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           Mitchell, G. J. (1988). Man-living-health: The theory in   Mitchell, G. J. (2006). Human becoming criticism—a
             practice. Nursing Science Quarterly, 1(3), 120–127.  critique of Florczak’s study on the lived experience of
           Mitchell, G. J. (1990). Struggling in change: From the tra-  sacrificing something important. Nursing Science
             ditional approach to Parse’s theory-based practice.   Quarterly, 19, 142–146.
             Nursing Science Quarterly, 3(4), 170–176.   Mitchell, G. J., Bernardo, A., & Bournes, D. (1997). Nursing
           Mitchell, G. J. (1990). The lived experience of taking life   guided by Parse’s theory: Patient views at Sunnybrook.
             day-by-day in later life: Research guided by Parse’s emer-  Nursing Science Quarterly, 10(1), 55–56.
             gent method. Nursing Science Quarterly, 3(1), 29–36.  Mitchell, G. J., Bournes, D. A., & Hollett, J. (2006). Human
           Mitchell, G. J. (1991). Diagnosis: Clarifying or obscuring   becoming-guided patient centered care: New perspectives
             the nature of nursing. Nursing Science Quarterly, 4(2),   transform nursing practice. Nursing Science Quarterly, 19,
             52–53.                                        218–224.
           Mitchell, G. J. (1991). Human subjectivity: The co-creation   Mitchell, G. J., & Bunkers, S. S. (2003). Engaging the abyss:
             of self. Nursing Science Quarterly, 4(3), 144–145.  A mis-take of opportunity? Nursing Science Quarterly,
           Mitchell, G. J. (1991). Nursing diagnosis: An ethical analysis.   16, 121–125.
             Image: The Journal of Nursing Scholarship, 23(2), 99–103.  Mitchell, G. J., & Cody, W. K. (1993). The role of theory in
           Mitchell, G. J. (1992). Parse’s theory and the multi-disciplinary   qualitative research. Nursing Science Quarterly, 6(4),
             team: Clarifying scientific values. Nursing Science Quar-  170–178.
             terly, 5(3), 104–106.                       Mitchell, G. J., & Cody, W. K. (1999). Human becoming
           Mitchell, G. J. (1993). Living paradox in Parse’s theory.   theory: A complement to medical science. Nursing
             Nursing Science Quarterly, 6(1), 44–51.       Science Quarterly, 12(4), 304–310.
           Mitchell, G. J. (1993). The same-thing-yet-different phenome-  Mitchell, G. J., & Cody, W. K. (1992). Nursing knowledge
             non: A way of coming to know—Or not? Nursing Science   and human science: Ontological and epistemological
             Quarterly, 6(2), 61–62.                       considerations. Nursing Science Quarterly, 5(2), 54–61.
           Mitchell, G. J. (1993). Time and a waning moon: Seniors   Mitchell, G. J., & Cody, W. K. (2002). Ambiguous opportu-
             describe the meaning to later life. The Canadian Journal   nity: Toiling for truth of nursing art and science. Nursing
             of Nursing Research, 25(1), 51–66.            Science Quarterly, 15, 71–79.
           Mitchell, G. J. (1994). Discipline-specific inquiry: The   Mitchell, G. J., & Copplestone, C. (1990). Applying Parse’s
             hermeneutics of theory-guided nursing research.   theory to perioperative nursing: A nontraditional
             Nursing Outlook, 42(5), 224–228.              approach. AORN Journal, 51(3), 787–798.
           Mitchell, G. J. (1994). The meaning of being a senior: A   Mitchell, G. J., & Halifax, N. D. (2005). Feeling respected–
             phenomenological study and interpretation with Parse’s   not respected: The embedded artist in Parse method
             theory of nursing. Nursing Science Quarterly, 7, 70–79.  research. Nursing Science Quarterly, 18(2), 105–112.
           Mitchell, G. J. (1996). Clarifying contributions of qualita-  Mitchell, G. J., & Heidt, P. (1994). The lived experience of
             tive research findings. Nursing Science Quarterly, 9(4),   wanting to help another. Nursing Science Quarterly,
             143–144.                                      7(3), 119–127.
           Mitchell, G. J. (1996). Pretending: A way to get through   Mitchell, G. J., Jonas-Simpson, C., & Ivonoffski, V. (2006).
             the day. Nursing Science Quarterly,.(2), 92–93.  Research-based theatre: The making ofI’m Still Here!
           Mitchell, G. J. (1997). Retrospective and prospective of   Nursing Science Quarterly, 19, 198–206.
             practice applications: Views in the fog. Nursing Science   Mitchell, G. J., & Lawton, C. (2000). Living with the conse-
             Quarterly, 10(1), 8–9.                        quences of personal choices for persons with diabetes:
           Mitchell, G. J. (1997). Theory and practice in long term   Implications for educators and practitioners. Canadian
             care: The acorn doesn’t fall far from the tree. Long Term   Journal of Diabetes Care, 24(2), 23–31.
             Care, 7(4), 31–34.                          Mitchell, G. J., & Pilkington, F. B. (1990). Theoretical
           Mitchell, G. J. (1998). Living with diabetes: How under-  approaches in nursing practice: A comparison of Roy
             standing expands theory for professional practice.   and Parse. Nursing Science Quarterly, 3(2), 81–87.
             Canadian Journal of Diabetes Care, 22(1), 30–37.  Mitchell, G. J., & Pilkington, F. B. (1999). A dialogue on
           Mitchell, G. J. (1998). Standards of nursing and the winds   the comparability of research paradigms—And other
             of change. Nursing Science Quarterly, 11(3), 97–98.  theoretical things. Nursing Science Quarterly, 12(4),
           Mitchell, G. J. (2003). Abstractions and particulars: Learning   283–289.
             theory for practice. Nursing Science Quarterly, 16, 310–314.  Mitchell, G. J., & Pilkington, F. B. (2000). Comfort-discomfort
           Mitchell, G. J. (2004). An emerging framework for human be-  with ambiguity: Flight and freedom in nursing practice.
             coming criticism. Nursing Science Quarterly, 17, 103–109.  Nursing Science Quarterly, 13(1), 31–36.
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