Running head: ONLINE NURSING THEORY

Online Nursing Theory

Lauri L. Sells
University of Saint Mary

ONLINE NURSING THEORY

2
Abstract

Nursing theory is relevant to current and future practice. Nursing theory is an essential
component to student knowledge. Nine nursing students at Dordt College were able to
understand nursing theories in an online format with relation to spirituality and relevance to
practice. Students reported positive understanding of nursing theory at the completion of the
online class.
Keywords: nursing theory, online, student understanding, spirituality

ONLINE NURSING THEORY

3
Background

Nursing is a professional discipline with a body of knowledge that guides its practice.
Nursing practice is based on the philosophies, theories, concepts, principles, research findings,
and practice wisdom (Smith & Parker, 2015). Nursing theories are patterns that guide thinking in
an attempt to explain relationships. Recent history has placed less emphasis on learning nursing
theory. This is an educational change that is troubling. Many baccalaureate programs include
little nursing theory in their curricula; similarly some graduate programs are eliminating or
decreasing their emphasis on nursing theory (Smith & Parker, 2015).
Students of other professional disciplines study their respective theories throughout the
course of their studies. Science, education, and philosophy education use their own theories as a
basis for future learning (Rolfe, 1992). Nursing should follow a similar path. Baccalaureate
students need to understand the foundations of nursing, the historical development, and the place
of theory in nursing history and future (Smith & Parker, 2015). When beginning the study of
nursing theory two things must be clear to students: nursing theory is relevant to present and
future practice; and students are not expected to become nurse theorists or experts (Sitzman &
Eichelberger, 2017).
An immersion experience in a Masters of Science in Nursing program focused on
developing an online nursing theory course. Senior level BSN students at a college in the
Midwest were given the opportunity to take on online nursing theory course with emphasis on
relevance and spirituality. This course was available in May of 2016.
The need for an online nursing theory course was determined by student necessity.
Nursing theory at this college was usually taught in the fall semester of senior year in the BSN
program. Student scheduling and new transfer students coming into the program were going to

ONLINE NURSING THEORY

have issues with fitting nursing theory into their prospective schedules in order to graduate on
time. The online nursing theory course would open in May of 2016 even though on the students
schedule it would not appear until fall semester of 2016. The developed online nursing theory
course will be accepted as a substitute for the face-to-face class presented in the fall.
Evaluation of student impressions and outcomes occurred at the completion of the online
course. Upon completion of this course students evaluated how they learned the components in
this class. Students should be able to identify nursing theories and how to use them in practice
after completing the course. The thesis statement for this project is that senior level nursing
students in an online nursing theory course at the respective college will demonstrate
understanding of nursing theories with relation to spirituality and relevance to practice.
Curriculum
Mission and Philosophy
The overview mission at the College is as an institution of higher education committed
to the Reformed Christian perspective, Dordt College equips students, alumni, and the broader
community to work effectively toward Christ-centered renewal in all aspects of contemporary
life (Dordt College, n.d.a). The nursing mission statement at Dordt College is to provide
serviceable insight to appropriately talented persons in order to prepare them for Christ-centered
nursing. This distinctively Christian nursing attends to the suffering of humanity, provides
compassionate caring, and works toward the restoration of the integral wholeness established by
our Creator within every human being (Dordt College, n.d.b). Dordt College (n.d.b) has the
following nursing philosophy, with which each part of the nursing curriculum aligns:
The nursing department faculty embraces wholeheartedly the principle that the Bible is
foundational to the development of a Christian educational philosophy. Moreover, it is

ONLINE NURSING THEORY

that biblical foundation that nourishes our vision for nursing as a profession for the
providing of holistic care and service to individuals, families, and communities within
Gods kingdom and to his world in general.
In harmony with the mission and vision of Dordt College, the nursing department faculty
believe that, as Gods image-bearers, persons are integrated individuals who express
multiple dimensions of personhood, such as the physical, rational, faith, and social
dimensions. In accord with both professional nursing terminology and the beliefs of the
Dordt College nursing faculty, the Bachelor of Science in nursing program philosophy
can be expressed in terms of the concepts of (1) individual person, (2) nursing, (3) health,
(4) environment, and (5) education.
1. Individual Persons- The faculty believe that individual persons are integrated
wholes, multidimensional beings made in the image and likeness of God, who
express their personhood and their needs not only in the physical and biotic
dimensions, but also in the emotional, social, aesthetic, faith, and other
dimensions. Individual persons possess abilities, accumulate experiences, and
develop values in accordance with their heart-direction, that is, in conformity
to the central direction of their personhood with respect to their Creator. It is
this central heart-direction which shapes a persons worldview and which
fosters in the person an understanding of the structure and workings of Gods
created order.
2. Nursing- Nursing is a theory and practice based profession that seeks to
provide holistic care and service to individuals, families, and communities

