Situation Specific Theories: Development, Utilization, and Evaluation in Nursing

✍ Scribed by Eun-Ok Im (editor), Afaf I. Meleis (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 349
• Category: Library

✦ Synopsis

This book fills the gap in the literature on nursing theories by presenting the background information on situation specific theories such as philosophical bases and current status of situation specific theories and providing a collection of situation specific theories that have been developed. It provides specific guidelines for nursing research and practice, essentials for PhD and DNP students to complete the requirements for their degrees (e.g., dissertation, QI project). In addition, this book can be used in theory courses in other graduate nursing programs that require theoretical bases for their comprehensive exam or scholarly project (e.g., MSN, NP).

Throughout nursing history, nursing theories have evolved within the contexts of changing and emerging theoretical needs of nursing discipline. Subsequently, several different types of nursing theories have been proposed, developed, and used in nursing education, research, and practice. Situation specific theories could be easily adopted and used in nursing practice and research due to their foci on specific populations or particular fields. Since situation specific theories were firstly proposed in 1990s, they became a major part of nursing theories in the past two decades, making this book appeals to all levels of nursing students.

✦ Table of Contents

Preface
Acknowledgments
Contents
Part I: Theoretical Origins and Structure
1.1 Introduction to Part I
1: Historical Background for Theories: Revisiting the Past to Create the Future
1.1 Introduction
1.2 Borrowed/Shared Theories
1.3 From Grand Nursing Theories to Situation-Specific Theories
1.4 Fifth Generation of Theorists
1.5 Theoretical Thinking
1.6 Facilitators for Theoretical Development of the Discipline
1.7 Conclusion
References
2: Situation-Specific Theories: Philosophical Roots, Properties, and Approach
2.1 Philosophical Roots of Situation-Specific Theories
2.1.1 Postempiricism
2.1.2 Critical Social Theory and Feminism
2.1.3 Hermeneutics
2.2 Properties of Situation-Specific Theories
2.2.1 Low Level of Abstraction
2.2.2 Specificity of Nursing Phenomenon
2.2.3 Context
2.2.4 Connection to Research and Practice
2.2.5 Respecting Diversities and Limiting Generalization
2.3 An Integrative Approach to the Development of Situation-Specific Theories
2.3.1 Nursing Perspective
2.3.2 The Links Among Theory, Research, and Practice
2.3.3 A Conceptual Scheme Based on Internal and External Dialogues
2.4 Conclusions and Implications
References
3: Equity and Social Justice in Developing Theories
3.1 Introduction
3.2 Colonization and Decolonization
3.3 Situation-Specific Theory
3.4 Emancipatory Nursing
3.5 Conclusion
References
4: Middle-Range Theories and Situation-Specific Theories: Similarities and Differences
4.1 What Is Knowledge?
4.2 What Is Theory?
4.3 What Are the Levels of Abstraction of Knowledge?
4.4 Middle-Range Theories and Situation-Specific Theories
4.5 Development of Situation-Specific Theories
4.6 Conceptual Models and Situation-Specific Theories
4.6.1 Examples of Conceptual Model-Guided Situation-Specific Theory Development
4.7 Development of Middle-Range Theories from Situation-Specific Theories
4.8 Conclusion
References
5: Development of Situation-Specific Theories: An Integrative Approach
5.1 Situation-Specific Theories, Practice Theories, and Middle-Range Theories
5.2 The Integrative Approach
5.2.1 Checking Assumptions for Theory Development
5.2.1.1 Multiple Truths
5.2.1.2 Evolutionary Nature of Theory Development
5.2.1.3 Sociopolitical Contextuality
5.2.1.4 Nursing Perspectives
5.2.2 Exploring Through Multiple Sources
5.2.2.1 Currently Existing Nursing and Non-nursing Theories
5.2.2.2 Literature Reviews
5.2.2.3 Findings and Experiences from Research, Education, and Practice
5.2.2.4 Collaborative Efforts
5.2.3 Theorizing
5.2.3.1 Initiation
5.2.3.2 Process
5.2.3.3 Integration
5.2.4 Reporting, Sharing, and Validating
5.3 Conclusions
References
Part II: Transitions and Health
1.1 Introduction to Part II
6: Situation-Specific Theories from the Middle-Range Transitions Theory
6.1 The Middle-Range Transitions Theory
6.2 Approach
6.3 The Analysis of the Six Situation-Specific Theories
6.3.1 The Situation-Specific Theory of Migration Transition for Migrant Farmworker Women (MFW)
6.3.2 The Situation-Specific Theory on the Transition to Adult Day Health Services (ADHS)
6.3.3 The Situation-Specific Theory for Guiding Interventions for People with Heart Failure, “Maintaining Hope in Transition”(MHT)
