The idea to create such a theory began many years ago when I began to wonder and wander and

ask why not? The creation of it has been long and arduous, but with many moments of joy.

- Rosemarie Rizzo Parse, RN, PhD, FAAN

Theory of Human Becoming

Rosemarie Rizzo Parse, RN, PhD, FAAN

Rosemarie Rizzo Parse

Educated at Duquesne University, Pittsburgh

MSN and Ph.D. from University of Pittsburgh

Published her theory of nursing, Man-Living-Health in 1981 Name changed to Theory of Human Becoming in 1992 Editor and Founder, Nursing Science Quarterly Has published eight books and hundreds of articles about
Human Becoming Theory

Professor at Loyola University, Chicago

INTRODUCTION

The theory was based on Dr. Parses lived experience in nursing and its poor fit with the existing paradigms. The theory focuses on the HumanUniverse- Health Process and is based on the premise that the human being pursues and creates his own process of being with the world. The uniqueness of the theory is its perspective on paradoxes of human becoming. The theory emphasizes the relationship between human and with paradoxical rhythmical patterns. The human becoming theory posits quality of life from person's own perspective as the goal of nursing practice.

Human Becoming Origins

Science of Unitary Human Martha Rogers Beings

Heidegger Existential Sartre Phenomenology Merleau-Ponty

Human Becoming Origins

That human beings are irreducible, or more than the sum of its parts. Human beings are open beings who relate at multiple realms with the universe and are ever changing and recognized by patterns.

Human Becoming Origins

From existentialphenomenology, Parse drew on the tenets of intentionality and human subjectivity and the corresponding concepts of co constitution, coexistence, and situational freedom.

ASSUMPTIONS

Three Major Assumptions of Human Becoming

MEANING
Human Becoming is freely choosing personal meaning in situations in the intersubjective process of living value priorities.

RHYTHMICITY

Human Becoming is co creating rhythmical patterns of relating in mutual process with the universe.

TRANSCENDENCE

Human Becoming is co transcending multidimensionally with emerging possible.

3 PRINCIPLES/ 9 CONCEPTS OF HUMAN BECOMING

PRINCIPLES
STRUCTURING MEANING multidimensionally is cocreating reality through the languaging of valuing and imaging.

CONCEPTS
Languaging

Valuing
Imaging

COCREATING RHYTHMICAL PATTERNS of relating is living the paradoxical unity of revealing-concealing and enabling-limiting while connecting-separating.

Revealing-concealing Enabling-limiting Connectingseparating

COTRANSCENDING with the possible is powering unique ways of originating in the process of transforming.

Powering Originating

Transforming

Structuring Meaning
This principle suggest that that the way people see the world, their imaging of it , is their reality, and they create this with others, and they show or language their reality in the ways they speak and remain silent and in the ways they move and stay still.

Languaging
Is the concept that relates to how human
beings symbolize and express their imaged realities and their value priorities. Example: A man diagnosed with terminal cancer finds the strength to talk with his wife about his fears and concerns

Valuing
This concept is the confirmingnot confirming of cherished beliefs in light of the person worldview.

Reflect what is important in life to

a person or a family Example: An older woman putting her health first as her children have all moved out of the house.

 Is an individuals view of reality It is the shaping of personal

knowledge explicitly tacitly

Imaging

Is a personal interpretation of
meaning, possibility, and consequence Example: An infertile couple believes there are many children who are in need of loving homes and plan to adopt.

COCREATING RHYTHMICAL PATTERNS

This principles means that human beings create patterns in day-to-day life and these patterns tell about personal meanings and values.

Revealing-concealing

Is disclosing-not
disclosing all-at-once

Example: A young teen

must unveil her secret to her parents of being pregnant.

Enabling-limiting
Represents the freedoms and
opportunities that surface with the restrictions and obstacles of everyday living.

It is about choosing from the

possibilities and living with the consequences of those choices. Example: A family must choose the course of treatment for a 5 year old recently diagnosed with leukemia: must chose to stay home or travel to receive treatments.

Connecting-Separating
Relates to the ways persons create
patterns of connecting and separating with people and projects.

It is about the paradox communion-alones

and the ways people separate from some to join with others.

Also explains the way two people can be

very close and yet maintain separateness between the two. Example: Parents feeling there is more aggressive treatment for their daughter who is receiving palliative care at the request of her husband causing a relationship to be strained.

COTRANSCENDING
The meaning of this principle is that persons are always engaging with and choosing from infinite possibilities about how to be, what attitude or approach to have, who to relate with , what interest or concerns to be bothered with.

Powering
Is a concept that conveys meaning about
struggle and life and the will to go on despite hardship and threat.

It is the pushing-resisting process of affirmingnot affirming being in light of nonbeing.

