, and quality the existential-phenomenological movement in the
of life. United States. Dialogue with scholars such as van
Parse has chaired over 40 doctoral dissertations, Kaam and Giorgi stimulated her thinking on the
guided over 300 students with creative research con- lived experiences of human beings and their situated
ceptualizations, and mentored faculty and students freedom and participation in life.
on qualitative and quantitative research proposals, Parse synthesized the science of unitary human
grant applications, and manuscripts for publications. beings, developed by Martha E. Rogers (1970, 1992)
She developed basic and applied science research with the fundamental tenets from existential-
methods (Parse, 2001b, 2005, 2011b); conducted mul- phenomenological thought, articulated by Heidegger,
tiple qualitative research studies about living experi- Sartre, and Merleau-Ponty and secured nursing as a
ences of health and quality of life (such as hope, human science. She contends that humans cannot be