“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 ofHuman

Becoming

Rosemarie Rizzo Parse, RN, PhD, FAAN

Rosemarie Rizzo ParseEducated 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. Parse’s lived experience in nursing and its poor fit with the existing paradigms. The theory focuses on the Human- Universe- 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 humanbecoming theory positsquality of life from person's own perspective as the goal of nursing practice.

Human Becoming Origins

• Martha Rogers

Science of Unitary Human Beings

• Heidegger• Sartre• Merleau-Ponty

Existential Phenomenolog

y

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.

From existential-phenomenology, Parse drew on the tenets of

intentionality and human subjectivity and the

corresponding concepts of co constitution,

coexistence, and situational freedom.

Human Becoming Origins

ASSUMPTIONS

Three Major Assumptions of

Human Becoming•Huma

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

MEANING

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

RHYTHMICITY

•Human Becoming is co transcending multidimensionally with emerging possible.

TRANSCENDENCE

3 PRINCIPLES/ 9 CONCEPTS OF

HUMAN BECOMING

PRINCIPLES CONCEPTS

STRUCTURING MEANINGmultidimensionally is cocreating

realitythrough the languaging of valuing

andimaging.

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

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

LanguagingValuingImaging

Revealing-concealingEnabling-limiting

Connecting-separating

PoweringOriginating

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 “confirming-not 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.

ImagingIs an individual’s view of reality

It is the “shaping” of personal knowledge explicitly tacitly

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-limitingRepresents 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-SeparatingRelates 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.

PoweringIs 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 affirming-not 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

OriginatingIs 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 Alzheimer’s

THEORETICALMODEL

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

FOUR NURSING METAPARADIGM

MAN

Structuring meaning, co creating rhythmical patterns of relating, and co transcending

Personal process only known by the self

Multi-faceted, decisive entity, autonomous

Perception = their reality Patterns in a person’s life

demonstrate personal meanings and preferences, and involve engagements and disengagements.

Complexity increases with time

NURSING

a universe; perceived by the person physical environment = person’s

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

IMPLICATIONS

NURSING PRACTICEA 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 parent’s perception of lead hazards, the cleaning protocol, and the education provided by case managers.

Theoretical Framework Parse’s 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 Parse’s theory allows the nurse to consider new meanings of a situation which in turn allows the nurse to go with the flow of the person’s 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

connecting-separating” .

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 family’s 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 ahead-holding back, living with conformity by addressing their children’s lead poisoning but nonconformity by going around the system to protect their children.

 

Thank You!!!!!!