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CHAPTER 24 Rosemarie Rizzo Parse 475

Principle 1: Structuring Principle 2: Configuring Principle 3:
meaning is the imaging rhythmical patterns is the Cotranscending with
and valuing of revealing-concealing and possibles is the powering
languaging. enabling-limiting of and originating of
connecting-separating. transforming.

Revealing- Enabling-
Imaging Valuing Concealing Limiting Powering Originating

Languaging Connecting- Transforming
Separating

Concepts in the squares: Powering emerges with the revealing-concealing of imaging.
Concepts in the ovals: Originating emerges with the enabling-limiting of valuing.
Concepts in the triangles: Transforming emerges with the languaging of connecting-separating.
FIGURE 24-1 Relationship of principles, concepts, and theoretical structures of the human becoming theory. (From Parse, R. R.
[1998]. The human becoming school of thought: A perspective for nurses and other health professionals [p. 56]. Thousand Oaks, (CA):
Sage. Principles updated from Parse, R. R. [2012b]. New humanbecoming conceptualizations and the humanbecoming community
model: Expansions with sciencing and living the art. Nursing Science Quarterly, 25, 44–52.)

Logical Form community (Bournes & Ferguson-Paré, 2007; Bournes
The inductive-deductive process was central to the & Flint, 2003; Bournes & Naef, 2006; Bunkers, 2010a,
creation of the humanbecoming theory. The theory 2010c, 2011, 2012b; Hayden, 2010; Hegge, 2012;
originated from Parse’s personal experiences with her Jasovsky Morrow, Clementi, et al., 2010; Mitchell,
readings and in nursing practice. She deductively- Bournes, & Hollett, 2006; Oaks & Drummond, 2009;
inductively crafted major components of humanbe- Peterson-Lund, 2011; Smith, 2010; Tanaka, Katsuno, &
coming from the science of unitary human beings and Takahashi, 2012; and others). A community of nurse
existential-phenomenological thought. She intuitively scholars is advancing humanbecoming in practice,
and methodically derived the assumptions, postulates, research, and education. The theory has made a differ-
principles, concepts, and practice and research meth- ence to nurses and to persons (patients) experiencing
odologies of the humanbecoming school of thought. humanbecoming practice. This includes nurses who
Figure 24–1 illustrates how the principles, concepts, work with older adults and with children. The theory
and theoretical structures connect in simplicity and guides practice for nurses who work with families
complexity. Abstraction and complexity create possi- (Parse, 2009a) and with persons in hospital settings,
bility for growth, scholarship, and sustainability. clinics, and community settings (Parse, 2003, 2012b).
A community-based health action model, for instance,
Acceptance by the Nursing Community has been developed and has received support from the
local community and other funding agencies (Crane,
Practice Josephson, & Letcher, 1999). The theory was used as an
The range of publications about humanbecoming dem- overarching theoretical guide to develop a decisioning
onstrates the broad scope of acceptance by the nursing model for nurse regulators at a State Board of Nursing