CONSTRUCTING A THEORY
The knowledge base of a profession is typically expressed in the form of concept,
Proportion and theories. Just because practicing nurses, nursing theories does not mean that they are theorizing about nursing. In the mid-1980s, nursing theories were introduced into the curricular and practice settings in Europe. The nursing theories were popular, and practicing nurses were encouraged to use them even without understanding them. In essence, many nurses were brainwashed into believing that these theories held the answer that contained the essence of nursing. The United Kingdom’s central council reinforced this for Nursing Midwifery and Health Visiting, which has vaced its support for nursing theories (Girot, 1990). Hence this article explains the idea of caring by Jean Watsons as most healthcare systems worldwide undergo major administrative restructuring; we expose yourself to the risk of dehumanizing patient care. This article demonstrates in-depth Jean Watson’s theory of caring to bring to light the role nurses play in the management and maintenance of patients and its impact on the betterment and recovery of a patient. It represents the archetype of an ideal nurse. The theory allows us to return to our deep professional roots and values.
Jean Watson theory
Stage 1: Theorizing
Caring endorses our professional identity within a context where humanistic values are frequently questioned and challenged (Duquette and Cara, 2000). Upholding these caring values has our daily practice helps to transcend from a state where nursing is perceived as a job; these have led to the declining standards in nursing because the current graduate takes nursing as any other job, which is not the case. Nursing is perceived as a gratified profession whereby the end of the day, the nurse feels better when clients’ needs are met. Watson Caring theory allows the nurse to provide compassion to patients and families suffering and promote their ailing and dignity. Still, it can also contribute to expanding the nurse on actualization. MC Grow (200). The theory provides a framework for nurses that can be applied in many different situations. The theory’s weakness is that only the biophysical need of the patient is given less importance and the main focus is on the psychosocial needs of the individual. This is more limiting because health is a physiological component that needs to be addressed, which poses a significant challenge to the nurses. In as much as nursing should not be perceived as a mere job and it’s a passion, but the question that lingers in my mind and that of other nurses is that we have bills to pay and family to take care of, so if nursing is not a job then what is it.
Stage 2: Syntax
Watson’s theory’s primary element or concept are curative factors, the transpersonal caring relationship, and caring moment. Watson views the curative factor as a guide for the care of nursing. Curative factor attempt to honor the human dimension of nursing work and the inner life world and the subjective experiences of the people we serve. A transparent caring relationship describes how the nurse goes beyond an objective assessment showing concern towards the person’s personal and deeper meaning regarding their health care. The caring moment is a more (focal in space and time) when the nurse and another person come together so that an occasion for human caring is created. The caregiver also needs to be aware of his or her needs.
Stage 3: Theory testing
This section intends to create a better understanding of Watson’s theory through a clinical story. For this reason, whenever a single or several clinical Caritas process(es) ( are encountered, their appropriate numbers are identified within parentheses. The reader shall also notice that this story deviates from the traditional format. It includes reflection and analysis, the purpose of which is to provide an expeditious grasp of these abstract concepts. Additionally, the reader can also refer to Table 3 for an example of a caring process using Watson’s caring theory (adapted from Cara, 1999; Cara & Gagnon, 2000).
Stage 4: Evaluation
On December 5th, I am assigned to take care of Mr. Smith, a 55-year-old Caucasian man who will undergo his 5th amputation. Gangrene has ravaged both feet and legs. He is scheduled for an above-knee amputation of his right leg because the last amputation did not heal properly. I know him quite well since I took care of him during his past hospitalizations. I’ve always liked this patient; it seems that we connected right away after our first meeting (. He shared with me his life story [referred to the as phenomenal field by Watson], which allowed me to know him as a person, not just “a case” going for surgery on our unit
Through this continuing education paper, we learned the essential elements of Watson’s caring theory and explored an example of a clinical application of her work through a clinical story. Aiming to preserve our caring human heritage, this paper offered some suggestions and ideas to help nurses grasp and utilize Watson’s caring theory in their work environment.
References
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WEHBE-ALAMAH, H. I. B. A. (2015). Madeleine Feininger’s theory of culture care diversity and universality. Nursing theories and nursing practice, 303.
Kim, H. S. (1994). Practice theories in nursing and a science of nursing practice. Scholarly Inquiry for Nursing Practice, 8(2), 145-158.
Parker, M. E. (2005). Nursing theories and nursing practice. FA Davis Company.
Fawcett, J., Watson, J., Neuman, B., Walker, P. H., & Fitzpatrick, J. J. (2001). On nursing theories and evidence. Journal of nursing scholarship, 33(2), 115-119.