Nursing Science Quarterly最新文献

Nurse scholar Dr. Zahourek is a retired clinical specialist in psychiatric-mental health nursing and an advanced holistic nurse. As a result of her 30+ years of clinical work in numerous clinical settings using various modalities, she decided to study the process of healing and the role of intention and intentionality in healing for her PhD grounded theory research. She has revised her theory of intentionality: the matrix of healing and presents it in this issue of Nursing Science Quarterly. In this article, we dialogue with her regarding the influences underpinning her theory, intentionality and meaning, and her current work.

This article centers on the topic of intention and highlights this topic by emphasizing a humanbecoming leading-following model. The article reviews the meaning of intention and impact on leading-following options for nursing leadership.

Rogers' teaching of changes in her science is briefly presented. Selective ideas of teaching Rogers' science are discussed. The question "Who is Martha Rogers?" provides the bases to understand Rogers' pattern manifestations as a person. Changing scientific theoretical ideas support Rogers' perspective of the paranormal. A call to continue the birthing of Rogers' science is made.

The purpose of this essay is to discuss the evolution of definitions and descriptions of the concept of reconstitution from the perspective of the Neuman Systems Model. The essay progresses from dictionary definitions to descriptions given by Neuman to definitions and descriptions proposed by the authors of this essay. An important aspect of reconstitution is that it can be regarded as a process and as an outcome of an encounter with one or more stressors.

In this essay, we discuss the definition and interpretation of stressors from the perspective of the Neuman Systems Model. A distinctive aspect is the emphasis on the client system's perception of each stressor as beneficial (positive), noxious (negative), or both beneficial and noxious. The client system's perceptions of the stressors determine the wellness goals that are needed and guide the selection of necessary prevention-as-intervention strategies for achieving those goals. Several examples of stressors are included, as are two case studies.

This paper provides a comparison and critique of four nursing theories that define nursing as caring for nursing in Iran. The theory evaluation model provided by Meleis was used to organize this comparison. It consists of five phases: description, analysis, criticism, test, and support. The four theories are Jean Watson's theory of human caring, Katie Eriksson's theory of caritative caring, Kari Martinsen's philosophy of caring, and Anne Boykin and Savina Schoenhofer's theory of nursing as caring. While little has been written on the development of caring theory specific to an Iranian context, the authors in this paper seek to move forward the conversation and support the application of nursing as caring in Iran.

The author critiques the current American Association of Colleges of Nursing definition of nursing scholarship for its lack of emphasis on building discipline-specific knowledge. The author defines nursing scholarship as scholarly activities and formal investigations designed to generate, synthesize, translate, apply, and disseminate discipline-specific knowledge that advances nursing's societal commitments and responsibilities in promoting human health, human betterment, and wellbecoming. Nursing scholarship guided by disciplinary thinking consists of scholarship that is (a) informed by nursing philosophy; (b) framed within nursing's metaparadigm concepts; (c) situated within a nursing paradigm; (d) conceptualized within a nursing conceptual framework or nursing midrange theory; and (e) focused on, depending on one's paradigmatic and theoretical perspective, developing and testing concepts in nursing classification systems.

This study was conducted to determine the effects of an algorithm training booklet, which was based on Orem's self-care deficit nursing theory, specific to lower extremity peripheral artery disease, on pain, activities of daily living, self-care agency, walking distance, quality of life, and other symptoms. This mixed-method study included a qualitative stage using face-to-face in-depth individual interviews and a pretest-posttest semiexperimental design quantitative stage. In-depth interviews were conducted to highlight self-care needs and symptoms and to create the booklet. The booklet's content was prepared in line with concepts of Orem's theory. The patients were educated with the direction of the booklet and evaluated on outcomes. The data were evaluated using percentage distribution, means, Mann-Whitney U test, and Friedman test. Three categories were identified through the thematic analysis. It was determined that patients had lower pain score and higher activities of daily living, self-care, walking distance, and quality of life scores after the training.

Academic clinical nurse educators are valued for their current clinical expertise; however, they often have little training in pedagogy. Current research has focused on strategies to improve orientation, support, confidence, and retention. The purpose of this paper is to analyze and evaluate transition theory and basic needs theory as they relate to the phenomenon of becoming a clinical instructor. After analysis and review, basic needs theory was determined to be a useful, parsimonious theory to examine the phenomenon of becoming a clinical instructor and may allow for developing interventions to increase the intrinsic motivation of academic clinical nurse educators.