ONLINE NURSING THEORY

within a global society. Focusing on physical and biotic needs, nursing

practice entails caring for others across diverse environments as well as
promoting health and wellness in all areas of life. The successful nurse will
have the insight and competence to serve the kingdom of God in a most basic
manner: loving ones neighbor by healing the sick (Luke 10:9).
3. Health- Health is a dynamic, ever-changing state, influenced by family and
community, which is characterized by the flourishing of a persons abilities to
be the servant he or she is called by God to be. Beginning with physical and
biotic flourishing, health is exhibited by complex, multifaceted interactions
between persons and their environment and extends beyond the physical and
biotic to all other dimensions of personhood. Therefore, in addition to bodily
health, it is meaningful to speak of emotional health, moral health, and the
health of ones faith life.
4. Environment- The environment is a never-changing dynamic aggregate of
factors that surround and affect individuals. These factors influence integrally
both health and the perception of wellness and encompass all dimensions of
the person and the rest of Gods creation.
5. Education- The nursing faculty is committed to the educational mission of
Dordt College to develop and share serviceable insight into the meaning,
structure, and development of the world God has created and graciously
maintains. Education is an on-going process, enabling the development of
whole persons at an advanced level of theoretical reflection and practical

ONLINE NURSING THEORY

competence so that they may better serve their Creator in all areas of life. The
teaching-learning process fosters and expands the multidimensional insight in
which theory and practice are integrated within the unifying development of
knowledge, skills, attitudes, and insight that will sustain lifelong, responsible,
health-oriented service in Gods kingdom. Professional nursing practice is
obedience to Gods call (Dordt College, n.d.b.).
The online nursing theory course aligns with the philosophy and mission of Dordt
College
and the nursing program. The course is Christ-centered throughout. Several assignments require
the students to address how the particular nursing theory is Christian based and how the nursing
theory would be used by a Christian nurse. Nursing is defined as a theory and practice based
profession by Dordt College. This course explores what nursing theory is and how it impacts
patient care.
Framework
A framework serves as an organizing resource to guide this project; it should provide a
foundation for the project and establish its scope (Bonnel & Smith, 2014). Choosing the best
match between framework and project is important. Without a framework the project has no
direction. Frameworks can come from education, psychology, medicine, or nursing. In selecting
a framework for this project the decision not to base it on nursing theory is a conscious endpoint.
The entire course is about nursing theory, the foundation for the project should not put one
nursing theory above any others.

ONLINE NURSING THEORY

For this online nursing theory class constructivism is the framework of consideration.
Constructivism is a cognitive learning theory based in psychology, where individual learners
actively construct their own learning on the basis of previous knowledge, experience, and
environment (DeYoung, 2009). The basic operating processes in learning are assimilation,
accommodation, and constructivism (McEwen & Wills, 2011). In assimilation the student
interacts with an object or event in a way that is consistent with what is already know to the
person. Accommodation is the process where the student modifies the existing knowledge to
account for the new event. Constructivism is where the student constructs new knowledge by
incorporating the event into their existing knowledge base. In constructivism the focus is on the
student constructing new knowledge rather than acquiring new knowledge (McEwen & Wills,
2011). The learner is an active participant in the process. Curriculum is characterized by active,
student-centered learning that allows for development of deep knowledge and meaning (Iwasiw
& Goldenberg, 2015). In this nursing theory course students will already have nursing experience
and knowledge. This course will allow for further development of nursing knowledge. Students
should understand theorys relevance and how it drives real world practice.
Course Description and Learning Outcomes
The description of the online nursing theory course follows: core concepts and nursing
theories are explored as they apply to professional nursing practice. Nursing philosophies,
theories, and historical influences are examined. Nursing philosophies and theories will be
explored for their consistency/inconsistency with a Christian view of nursing.
The individual student learning outcomes upon completion of this course are:
1. Develop an understanding of the nature of knowledge needed for nursing
practice.