6.3.4 The Situation-Specific Theory of Care Transitions (CT)
6.3.5 The Situation-Specific Theory of Well-Being in Refugee Women Experiencing Cultural Transition (RWCT)
6.3.6 The Situation-Specific Theory of Pain Experience for Asian American Cancer Patients (SPEAC)
6.4 Discussion: Themes Reflecting Commonalities and Variances in the Development Process
6.4.1 Narrow Foci and Clear Implications for Nursing Practice
6.4.2 Integrative Approaches, but Not Identical Process
6.4.3 Mainly Based on Research-Evidence, but Rarely Based on Practice-Evidence
6.4.4 Directly Linked to the Mother Theory, but Specifying, Adding, or Combining Concepts
6.5 Conclusions: Suggestions for Future Theoretical Development in Nursing
References
7: Maintaining Hope in Transition: Critical to the Work of All Nurses
7.1 What Is Hope and Why Is It Important?
7.2 Theoretical Frameworks Shaping Policy, Practice, Education, and Research
7.3 Transitions Challenge Our Views and Assumptions
7.4 What Are the Factors That Help and Hinder Hope?
7.5 The Burden of Chronic Heart Failure
7.6 Maintaining Hope in Transition: A Model to Improve Delivery
7.7 Why Is Hope an Important Consideration for Nurses?
7.8 Conclusion
References
8: A Situation-Specific Theory of Korean Immigrant Women’s Menopausal Transition
8.1 Women’s Menopausal Transition
8.2 Modifications in the Transition Model
8.2.1 Number, Seriousness, and Priority of Transitions
8.2.2 Additional Transition Conditions
8.2.3 Perceived Effective Management of Symptoms as an Indicator of Healthy Transitions
8.3 Implications for Theory Development
Clinical Commentary
Clinical Commentary
References
9: A Situation-Specific Theory of Migration Transition for Migrant Farmworker Women
9.1 Transition Theory Background
9.2 Farmworker Migration as Transition
9.3 Situation-Specific Theory of Migration Transition (STMT)
9.3.1 Migration Patterns and Time Span
9.3.2 Critical Markers and Awareness
9.3.3 Awareness and Engagement
9.3.4 Nature of the Transition
9.3.5 Transition Differences
9.3.6 Personal Identities
9.3.7 Suggested Modifications to the Transition Model
9.4 Implications
References
10: Crisis Emergencies for Individuals with Severe Persistent Mental Illnesses: A Situation-Specific Theory
10.1 Introduction
10.2 Background of the Theory
10.2.1 Background of Theorist
10.2.2 Sociocultural Background of the Theory
10.2.3 Theory Characteristics
10.3 Theory Development Process
10.3.1 Philosophical Background
10.3.2 Assumptions of the Theory
10.3.3 Sources for Theorizing
10.3.4 Theorizing Process
10.4 The Theory: Major Concepts and Subconcepts
10.4.1 Major Concepts
10.4.2 Conceptual Definitions
10.4.2.1 Underlying Vulnerability
10.4.2.2 Crisis
10.4.2.3 Mental Health Emergency
10.4.2.4 Crisis Intervention
10.4.2.5 Emergency Intervention
10.4.2.6 Immediate Responses: Getting Help
10.4.2.7 Resolution
10.4.3 Relationships of Concepts
10.5 Implications for Theory, Research, and Practice
10.5.1 Application to Clinical Practice
10.5.2 Application to Future Research and Health Policy
10.6 Conclusion and Future Development of the CE-ISPMI
References
Part III: Self-Care
1.1 Introduction to Part III
11: A Situation-Specific Theory of Heart Failure Self-Care
11.1 Introduction
11.1.1 Demographic and Sociocultural Background of the Theory
11.2 Background of the Theory
11.2.1 Characteristics of the Theory
11.3 Theory Development Process
11.4 The Theory: Major Concepts and Subconcepts
11.5 Links Among Theory, Research, and Practice
11.6 Conclusions and Suggestions for Future Theoretical Development
References
12: Child Self-Care Nursing Theory in Japan
12.1 Introduction
12.2 Background of the Theory
12.2.1 The Standing of This Child Self-Care Nursing Theory in Japan and the Influence of Other Theories on Child Heath Nursing
12.2.2 Social and Historical Standing of Children in Japan
12.3 Theory Development Process
12.3.1 Review of the Literature
12.3.2 Identification of Elements for Theory Composition
12.3.3 Theory Construction
12.4 The Theory: Major Concepts and Subconcepts
