Parse’s Theory of Nursing Human Introduction to Parse’s Theory
Human Becoming Theory, developed by Rosemarie Rizzo Parse, originally titled Man-Living-Health: A Theory of Nursing (1981), represents a significant departure from traditional nursing theories. In 1998, Parse expanded and refined her work with The Human Becoming School of Thought: A Perspective for Nurses and Other Health Professionals, offering a more comprehensive view that reflects ongoing research and practice methodologies.
Parse’s theory emerged from her dissatisfaction with the mechanistic and reductionist perspectives prevalent in the medical model, which she felt did not align with the holistic goals of nursing. The Human Becoming Theory is grounded in the idea that human beings are unitary and constantly engaged in a dynamic process of becoming, interacting with a complex, multidimensional universe. This theory emphasizes the uniqueness of each individual and the importance of understanding and supporting their personal experiences and values in the context of health and illness.
Who is a Person?
In Parse’s framework, the concept of a person is defined through a lens of continuous becoming. Drawing on Martha Rogers’ Science of Unitary Human Beings and existential phenomenology, Parse views individuals as unitary living beings, characterized by their integral unity and more than just the sum of their parts. She posits that people are not static entities but are continuously evolving through their interactions with their environment.
Parse’s definition of a person within the Human Becoming Theory emphasizes the subjective nature of experiences and quality of life. She argues that quality of life is a deeply personal and subjective phenomenon, one that must be understood from the patient’s own perspective. Nurses, therefore, should prioritize the patient’s view of their quality of life rather than imposing their own objective standards.
Human Health in Human Becoming Theory
According to Parse, health is not a static state but an ongoing process of becoming. She challenges the conventional notion of health as a measurable quantity or degree, proposing instead that health is inherently nonlinear. This means that rather than viewing health as something that can be quantified or classified into degrees, it should be understood as a dynamic process of living.
Parse’s approach underscores that every individual’s ability to lead a human life constitutes their health. This perspective aligns with her overall theoretical framework, which emphasizes the continuous, evolving nature of human existence. Health, therefore, is viewed through the lens of personal experience and the ongoing process of becoming, rather than as a fixed state or endpoint.
Three Principles of Human Becoming
Parse’s theory is structured around three core principles that describe the process of human becoming:
- Structuring Meaning Multidimensionally: This principle involves the creation of reality through valuing and imaging. Parse explains that individuals continuously create and redefine their reality by structuring meaning through their values and images. This process involves imagining, valuing, and languaging—key conceptual processes that shape how individuals understand and experience their world.
- Co-Creating Rhythmical Patterns of Relating: This principle focuses on the dynamic and paradoxical nature of human relationships. It involves living with the paradoxical unity of revealing-concealing, enabling-limiting, and connecting-separating. Parse asserts that individuals engage in a constant process of balancing these paradoxical elements in their relationships and interactions with others.
- Cotranscending with the Possibles: The third principle emphasizes the transformative aspect of human becoming. It involves the process of powering, originating, and transforming. This principle highlights the potential for individuals to transcend current realities and explore new possibilities, thereby continually transforming themselves and their experiences.
Dimensions and Guidelines
Parse’s theory also includes practical dimensions and guidelines for nursing practice. She delineates a practice method that emphasizes the importance of true presence in nursing. True presence is described as an “intentional reflective love,” where nurses engage deeply with patients, immersing themselves in their experiences and perspectives.
Nurses are encouraged to understand both the patient’s and their family’s views on illness. Rather than trying to change the patient’s condition, the nurse’s role is to provide the optimal conditions for the patient and their family to come to terms with the health issue. This approach underscores the importance of facilitating acceptance and understanding rather than imposing external changes.
Theoretical Perspectives
Parse continues to develop her theoretical perspectives with the introduction of the human becoming teaching-learning processes. Her model includes essences, paradoxes, and processes that offer a framework for teaching and learning in nursing:
- Essences: Semantic coherence, synergistic patterning, and aesthetically innovating.
- Paradoxes: Rational intuition, clarifying obscuring, weaving-wowing, ebbing-flowing, considering-composing, and beholding-refining.
- Processes: Living with ambiguity, appreciating the mystery, potentiating integrity, weaving multidimensionally, honoring wisdom, and witnessing unfolding.
Parse believes that these components provide a comprehensive model for teaching and learning that supports understanding in an ongoing journey of coming-to-know. This model encourages nursing educators and students to embrace complexity and ambiguity as integral parts of the learning process.
In Nursing Education
Parse’s Human Becoming Theory has significant implications for nursing education. Nurse educators have incorporated the theory’s principles into their teaching methods. For instance, reflective journaling has been used to enhance students’ understanding of their experiences and the theory’s application. Letcher and Yancey (2004) utilized teaching-learning processes such as living with ambiguity and appreciating the mystery to enrich students’ journaling experiences.
Moreover, innovative strategies like interactive distance learning between nursing students at different institutions have been developed. These strategies allow students to explore the meaning of their experiences collaboratively and enrich their understanding of the theory.
Recommendations for future work include creating earlier linkages between groups of students and developing strategies for distance learning that align with Parse’s theoretical framework. These advancements aim to further integrate the Human Becoming Theory into nursing education and practice.
Lifelong Perspectives
The concept of lifelong learning in nursing can also be explored through the lens of Parse’s theory. Bunkers (2002) linked Parse’s Human Becoming Theory to the Da Vincian principles identified by Gelb (1998), providing a framework for lifelong learning in nursing. This linkage highlights the relevance of Parse’s model in guiding continuous personal and professional development.
Additionally, JR Norris (2002) examined one-to-one teleapprenticeship as a teaching strategy within the context of Parse’s theory. While teleapprenticeship was effective in guiding students in theoretical aspects, it was less successful in providing the depth required for expertise in practice methodology. Further research is needed to explore various technologies and strategies, such as video conferencing and chat rooms, to enhance the teaching-learning process in line with Parse’s model.
Conclusion
Parse’s Human Becoming Theory offers a unique perspective on nursing practice and education by focusing on the dynamic, evolving nature of human beings. It emphasizes the importance of understanding each individual’s subjective experience and quality of life, rather than adhering to rigid, mechanistic models. The theory’s principles and guidelines provide a framework for nursing practice that values the patient’s perspective and promotes optimal conditions for acceptance and understanding.
In nursing education, Parse’s theory supports innovative teaching methods and lifelong learning approaches, fostering a deeper understanding of nursing practice and theory. As the field continues to evolve, Parse’s Human Becoming Theory remains a vital tool for guiding nursing practice, education, and research, offering valuable insights into the complex, multidimensional nature of human health and well-being.