ONLINE NURSING THEORY

2. Identify nursing models reflective of medical conditions, human development,

type of care, and nursing intervention.
3. Distinguish between the concepts of philosophies, models, and theories.
4. Develop a working understanding of selected nurse theorists and their
philosophies, theories, or models of nursing.
5. Develop reformed discernment when applying nursing theoretical knowledge
in practice situations.
The online format for this class required some thought into different approaches to
teaching and learning. In the face-to-face format more attention was given to interactive verbal
conversations and presentations about nursing theories. The focus in the online nursing theory
course was discussion posts and writing assignments. Weekly discussion posts focused on a
range of different nursing theories. Writing assignments were theory in clinical practice, future
practice, and student personal theory.
In the theory in clinical practice paper students were asked to provide an example of
nursing theory or theories that they can now see they used in previous clinical experiences. The
future practice reflection paper focused on how they believe theories will be used in their nursing
practice. The final assignment required students to develop their own nursing theory. Students
could use pieces of other existing nursing theories or develop their own independent theory.
Development of Course
The development of the online nursing theory course revealed several themes. Straight
lecture and student exams were not the focus. This course was a senior level nursing course
within the BSN program. Nursing students already have previous learning with regard to nursing
basis and care. The idea was for them to construct new knowledge about nursing theory on top of
their previous experiences. Each individual student will develop his or her own meaning in a
constructivist framework (Iwasiw & Goldenberg, 2015).

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The online nursing theory course was two credits. Pre-requisite will include enrollment in
Dordt Colleges BSN completion program. The main text for reading throughout this course will
be Reed & Shearer (2011) Nursing knowledge and theory innovation: Advancing the science of
practice. This text was determined through research and discussion with preceptor. A straight
nursing theory textbook was determined to not be a priority due to the fact that students should
not only be able to understand nursing theories, but also relate nursing theory to spirituality and
relevance to practice. Nursing theory textbooks do not include much in regard to spirituality and
relevance to practice. The Reed & Shearer (2011) text has chapters focusing on mindfulness and
passion for theory. The chapters were short and had appropriate reflection questions at the end of
each chapter that were sometimes pulled into the online discussion posts. The text provides an
important opportunity for nursing students to understand the why of nursing practice based on
theory (Reed & Shearer, 2011). Nursing theorist websites and other journal articles will also be
utilized throughout the course. Nine senior level nursing students attending Dordt College will be
enrolled in this course. The course opened May 16th, 2016 and continued for eight weeks.
Learning Experiences to Achieve Curriculum Outcomes
Several different experiences were utilized for the online nursing theory course. The main
one focused on becoming the theorist. The week six discussion focused on every student
becoming a nursing theorist. The entire week discussion was written from the perspective of the
theorist, not the student. The idea was that the student would post as if they are the actual
theorist. Every student was a different theorist. So in essence Leininger could have a
conversation with Parse about the similarities or differences between their theories. Students had
permission to argue their points and become personally vested in the discussion.

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This discussion was based off of a becoming the theorist pedagogical strategy by Levitt,
& Adelman (2010). The online environment creates challenges to student learning. Role-play
relates well to the constructivist basis of creating personal meaning (Levitt & Adelman, 2011).
Becoming the theorist allows the students to not only learn about the theorist and their respective
theory, but contemplate what the theorist would say about another theorist and their theory. This
assignment was exclusive to the online course. It is an innovative online activity that forces
students to step outside their comfort zones. It allows students to apply nursing knowledge as
they understand it.
Teaching & Learning
Teaching methods within the online nursing theory course included: online discussions;
group process; individual learning activities; websites; and research articles. No clinical
component was included in either the face-to-face or online nursing theory course. The primary
method of instruction for the face-to-face theory course was textbooks and power point
presentations. These two modalities did not present an easy transition for the online course. The
decision to alter the discussions to an online posting was easily made as this is common within
online courses. Group process was achieved though the interactions within the discussion posts,
especially the becoming the theorist activity. Individual learning activities were achieved through
the two other writing assignments. Websites were included in the weekly reading assignments as
several theorists have their own websites. Research articles were also included within the weekly
reading assignments to help students understand theories are used in nursing practice.
Evaluation
Students enrolled in the online nursing theory course had the opportunity to evaluate the
course in week eight. This evaluation included topics about content, format, and effectiveness of