12.4.1 Child Self-Care
12.4.1.1 Self-Care Definitions and Characteristics of the Child Self-Care Nursing Theory in Japan
12.4.1.2 Explanation of the Child Self-Care Schematic Drawing
12.4.1.3 Basic Conditioning Factors in the Child Self-Care Nursing Theory in Japan
12.4.1.4 Requirements for Child Self-Care Development
12.4.1.5 Child Self-Care Agency
12.4.1.6 Child Self-Care Requisites
12.4.2 Child Self-Care Deficit
12.4.3 Support for the Child
12.5 Links Among Theory, Research, and Practice
12.6 Conclusions and Suggestions for Future Theoretical Development
References
13: Moving Beyond Dwelling in Suffering: A Situation-Specific Theory of Men’s Healing from Childhood Maltreatment
13.1 Rogers’ Science of Unitary Human Beings
13.2 Related Literature
13.3 The Hermeneutic-Phenomenological Study
13.4 The Situation-Specific Theory
13.4.1 Pattern Manifestations: The Situation
13.4.2 Pattern Manifestations: The Events
13.4.3 Pattern Manifestations: Reports of Perceptions and Forms of Expression
13.4.3.1 Moving Beyond Suffering
13.4.3.2 Desiring Release from Suffering
13.4.3.3 Dwelling in Suffering
13.4.4 Pattern Manifestations: Reports of Experiences
13.5 Discussion
13.6 Implications for Nursing Practice
13.7 Conclusion
References
14: The Situation-Specific Theory of Caregiver Contributions to Heart Failure Self-Care
14.1 Introduction
14.2 Background of the Theory
14.3 Theoretical Development
14.3.1 Underpinnings of the Theory
14.3.2 Assumptions of the Theory
14.3.3 Sources of the Theory
14.4 The Theory: Major Concepts
14.4.1 The Contributors
14.4.2 The Mediator
14.4.3 The Process
14.4.4 Outcomes
14.4.5 Feedback Loops
14.4.6 Caregiver Cultural Values
14.4.7 Relationships Among the Elements of the Theory
14.5 Links Among Theory, Research, and Practice
14.6 Conclusions and Suggestions for Future Theoretical Development
References
Part IV: Caregiving
1.1 Introduction to Part IV
15: A Situation-Specific Theory About Professional Role Identity Formation as Related to Role Clarity and Nurse Work Engagement
15.1 Introduction
15.2 Background of the Theory
15.2.1 Theorist Background
15.3 Characteristics of the Theory
15.3.1 Existing Theories Related to My Theory
15.3.2 Existing Theories Related to Role Clarity, Professional Identity, and Work Engagement
15.4 Unique Aspects of the Theory
15.5 Theory Development Process
15.5.1 Philosophical Background
15.6 Assumptions
15.6.1 Theorizing Process
15.7 The Theory: Major Concepts and Sub Concepts
15.8 Links Among Theory, Research, and Practice
15.9 Conclusions and Suggestions for Future Theoretical Development
References
16: A Situation-Specific Theory of Dining Supports for Life Enhancement at Welfare Facilities for Seniors in Japan
16.1 Introduction
16.2 Background of DLWS Theory
16.2.1 Theorists and Their Backgrounds
16.2.2 Poor Nutrition of Elderly Welfare Facility Residents
16.2.3 The Importance of Dining for Health
16.2.3.1 “Regular Food”
16.2.3.2 The Importance of Food for Rebuilding Lifestyles
16.2.4 The Characteristics of the DLWS Theory
16.3 Theory Development Process
16.3.1 Philosophical Background of the Theory
16.3.2 Assumptions of the Theory
16.3.3 Sources of Theorizing
16.3.3.1 Existing Theory
16.3.3.2 Review of Literature on Dining
16.3.3.3 Qualitative Study of Practical Measures to Encourage Dining
16.3.4 Theorizing Process
16.4 The Theory: Major Concepts and Sub-Concepts
16.4.1 Concepts Included in the Theory
16.4.1.1 Dining
16.4.1.2 Required Conditions
16.4.1.3 Life Enhancement
16.4.1.4 Daily Life Support
16.4.1.5 Dining Preparation
16.4.1.6 Dining Support
16.4.1.7 Reflecting and Improving
16.5 Links among Theory, Research, and Practice
16.6 Conclusions and Suggestions for Future Theoretical Development
References
17: A Revised Situation-Specific Theory of Breast/Chest Feeding
17.1 Introduction
17.2 Background of the Theory
17.2.1 Existing Theories
17.2.2 Unique Aspects of the STB-R
17.3 Theory Development Process
17.3.1 Philosophical Background
17.3.2 Theoretical Assumptions
17.3.3 Sources of Theorizing
