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476 UNIT IV Nursing Theories

(Benedict, Bunkers, Damgaard, et al., 2000; Damgaard sequencing. The curriculum plan was updated in
& Bunkers, 1998, 2012). The theory has generated con- 1998 in The Human Becoming School of Thought:
troversy and scholarly dialogue about nursing as an A Perspective for Nurses and Other Health Profession-
evolving discipline and a distinct human science. It is als. Parse outlined philosophy, goals, conceptual
not a question of whether or not the theory works in a framework, themes, program indicators, culture con-
particular area of practice; it has been lived by nurses in tent, and evaluation in a sample curriculum plan
the operating theater, in parishes, in shelters, in boards consistent with humanbecoming.
of nursing, in acute care hospitals, in long-term and A master’s curriculum consistent with humanbe-
community settings, and in any setting where nurses coming was developed at Olivet Nazarene University
have relationships with persons and families. in Kankakee, Illinois (Milton, 2003a). To date, most
students who study the humanbecoming school of
Education thought and are guided by the theory in their practice
The humanbecoming school of thought and the phil- and research activities were introduced to it at the
osophical assumptions and theoretical beliefs speci- master’s level. Parse’s ideas and theory are increas-
fied by Parse (1981, 1998, 2012b) have fueled many ingly integrated into undergraduate programs to
scholarly dialogues about outcomes in practice, expand options for students being taught that nursing
research, and education when different theories guide is an art and a science. For example, an undergraduate
practice. In Nursing Science Quarterly and other jour- curriculum was designed, implemented, and accred-
nals, nurses have advanced dialogue and debate about ited at California Baptist University in Riverside,
the role of theory in nursing practice, the limitations California (C. Milton, personal communication, July
and contributions of the medical model, the ethics of 6, 2012). In addition, undergraduate and graduate
nursing diagnoses and the nurse-person relationship, students at York University and at Humber College in
paternalism and health care, the knowledge of ad- Toronto, Ontario, Canada, have opportunity to study
vanced nursing practice, paradigmatic issues in nurs- humanbecoming.
ing, the limitations of evidence-based nursing, the
possibilities and politics of human science, freedom Research
and choice, the focus of community-based nursing, Humanbecoming theory has guided research studies
the nature of truth, leadership and nursing theory, in many different countries about numerous living
and the scope of mistakes in nursing. experiences, including feeling loved, feeling very
Parse (2004) created a humanbecoming teaching- tired, having courage, waiting, feeling cared for, griev-
learning model that has been used in a variety of ways ing, caring for a loved one, persisting while wanting
with students in academic settings (Baumann, 2012a; to change, feeling understood, and being listened to,
Bunkers, 2009; Condon, 2009, 2012a, 2012b; Condon & as well as time passing, quality of life, health, lingering
Hegge, 2011; Delis, 2012; Letcher & Yancey, 2004; presence, hope, and contentment (Doucet & Bournes,
Milton, 2012b; Ursel & Aquino-Russell, 2010) and 2007). The Parse and humanbecoming hermeneutic
practice settings (Bournes & Naef, 2006). Teachers in method generate new knowledge about universal liv-
academic and practice settings have contributed new ing experiences (Cody, 1995b, 1995c; Parse, 2001a,
understanding and new processes of teaching-learning, 2001b, 2005, 2007a, 2011b, 2012b). Research findings
and Parse’s theory was used as a model for explicating have enhanced understanding of how people experi-
pros and cons of teleapprenticeship (Norris, 2002). The ence hope while imaging new possibilities and how
humanbecoming school of thought is included in nurs- people create moments of respite amid the anguish of
ing courses at the undergraduate and graduate levels in grieving a loss. Research findings are woven with the
many schools of nursing. theory, so findings also inform thinking beyond any
In Man-Living-Health: A Theory of Nursing, Parse particular study.
(1981) presented a sample master’s in nursing cur- In the grieving and loss studies, researchers de-
riculum. She outlined this process-based curriculum scribed a rhythm of engaging and disengaging with
in detail, including course descriptions and course the one lost and with others who remind the one