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the instructor. The results of this evaluation are listed in Appendix B. Students were asked to
email the dean of nursing at Dordt with comments about the course, instructor, or any other
thoughts. The dean then removed all identifiers and emailed the report back to the author.
After reading the students comments there should have been more discussion about the
grading system. The syllabus (see Appendix), weekly discussions, and all writing assignments
has rubrics listed, but students did not seem to acknowledge that grammar and APA format were
graded. Future course development should include more emphasis on grading and expectations
right from the beginning of class.
The face-to-face evaluations are garnered through IDEA evaluations exclusively that take
place at the end of the course. IDEA is a company that helps process student evaluations to help
faculty improve their programs and courses. IDEA has feedback systems that include teaching
and learning assessment through a student ratings of instruction (SRI) system (IDEA, 2015). SRI
is supported by research, controls for extraneous circumstances, and provides comparative scores
(IDEA, 2015). Students in the online nursing theory course also filled out IDEA forms, but the
instructor of the course was not given access to the results.
Conclusion
Nursing theory provides a basis for future learning and practice. Nurses who study theory
will have a good basis for challenging existing health care practice, and will develop new
analytical skills that will allow them to act appropriately (Ingram, 1991). One difficulty in
developing an online nursing theory course is there is minimal research on strategies for teaching
the content. Nursing agrees that theory is important, but as a profession cannot reach a consensus
on what is a sufficient theoretical nursing perspective (Meleis, & Price, 1988).

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The teaching of a course on nursing theory that is distinct and separate from other nursing
courses may have created some of the difficulties. By confining the discussion about nursing
theory to only one exclusive course, the image of nursing theory as disconnected from practice is
created (Meleis & Price, 1988). Nursing theory is a continuous process that students can utilize
throughout their career.
The quality of students first exposure to nursing theory has a profound impact on their
eventual use of theory for practice (Porter, Forbes, & White, 2011). Papers written by students
focused on reflection. Reflection is one way to bridge the gap between theory and practice
(Jerlock, Falk, & Severinsson, 2003). Students enrolled in the online nursing theory course stated
understanding of nursing theories with regard to spirituality and relevance to practice. Students
every week acknowledged that they did not realize that they had been learning and applying
nursing theory all throughout their education. Student did not report that the online format of
nursing theory hindered their learning of the outcomes or objectives of the course.

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Appendix

Dordt College
NURS 320
Foundations of Nursing Theory
Fall 2016
Student Instructor: Lauri Sells
Email: brettsnurse@hotmail.com
Cell phone: (515) 408-8506
Professor: Deb Bomgaars
Office: Nursing Education 204
Extension: 6689
Email: deb.bomgaars@dordt.edu
Cell phone: (712) 395-0704
COURSE CREDIT: 2 credits
CLOCK HOURS: 30 hours
PRE-REQUISITES: 1) Enrollment in BSN completion nursing program.
2) Or permission of instructor.
COURSE DESCRIPTION:
Core concepts and nursing theories are explored as they apply to professional nursing practice. Nursing
philosophies, theories and historical influences are examined. Nursing philosophies and theories will be explored for
their consistency/inconsistency with a Christian view of nursing.

INDIVIDUAL STUDENT LEARNING OUTCOMES:

Upon completion of this course, the student will:
1.

Develop an understanding of the nature of knowledge needed for nursing practice. (Creational Structure)

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2.

15

Identify nursing models reflective of medical conditions, human development, type of care and nursing
intervention. (Creational Structure, Contemporary Response)
Distinguish between the concepts of philosophies, models and theories. (Creational Structure)
Develop a working understanding of selected nurse theorists and their philosophies, theories or models of
nursing.(Creational Development)
Develop reformed discernment when applying nursing theoretical knowledge in practice situations.
(Religious Orientation, Contemporary Response)

3.
4.
5.