17.3.4 Theorizing Process
17.4 The Theory: Major Concepts and Sub-Concepts
17.4.1 Salutary Breastfeeding
17.4.2 Infant/Child Readiness, Capacity
17.4.3 Parental Readiness, Capacity, and Self-Efficacy
17.4.4 Personal Breast/Chest Feeding Reality
17.4.5 Conflict Versus Congruity
17.4.6 Relationships Between Concepts
17.5 Links Among Theory, Research, and Practice
17.5.1 Implications for Future Use of the STB-R in Research
17.5.2 Implications for Use of Theory in Practice
17.6 Conclusions and Suggestions for Future Theoretical Development
References
Part V: Health/Illness Response
1.1 Introduction to Part V
18: A Situation-Specific Theory About HIV-Related Fatigue
18.1 Introduction and Background
18.2 Theory Development Process
18.2.1 Philosophical Background of the Theory
18.2.2 Assumptions of the Theory
18.2.3 Sources for Theorizing
18.2.4 Theorizing Process
18.3 The Theory: Major Concepts and Sub-Concepts
18.4 Links Among Theory, Research, and Practice
18.4.1 Research
18.4.2 Practice
18.4.3 Education
18.5 Conclusions and Suggestions for Future Theoretical Development
References
19: Development of a Situation-Specific Theory of Cervical Cancer Prevention Behaviors of Malawian Women
19.1 Introduction
19.2 Theory Background
19.3 Theory Development Process
19.4 The Theory: Major Concepts and Sub-Concepts
19.4.1 Cervical Cancer Prevention Behavior
19.4.2 Determinants of Cervical Cancer Prevention Behavior
19.4.2.1 Individual Factors
19.4.2.2 Interpersonal Relationships Factors
19.4.2.3 Sociocultural Factors
19.4.3 Theoretical Propositions
19.5 Links Among Theory, Research, and Practice
19.6 Conclusion
References
20: A Situation-Specific Theory: Health-Related Quality of Life in South Korean Older Adults with Type 2 Diabetes (HIKOD) Theory
20.1 Introduction
20.2 Background of the Theory
20.3 Theory Development Process
20.3.1 Checking Assumptions
20.3.2 Exploring the Phenomenon Through Multiple Sources
20.3.2.1 Existing Nursing Theory
20.3.2.2 Literature Review
20.3.2.3 Finding from a Previous Research
20.3.3 Theorizing
20.4 The Theory: HIKOD
20.4.1 Barriers
20.4.2 Resources
20.4.3 Perceptual Factors
20.4.4 Psychosocial Factors
20.4.5 Health-Promoting Behaviors
20.4.6 Health-Related Quality of Life
20.5 Links Among Theory, Research, and Practice
20.6 Conclusions and Suggestions for Future Theoretical Development
References
Part VI: Moving Forward
1.1 Introduction to Part VI
21: The Status Quo of Situation-Specific Theories
21.1 Methods
21.2 Findings
21.2.1 Explicitly Claimed and Not-Explicitly Claimed Situation-Specific Theories
21.2.2 Multiple Philosophical Bases
21.2.3 Unique Theorizing Process
21.2.4 Providing Clear Directions for Nursing Interventions, but Rarely Evaluated
21.3 Suggestions for Future Development of Situation-Specific Theories
21.3.1 Open to Categories
21.3.2 Incorporating Both Quantitative and Qualitative Paradigms
21.3.3 Creative Methods/Processes for Theorizing
21.3.4 Collaborative Efforts
21.3.5 Theory Evaluation Through Research and Practice
21.4 Conclusions
References
22: The Current Status of Theory Evaluation in Nursing
22.1 Introduction
22.2 Background
22.3 Data Sources
22.4 Themes: The Current Status of Theory Evaluation Process in Nursing
22.4.1 Rarely Using Existing Theory Evaluation Criteria
22.4.2 Focusing on Specifics
22.4.3 Using Various Statistical Analysis Methods
22.4.4 Developing Instruments
22.4.5 Adopting in Practice and Education
22.4.6 Evaluating Mainly Middle-Range Theories and Situation-Specific Theories
22.5 Implications for Nursing
22.6 Conclusion
References
23: For Future Development of Situation-Specific Theories
23.1 The Background: Situation-Specific Theories
23.2 The Integrative Approach
23.3 Actual Development of Situation-Specific Theories: Examples Derived from Transitions Theory
23.4 Trends in Development of Situation-Specific Theories in General
23.5 Future Directions for Development of Situation-Specific Theories
23.6 Conclusion
References
24: Nursing Theory of the Future: Situation-Specific Theories
References