It is the force exerted

Example: Parents must continue on with every day life and support their remaining children after the loss of their oldest child in an accident

Originating
Is a concept about human uniqueness and
holds two paradoxes:

conforming-not conforming
certainty-uncertainty

Example: A woman campaigns to raise money for breast cancer in honor of her grandmother

Transforming
Is about change and the shifting views that people
have about their lives.

Is the ongoing change characteristic of mutual process

and human ingenuity as people finds ways to change in the direction of their cherished hopes and dreams. Example: An elderly man now accepts outside as he can no longer provide adequate care for himself and his wife who has Alzheimers

THEORETICAL MODEL

Parse, R.R. (1981(. Man-living-health: A theory of nursing (P. 69). New York, NY: John Wiley & Sons

FOUR NURSING METAPARADIGM

MAN

Multi-faceted, decisive entity, autonomous Perception = their reality Patterns in a persons life demonstrate personal meanings and preferences, and involve engagements and disengagements. Complexity increases with time

Structuring meaning, co creating rhythmical patterns of relating, and ENVIRONMENT co transcending Personal process only known by the self

HEALTH

a universe; perceived by the person physical environment = persons decisions perceived environment = understanding of the physical environment a service to human kind practiced in relationships with individuals, groups, and communities in their process of becoming emphasis: present when a client discovers personal meanings

NURSING

IMPLICATIONS

NURSING PRACTICE
A transformative approach to all levels of nursing Differs from the traditional nursing process, particularly in
that it does not seek to fix problems

Ability to see patients perspective allows nurse to be

with patient and guide them toward desired health outcomes Nurse-person relationship cocreates changing health patterns

RESEARCH
Enhances understanding of human lived experience, health, quality of life and quality of nursing practice

Expands the theory of human becoming Builds new nursing knowledge about
universal lived experiences which may ultimately contribute to health and quality of life

EDUCATION
Provide knowledge to the learner on how to
become human in term of living into reality.

Enhance the skills of the learner on how to

utilize the concept of the theory to accept reality. Create new hope to the learner on how to appreciate the living experience he has. Provide new techniques to a teacher on how to deal to the learner.

THEORY UTILIZATION

The Lived Experience of Caring for a Child with Lead Poisoning

By : Kim Dinsey-Read RN, BSN

Statement of the Problem

The purpose of this qualitative phenomenological study is to determine the lived experience of caregivers with a child or children with lead poisoning. A review of past research done on lead poisoning did not indicate that any study had been done on the qualitative lived experience with a child with lead poisoning or the parents perception of lead hazards, the cleaning protocol, and the education provided by case managers.

Theoretical Framework
Parses research methodology is developed on the principles of the Theory of Human Becoming. The Parse methodology is generically phenomenological in that entities for study are experiences as described by people who have lived them. These entities in the Parse method are to be universal lived experiences of health such as grieving, feeling, restricted-feeling free, and suffering. The participants are persons who can describe through words, symbols, metaphors, poetry, or drawings the meaning of the experience under study

 The use of Parses theory allows

the nurse to consider new meanings of a situation which in turn allows the nurse to go with the flow of the persons rhythms and allows the person to reach beyond the moment and illuminates their hopes and dreams (Hickman, 2002).

The Theory of Human Becoming is designed to guide research and practice. Three theoretical structures are identified:
1) powering emerges with the revealing-concealing of imaging, 2) originating emerges with the enabling-limiting of valuing, and 3) transforming emerges with the languaging of the connectingseparating .

With the first theoretical structure, Parse describes the process where the nurse family relationship enables the family to share their thoughts and feelings about the situation they are experiencing. This in turn reveals and conceals what they know about the struggle with their personal goals. When the significance of the situation is revealed then the meaning of the situation also changes for the family.

The second theoretical structure is the nursing practice focus with the person or family that identifies ways of being alike and different from others in changing values. By combining rhythms, transcendence is achieved and the participants discover ways to be together and the choices result, according to Parse, in transcendence.

The third theoretical structure allows for the illumination of relating ways for the nurse and the person or family to be together as different perspectives shed light on the familiar perspective but also identify new possibilities. Parse suggests that by relating the values to the nurse through speech and movement the person or familys views change and by mobilized transcendence the ways of relating change.

RESULTS

 As the caregiver participated with the

lead case manager and were educated about lead poisoning their perceptions of their role as caregiver changed.

Many talked about learning to control

lead hazards, the environment, and also the new concerns for the health and well being of their children.

 The participants not only reflected on how

the lead poisoning was impacting on their families now talked about the worry they had for the future of their children.

They found ways to keep their children

safe, for the most part without assistance from the system that was set up to address childhood lead poisoning.

Caregivers demonstrated forging aheadholding back, living with conformity by addressing their childrens lead poisoning but nonconformity by going around the system to protect their children.

Thank You!!!!!!