TEXTBOOK
Reed, P.G., & Shearer, N.B.C. (2011). Nursing knowledge and theory innovation: Advancing the science of
practice. New York, NY: Springer Publishing Company.

METHODS OF INSTRUCTION:
1.
2.

Online discussions
Group process
Individual learning activities
Websites
Research articles

3.
4.
5.
STUDENTS RIGHTS to ASSISTANCE or ACCOMMODATIONS:
Students who require assistance or accommodations based on the impact of a documented disability must contact the
Coordinator of Services for Students with Disabilities to access accommodations.
CSSD: Mrs. Marliss Van Der Zwaag, Office:CA168 (ASK Center),
Office Phone: ext. 6490, Email: mvdzwaag@dordt.edu

EVALUATION:
1.
2.
3.
4.

Online Discussions (7) 10% each..70%

Theory in Clinical Practice Paper ....5%
Future Practice Reflection Paper .....5%
Your Nursing Theory:
a. Written Report
(5-6 pages) Determine your personal nursing theory
Pick pieces of other nursing theories
and relate a Bible verse to your theory ....20%

GRADE ASSIGNMENTS:
Grade

Score

Grade

Score

Grade

Score

93-100%

B-

80-82%

D+

67-69%

A-

90-92%

C+

77-79%

63-66%

B+

87-89%

73-76%

D-

60-62%

83-86%

C-

70-72%

<59%

Note: A grade of "C" or higher is required for all nursing courses. Nursing courses may be repeated one time
only. In courses with a clinical component, students must pass both theory and clinical in order to pass the course.

ACADEMIC DISHONESTY:
Dordt College is committed to developing a community of Christian
scholars where all members accept the responsibility of practicing personal

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and academic integrity in obedience to biblical teaching. For students, this

means not lying, cheating, or stealing others work to gain academic
advantage; it also means opposing academic dishonesty. Students found to
be academically dishonest will receive academic sanctions from their
professor (from a failing grade on the particular academic task to a failing
grade in the course) and will be reported to the Student Life Committee for
possible institutional sanctions (from a warning to dismissal from the
college). Appeals in such matters will be handled by the student disciplinary
process. For more information, see the Student Handbook at
www.dordt.edu/campus_life/student_handbook/general_information.shtml#ac
ademic_dishonesty
DISCUSSIONS:
There will be seven weekly discussions in this course totaling 70% of your
grade. Threaded discussions are asynchronous discussions about a particular
topic or issue. Each week a discussion topic will be assigned for you to make
an original posting to on the module page. That same week you will be
required to read the postings of the other class members and respond to two
separate students postings by writing a reply to their discussion posting.
Threaded discussions in this course are designed to promote critical
thinking and a thoughtful exchange about the contents of the module under
study. They provide you an opportunity to think more broadly on a particular
topic or concept, and consider the larger questions or issues.
Your posting should have clear, well formulated thesis development
utilizing textual quotes and references. Your response should be insightful,
thoughtful, and analytical. You are expected to have correct sentence
structure, grammar, punctuation, and spelling. References are to be
acknowledged using current APA format.
Your responses to two classmates postings should be thoughtful,
substantial, and polite- not just a well done or I agree. Consider points of
agreement, disagreement, assumptions, and value judgements.
Grading Rubric for Threaded Discussions- Each threaded discussion is worth a possible 20
points.
For 20 points (Excellent): The student clearly discusses the focus of the question or topic issue.
The student makes logical and creative application of reading/videos to own
experiences (if applicable) and identifies thoughtful questions central to the
discussion. Carefully listens to others and builds on the question answered by
peers. Entries are posted by due date and are correct in terms of grammar,

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spelling. Initial posts are a minimum of two paragraphs in length with the
response posts at least one paragraph. One correct APA reference listed.
For 15 points (Good): The student relates some of the information from the question asked.
Identifies thoughtful questions, and contributes to peer discussions. Lacks
creative input and application of reading. Entries are posted by due dates and
are correct in terms of grammar, spelling. Initial post is a minimum of two
paragraphs in length with the response posts at least one paragraph.
For 10 points (Needs Improvement): The student partially describes the focus of the question,
demonstrates some evidence of reading, but no thorough thought process of the
information is demonstrated. Response post demonstrates lack of effort to
synthesize the information presented. Initial post may be less than two
paragraphs or brief response posts (only a couple of sentences).
For 0-5 points (Unacceptable): The student demonstrates little evidence of preparation and is
unable to answer the question completely. No substantive responses to peer
discussion. Entries may be posted late or contain many grammatical, spelling or
APA errors.
COURSE SCHEDULE (TENTATIVE):
Week
&
Dates
for 2016
Week 1
May 16

