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CHAPTER 24 Rosemarie Rizzo Parse 481

supported nurses piloting and implementing stan- and teach the humanbecoming school of thought, more
dards of practice that are explicitly informed by hu- nurses explore the theory in practice. Learning the
manbecoming. University Health Network, the largest theory requires formal study, quiet contemplation, and
teaching hospital affiliated with the University of creative synthesis. As more nurses use the theory in
Toronto, supported nurses to use 20% of their time to practice and research and leadership, their scholarly
participate in teaching-learning sessions informed by dialogue advances the nursing discipline.
humanbecoming. A 2-year-long pilot study evaluated The theory of humanbecoming continues as a
changes when a surgical unit used humanbecoming theory for the future. As nurses question how they are
patient-centered care (Bournes & Ferguson-Paré, relating with others and question the knowledge base
2007). This pilot was replicated on a cardiosciences of the discipline, the humanbecoming theory pro-
unit at Regina General Hospital in Saskatchewan, vides a perspective and field of possibilities for change
Canada (Bournes, Ferguson-Paré, Plummer, & Kyle, and growth. Administrators who engage nurses are
2009) and on two additional units at University Health continuing to clarify not only what they want from
Network in Toronto, Canada, with similar results professionals but also how they want professionals to
(Bournes & Ferguson-Paré, 2007). perform. The mechanistic approach continues to lose
appeal for health care professionals whose mandate is
to relate to people as human beings living with health
Summary and illness, hope and no hope, joy and sorrow, and life
Work with the humanbecoming school of thought con- and death. This theory is a humanbecoming approach
tinues to evolve, as does the theory itself. An important for nurses and even more as humankind evolves.
development happened in 1998, when Parse extended
the humanbecoming school of thought and introduced
the text, Community: A Humanbecoming Perspective CASE STUDY
(2003), which offers new concepts about change in Mrs. Brown, a 48-year-old woman, is living with a
community. Further explication of the community diagnosis of breast cancer. She has just come into
model is found in Parse’s (2012b) article, “New Human- the oncology clinic for her third round of chemo-
becoming Conceptualizations and the Humanbecom- therapy. When asked how she is doing, Mrs. Brown
ing Community Model: Expansions with Sciencing and starts speaking about how tired she is and how she
Living the Art.” Parse has created humanbecoming is feeling burdened with keeping secrets from her
teaching-learning (Parse, 2004), mentoring (Parse, daughter. Mrs. Brown has not told her daughter
2008b), leading-following (Parse, 2008a, 2011a), and about her cancer diagnosis because she is afraid of
family models (Parse, 2009a) that are being utilized in how her daughter might react. Mrs. Brown says
research, leadership, practice, and education settings she is just barely holding on to things at this time,
(Bournes, 2013; Condon, 2010b, 2011; Maillard-Struby, and she cannot take much more. She is also con-
2012; Florczak, Falkenstern, & Baumann, 2010; Kim, cerned about the chemotherapy and what she can
Lee, & Baumann, 2011; Milton, 2010a, 2010b, 2011, expect, because the side effects are getting more
2012a; Morrow, 2012a). Ongoing research expands un- intense. Consider Mrs. Brown in the critical think-
derstanding and illuminates new relationships among ing activities that follow.
theoretical concepts. As schools of nursing introduce

CRITICAL THINKING ACTIVITIES

1. Think about Parse’s (1998) practice methodology— In order to invite Mrs. Brown to speak, the nurse
illuminating meaning (explicating), synchronizing may initially ask her to say more about her situa-
rhythms (dwelling with), and mobilizing transcen- tion. In the cadence of speech, Mrs. Brown may
dence (moving beyond). Nurses live true presence pause, giving the nurse an opening to pose ques-
with persons, and this means centering and pre- tions that assist Mrs. Brown’s exploration of how
paring to bear witness to Mrs. Brown’s reality. she is feeling. The nurse may ask: What is the