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714 UNIT VI The Future of Nursing Theory

and curricula for undergraduate and graduate nursing from inquiry and guides practice” (Parse, 2008, p. 101).
programs (Fawcett, 2005). In 2008, the Society of The growth of middle-range theory accentuates the
Rogerian Scholars celebrated 25 years of Rogerian practice-theory connection opening new insights and
conferences, the 20th anniversary of the society and vistas for theory development. The literature demon-
15 years of Visions: The Journal of Rogerian Nursing strates numerous ways for scholars to classify nursing
Science. Similarly, the International Orem Society for theoretical works. Classifications vary based on the
Orem’s Self-Care Deficit Theory (Chapter 14). King framework used for the classification. Of importance is
International Nursing Group for King’s Conceptual that nurses: know the individual works, recognize
System (Chapter 15), the Neuman Trustee Group for them as evidence on which to base practice, teach them
Neuman’s Systems Model (Chapter 16), and the Boston- to students, and select one for a professional style of
based Adaptation Research in Nursing Society for Roy’s practice and improved quality of care.
Adaptation Model (Chapter 17) are well developed and Nurses eagerly embraced qualitative research ap-
productive communities of scholars. proaches to explore questions that quantitative research
Nursing theories that have developed normal sci- methods could not answer, and this expanded theory
ence include: Boykin & Schoenhofer’s Theory of Nurs- development led to new qualitative middle-range theo-
ing as Caring (Chapter 19). Meleis’s Transitions Theory ries (Alligood & May, 2000; Peterson & Bredow, 2009;
(Chapter 20), Pender’s Health Promotion Model Sieloff & Frey, 2007; Smith & Liehr, 2008; Thorne,
(Chapter 21), Leininger’s Theory of Culture Care Kirkham, & O’Flynn-Magee, 2004). New theories
(Chapter 22), Margaret Newman’s Theory of Health as expand the volume of middle-range or practice theory
Expanding Consciousness (Chapter 23), Parse’s Theory applications. Examples include new theories in Orem
of Human Becoming (Chapter 24), and Erickson, (Biggs, 2008; Reigel, Jaarsma, & Stromberg, 2012), in
Tomlin, and Swain’s Theory of Modeling and Role- Neuman (Bigbee & Issel, 2012; Casalenuovo, 2002;
Modeling (Chapter 25). Many of these have founded Gigliotti, 2003; Shamsudin, 2002), in Roy (DeSanto-
consortia or societies for development of research, pre- Madeya, 2007; Dobratz, 2011; Dunn, 2005; Hamilton &
sentations, publications, and practice applications. Bowers, 2007; Roy, 2011), in Rogers (Kim, Kim, Park,
et al., 2008; Malinski, 2012; Willis & Grace, 2011), in
Newman (Brown, 2011; MacNeil, 2012; Pharris &
Expansion of Theory Development Endo, 2007), in King (Alligood, 2010e; Sieloff & Frey,
Theoretical works provide ways to think about nurs- 2007), and in Parse (Smith, 2012; Wang, 2008). This
ing. Johnson and Webber (2001, 2004) addressed the exciting development closes the gap between research
future of nursing in questions about the importance and practice (Alligood, 2010c) coming from quantita-
of theory development for recognition of nursing as a tive and qualitative methods.
profession, as a discipline, and as a science. They Considering nursing knowledge in a generic
identify three significant areas affected by nursing structure as presented in Figure 37–1 is a view of
knowledge and dependent on its continued develop- knowledge based on the nature of the content within
ment. Theory affects recognition of nursing as 1) a nursing science rather than focusing on the research
profession, 2) a discipline, and 3) a science. Substan- method. Middle-range theories vary in range and
tive knowledge is the heart of nursing for recognition level of abstraction as the name of the classification
but most importantly for quality care of patients indicates. Actually, this is true for theoretical works
whom we serve. Moving nurses beyond functional in other classifications (philosophies, models, and
practice to a style of practice with a professional deliv- theories) as they also have similarities and differ-
ery model requires transposing from emphasis on ences in their levels of abstraction (Fawcett, 2005).
what the nurse does to emphasis on the patient. This Middle-range theories are recognizable as they include
requires practice based on a systematic presentation details that are specific to practice, such as the situation
and focus on persons. As knowledge is transferred to or health condition involved, client population or age
those coming into the profession, a style of practice is group, location or area of nursing practice, and action
also related. As nurses shift to a professional style of of the nurse or the nursing intervention (Alligood,
nursing, most agree that, “nursing knowledge arises 2010a, p. 482).