Week 2
May 23

Content

I. Course Introduction
A. What is nursing
theory?
B. Why study nursing
theory?
C. How do you define
nursing?

II. Theory Development to

Utilization
A. Ways of Knowing
i. Barbara Carper
ii. Jill White
B. Philosophies of
Nursing- intro
i. Florence
Nightingale
III. Theoretical Structures
A. Metaparadigm
i. Person
ii. Environment
iii. Health

Outcomes
&
Standard
s
O: 1
S: I

Reading/Assignments

R & S: Chap. 1 (p 1-31)

Websites:
nursing-theory.org/
currentnursing.com/nursing_theory/nursing_theorists.html
nurses.info/nursing_theory.htm

O: 2,3,4,5
S: I, IX

R & S: Chap. 3 (p 51-58)

Websites:
florence-nightingale.co.uk/
nam.ac.uk/exhibitions/online-exhibitions/florence-nightingale
YouTube video:
youtube.com/watch?v=5xtXrm6qPuU
Articles:
Carper, B.A. (1978). Fundamental patterns of knowing in
nursing. Advances in Nursing Science, 1(1), 13-23.
White, J. (1995). Patterns of knowing. Advance Nursing
Science, 17(4), 73-86.

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iv. Nursing

Week 3
May 30

Week 4
June 6

Week 5
June 13

Philosophies of Nursing
Contd
ii. Jean Watson
iii. Virginia Henderson

18
Zborowsky, T. (2014). The legacy of Florence Nightingales
environmental theory: Nursing research focusing on the
impact of healthcare environments. Health Environments
Research & Design Journal, 7(4), 19-34.

O: 4, 5
S: I

R & S: Chap. 6 (p 85-88)

Websites:
watsoncaringscience.org

C. Grand Theories
i. Betty Neuman
ii. Sister Callista
Roy
iii. Dorothea Orem
iv. Madeline
Leininger

O: 4,5
S: I, II,
IV, VII,
VIII

D. Middle Range
Theories
i.Nola Pender
ii. Hildegard Peplau

O: 4, 5
S: I, VI

ucdenver.edu/academics/colleges/nursing/programs-admissions/doctoralprograms/doctor-philosophy/caringscience/Pages/Jean-WatsonBiography.aspx
nursinglibrary.org/vhl/pages/VHLonRNL.html
Articles:
Hogan, B.K. (2013). Caring as a scripted discourse versus
caring as an expression of an authentic relationship
between self and other. Issues in Mental Health Nursing,
34, 375-379.
Walker, C.A. (1996). Coalescing the theories of two nurse
Visionaries: Parse and Watson. Journal of Advanced
Nursing, 24, 988-996.
Watson, J. (2005). Caring science: Belonging before being as ethical
cosmology. Nursing Science Quarterly, 18(4), 304-305.
Assignment Due: Theory in clinical practice paper
R & S: Chap. 7 (95-100, & 103-104)
Websites:
neumansystemsmodel.org/NSMdocs/NSM%20overview%20as%20PDF.pdf
neumansystemsmodel.org/
sites.google.com/site/oremstheory/description-of-the-model
Articles:
Neuman, B., & Fawcett, J. (2012). Thoughts about the Neuman systems
model: A dialogue. Nursing Science Quarterly, 25(4), 374-376.
Leininger, M.M. (1999). Transcultural nursing: An imperative for
nursing practice. NSNA/Imprint, November/December, 50-61.
Leininger, M. (2002). Culture care theory: A major contribution to
advance transcultural nursing knowledge and practices. Journal
of Transcultural Nursing, 13(3), 189-192.
R & S: Chap. 8 (107-120)
Websites:
deepblue.lib.umich.edu/bitstream/handle/2027.42/85350/HEALTH_
PROMOTION_MANUAL_Rev_5-2011.pdf
publish.uwo.ca/~cforchuk/peplau/

