Human becoming: Parse's Theory of nursing.

This article updates Parse's theory of human becoming (formerly man-living-health) and the congruent practice and research methodologies. The language of the assumptions and principles is revised to be in keeping with the change in name, from "man-living-health" to "human becoming." No other aspects of the theory are changed. Assumptions underpinning the Parse research method are specified for the first time. Specific examples are included to illustrate the practice methodology and references named to demonstrate the research methodologies. The practice and research methodologies are presently evolving, and it is anticipated that the evolution and use of these methodologies will enhance the theory. The ontology and the congruent methodologies are offered as a contribution to the evolution of nursing science.     

Human becoming and women living with violence: the art of practice

This column offers a guide for nurses to follow a different path. The human becoming theory offers nurses and persons living with violence an alternative to the traditional fix-it approach to health situations. The human becoming theory challenges nurses to break down their own barriers, face their own biases, and open themselves to be with others in true presence. The human becoming theory has enhanced practice for one nurse working with women living in a shelter for domestic violence. The nurse not only learned about the meaning of health and change with women, she was also challenged to live up to the expectations of the human becoming theory and that challenge helped clarify value priorities in her own life.     

The teaching-learning process and the theory of human becoming

The purpose of this article is to contribute to the human becoming school of thought in nursing by defining the teaching-learning process. From a human becoming perspective, teaching-learning is a process of engaging with others in coming to know. The teaching-learning process as a lived experience of engaging with others in coming to know involves the multidimensional processes of expanding imaginal margins, naming the new, going with content-process shifts, abiding with paradox, giving meaning, inviting dialogue, noticing the now, and growing story.     

Advancing nursing practice: an evaluation study of Parse's theory of human becoming

The purpose of this study was to evaluate the changes in nursing practice and the patient/family perspectives of nursing care when Parse's theory of human becoming was used as a guide for nursing practice in an acute care surgical setting. The patterns of transition in nursing practice were: understanding the unique contribution of nursing from a theoretical perspective; living value priorities to enhance quality of care for patients and families; shifting the focus of care from problems to the nurse-person relationship; finding meaning in nursing through reflection on self and others; supporting colleagues to move towards patient centred care; persisting with new ways while facing resistance to change; and enhancing personal and professional growth. It is evident from the positive patterns of change in nursing practice and patient and family experiences of nursing care that Parse's theory of human becoming is congruent with and supports patient centred nursing practice.     

The influence of the human becoming theory on teaching-learning stories in Hangzhou, China

As a nurse educator, human becoming theory was used to enhance my understanding of my experience with students in Hangzhou, China. I describe my initial tension in living simultaneously the uncertainty and the certainty when I was faced with a strange but yet familiar teaching situation. The tension has however enabled me to cross from a traditional teaching approach to a human becoming teaching-learning paradigm where the students were given opportunities to share their practice encounters with patients and families by narrating their lived experiences in a clinical reasoning course. As their meanings of nursing surfaced, the students began to learn about who they were, who they are becoming, and who they want to be as nurses, teachers, and human beings.     

广东省学龄前儿童近视后屈光要素的动态变化

目的:调查学龄前儿童近视发生状况,了解学龄前儿童近视发生后屈光要素的动态变化,寻找早期防治近视规律.方法:(1)依经济状况和地理位置按随机原则抽取4市县;(2)从4市县中各随机选择20间幼儿园,对所抽取的在园学龄前儿童用自动屈光仪进行屈光筛查;(3)可疑近视患者予以1%阿托品眼膏涂双眼3 d,由专人用带状检影镜进行视网膜检影验光;(4)确诊为近视的患者自愿进行角膜曲率和眼轴测量;(5)近视患者经适当的屈光矫正后,按要求进行为期1年的前瞻性随访,每半年进行1次屈光状态、角膜曲率和眼轴的检测.结果:(1)学龄前儿童近视的发生率为1.77%,3～岁组1.00%,4～岁组1.87%,5～6岁组2.41%.(2)屈光要素的动态变化,①初诊屈光度平均-2.63～-3.02 D,随时间呈逐渐增加趋势;②初诊眼轴,平均(23.82±0.47)mm,接近正常成人眼轴,随随访时间的延长呈逐渐延长趋势;③最大径(H)(7.858±0.086)mm,最小径(V)(7.768±0.101)mm,较成人角膜曲率半径稍大(最大径7.84 mm,最小径7.7 mm,tH=3.02,P＜0.01,tV=9.90,P＜0.01),随观察时间的延长呈逐渐缩小趋势.(3)眼轴的延长趋势明显大于角膜曲率半径的缩小趋势(标准化率比较tH=-14.07,tV=-13.84,P＜0.001).(4)混合性散光(径线性近视)268例(发生率2.41%,268/11 140).结论:广东省4市县学龄前儿童近视发生率为1.77%,3～岁组1.00%;4～岁组1.87%;5～6岁组2.41%;学龄前儿童近视眼发生后其近视度呈不断进展的趋势,主要表现为眼轴延长;混合性散光(径线性近视)并不少见,宜予以足够重视.因此学龄前儿童近视眼也应成为近视防治工作的重点,其防治重点如放在如何阻止或减慢眼轴的延长方面可能会有事半功倍的效果.     

Human becoming practice around the globe: exploring the art of living true presence

In this column, the human becoming practice methodology is illuminated and some of the questions that people have asked about living the art of human becoming are presented. The human becoming teaching-learning processes are discussed as a way of coming to know what it takes to live true presence, and the role of stories in teaching-learning human becoming practice is explored. Previously published human becoming practice stories are presented as an answer to many of the questions that persons have asked about human becoming-guided practice.     

One-to-one teleapprenticeship as a means for nurses teaching and learning Parse's theory of human becoming

This research investigated one-to-one teleapprenticeship as a means of teaching and learning Parse's theory of human becoming. Teleapprenticeship is defined as a one-to-one learning relationship, conducted entirely by E-mail, in which a mentor-teacher guides a learner in the construction of knowledge about a domain. Seventeen nurses (6 teachers and 11 learners) engaged in dialogue journaling about the theory relative to the learners' nursing practice. The teleapprenticeship experience was found to be useful for supporting a nurse in the study of theoretical aspects but may be insufficient for helping to develop proficiency in the practice methodology of the theory.