ONLINE NURSING THEORY

Week 6
June 20

E. Theories that
Defy Classification
i.Rosemarie Parse
ii. Margaret
Newman
iii. Martha Rogers
iv. Patricia Benner

O: 4, 5
S: I, IX

19

R & S: Chap. 9 (123-131)

Websites:
humanbecoming.org/human-becoming.php
nsq.sagepub.com/content/24/3/193.full.pdf
Articles:
Parse, R.R. (1999). Nursing science: The transformation of practice.
Journal of Advanced Nursing, 30(6), 1383-1387.
Hodges, H.F., Keeley, A.C., & Grier, E.C. (2004). Professional resilience,
practice longevity, and Parses theory for baccalaureate education.
Journal of Nursing Education, 44(12), 548-554.
Smith, M.C. (2011). Integrative review of research related to Margaret
Newmans theory of health as expanding consciousness. Nursing
Science Quarterly, 24(3), 256-272.
Blumenschein, L. (2009). Analysis and application of Rogers science
of unitary human beings. Visions, 16(1), 55-61.
Malinski, V.M. (2009). Evolving paths of transformative change in
Rogerian nursing science. Visions, 16(1), 8-18.
Johnson, V.Y. (2005). Myths and concerns: Benners domains of nursing
practice and certification. Urologic Nursing, 25(3), 216.
Benner, P. (2004). Using the Dreyfus model of skill acquisition to describe
and interpret skill acquisition and clinical judgement in nursing practice
and education. Bulletin of Science, Technology & Society, 24(3),
188-199.
Emami, A., Benner, P.E., Lipson, J.G., & Ekman, S.L. (2000). Health
as continuity and balance in life. Western Journal of Nursing Research,
22(7), 812-825.

Week 7
June 27

Week 8
July 4

F. Other Theories
Not Discussed

IV. Putting it all together

A. Your Theory
B. Evaluation

O: 3,4
S: I, VI,
IX

R & S: Chap. 10 133-146)

Assignment Due:
Future Practice Reflection Paper

O: 1,3,4,5
S: I, VI,
VIII, IX

R & S: Chap. 11 (151-160) Chap. 12 (163-167)

Article:
Smith, B.E. (1992). Linking theory and practice in teaching basic
nursing skills. Journal of Nursing Education, 31(1), 16-23.
Assignment Due:
Your Nursing Theory Paper

STANDARDS: (From: The Essential of Baccalaureate Education for Professional Nursing Practice, American Association of Colleges of
nursing, 2008)
I: Liberal Education
II: Leadership, Quality, Patient Safety
III: Evidence Based practice

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IV: Information management & technology

V: Policy, finance, & regulatory environments
VI: Communication and Collaboration
VII: Prevention & Population Health
VIII: Professionalism & Professional values
IX: Generalist Nursing Practice

Appendix B
Student Evaluations
A. After finishing this class, I would say the class went very well. The part that I found
helpful was the discussions about different theorists. It was good to look at the different
theorists and their theories and see how they compare to one another. The
assignments/papers were helpful and thought-provoking. I enjoyed writing the last paper
because it was more about OUR theory. I never had thought about myself having a
theory, so it was good to see what kind of theories we could come up with. Overall, the
class was very informative, thought-provoking, and insightful. It was not too
overwhelming, moderate amount of work that required us to think.
B. I did expand my knowledge of nursing theory through this class. I haven't ever really
studied theory before, so it was beneficial. I also appreciated the timing of the class and
how it will count towards fall credits. I thought the amount of work was appropriate.
However, it didn't feel like actually taught that much. It was just telling us what to do
and us researching different theorists. Also, she was very strict on APA, taking up to 1020% off of a paper because of the formatting. I would also suggest a different book, as it
was very hard to understand and not all that useful in our assignments. Overall, I did

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appreciate the class and it expanded my knowledge. Please tell her thank you for teaching
this class!
C. I thought the class was the best it could be for an online class. It offered me time to think
about each topic and discuss my opinion. This class also challenged me to find ways to
add my Christian character to secular theories.
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