Jean Watson: Nursing Theorist - Term Paper Example

?RUNNING HEAD: JEAN WATSON: NURSING THEORIST Jean Watson: Nursing Theorist School Jean Watson: Nursing Theorist Jean Watson: Background Dr. JeanWatson was born in West Virginia (1940s) but transferred to Colorado in 1962 where she lived since then (Cara, 2003). In 1979, she developed the Human Caring theory (Cara, 2003) after the death of her husband (Tomey & Alligood, Jean Watson: Philosophy, 2006). Such experience (death of her husband) made a profound impact upon her personal and spiritual life that inspired her to develop a caring model (Tomey & Alligood, Jean Watson: Philosophy, 2006). She completed a degree in 1961 at Lewis Gale School of Nursing in Roanoke, Virginia (Biography, 2011). She later pursued her studies in nursing at the University of Colorado at Boulder where she completed the degree in 1964 (Biography, 2011). She also earned a masters degree in psychiatric and mental health nursing (1966) in the same school, and a doctorate degree in educational psychology and counseling (1973) (Biography, 2011). She founded the Center for Human Caring in Colorado, a Fellow of the American Academy of Nursing, and a professor. She previously held the position of Dean (Nursing) at the University Health Sciences Center and President of National League for Nursing (Biography, 2011). The Caring Theory primarily embodies eastern philosophy with infusion of metaphysical values, the spiritual-subjective aspects of an individual that grows and changes, and a non-paternalistic approach in helping another person (Watson 2007). The eastern influence can be seen from the use of words such as cosmic love, consciousness, energy, transcendence, etc. Helping a person helps that person attain more knowledge and control, as well as healing of self regardless of the state of illness or health (Watson 2007). Watson’s nursing philosophy focuses on human caring and loss (Biography, 2011), and provided the carative factors as the framework of her theory. She preferred to identify her model with the carative factors to distinguish it from the curative factors which the medical profession uses (Cara, 2003). The carative factors identify and take into consideration the inner and subjective experiences of the person (Cara, 2003). The theory aims to bring the nursing profession into the origins of the profession – compassion, caring and healing (Cara, 2003). Caring Theory Watson’s theory is a two-way model of healing. The interaction of the nurse and patient through the physical and spiritual levels provide healing for both of them. Through the caring science, the ethics of caring and the knowledge of caring and healing that lead to health provide a venue for reform and evolution (Watson, 2007). The carative factors are not the main theory of Jean Watson but one of its components. The major elements of the Caring Theory are: a) carative factors, b) transpersonal caring relationship, and c) caring occasion/caring moment (Cara, 2003). The 10 elements of the carative factors are the following: a) humanistic-altruistic system of value, b) faith-hope, c) sensitivity to self and others, d) helping-trusting, human care relationship, e) expressing positive and negative feelings, f) creative problem-solving caring process, g) transpersonal teaching-learning, h) supportive, protective, and/or corrective mental, physical, societal, and spiritual environment, i) human needs assistance, and j) existential-phenomenological-spiritual forces (Watson, 1988b, p. 75, as cited in Cara, 2003). The carative factors approach emphasizes its difference from medicine’s “curative” approach by providing a structure in comprehending nursing as a science of caring (Watson, 1985, pp. 9-10, as cited in Tomey, & Alligood, 10 Carative, 2006). The curative factors search for a cure of the illness identified; the carative factors, on the other hand, apply caring during the process to assist the patient attain the state of health or die peacefully (Watson, 1985, p. 7, as cited in Tomey, & Alligood, 10 Carative, 2006). The carative factors are interventions applied in nursing (Fawcett, 2002). The transpersonal caring relationship involves a distinct relationship in caring wherein the nurse morally committed to protect the sublime self, and communicate the caring consciousness unto the patient, thus, creating a connection between the carer and the patient (Cara, 2003). In this relationship, objective evaluation of the condition of the patient is transcended. The objective ego is not included in the picture, but the deeper spiritual connection that would promote healing, preserving dignity, and enhancement of humanity, wholeness and inner harmony (Cara, 2003). The objective of nursing is to help the individual attain greater harmony of the mind, body and soul, which would allow for increase in knowledge of self and respect for self, and ultimately pave way for self-healing and self-care (Fawcett, 2002). The caring moment is the period wherein the nurse and another person interact that provides an occasion for human caring (Watson, 1988b, 1999, as cited in Cara, 2003). During this moment, the nurse becomes aware of the opportunity to care for someone. The nurse is aware of his or her presence with the patient (Watson, 1999, as cited in Cara, 2003). This can be distinguished with the common compliance with routine tasks wherein the nurse is unmindful of the presence of the patient, just administering medicine or taking the vital signs of the patient and then leave the area. The caring occasion is transpersonal under the Caring Theory, wherein the consciousness and spirit of the nurse and patient open to embrace the expanse of human capabilities (Watson, 1999, as cited in Cara, 2003). Applicability of Caring Theory The theory of Jean Watson is particularly relevant in today’s nursing practice with the growing impersonal relationship among carers and patients. Nursing and caring of patients are not merely compliance with tasks and activities that a nurse has to perform during the eight hour duty shift such as administering of medicines, taking of vital signs or recording the condition of the patient. The Caring Theory provides a framework for the nurse to recognize a more profound knowledge and a higher basis in caring for the patient, beyond the common obligations that the nurse learned in school. The nurse must be able to imbibe that providing care should include ethics, values and genuine desire to help the patient attain health and wholeness, or die a peaceful death. The nurse today must learn that caring must involve compassion and genuine desire for the healing of the patient. The Caring Theory finds an effective place in the current nursing practice in the light of the complexity that the profession has become. The hospital does not only have patients with minor illness; there are patients with terminal cases, casualties of war, and older adults. The pain they are enduring may be beyond tolerance that more than curative interventions may help the patient. The nurse trained and has truly imbibed the principles of the Caring Theory can sincerely communicate and interact with the patient, which would instigate upon the latter a desire for self-healing or attain spiritual peace and harmony that would likewise promote healing. Research has tested the relevance of the Caring Theory especially among older persons. In home visits to elderly adults, the patients recount their experiences in the past and the present (Bernick, 2004). According to Bernick (2004), the initial encounter of the nurse with an older adult can be overwhelming for both of them because of the complex physical and psychosocial needs of the patient. The nurse who is presently aware and respectful may initiate a dialogue with the older adult to clarify matters or for support. Bernick (2004) cited the case of a male patient who has a hard time managing his needs due to poor cognition. The nurse communicated with the patient to discuss alternative approach to address his daily needs, and collaborated with his family to provide supportive approaches. Moreover, at an early time, an application was submitted to a long-term care facility in preparation for the needs of the patient in the coming years. In accordance with the principles of the Caring Theory, the nurse must be aware and exist at the moment, so that an open exchange can be had with the patient (Bernick, 2004). Personal Opinion and Conclusion The nurse may go beyond his or her normal routine and converse with the patient and family members, talk about the patient’s concern, his or her wishes, etc. Showing a genuine concern to the patient and sparing time would give much relief to the patient. A simple touch on the hand of the patient can already impart the message that the nurse truly cares. When the nurse sees that a child patient has no one that accompanies him or her, the nurse must go beyond the normal duties and try to contact family members, or simply sit beside the child or talk to him or her. The nurse may also visit his or her patient after duty just to show to the latter care and love, which can help in the healing process. The Caring Theory can help mold the mindset of the present generation nurses. Through this theory, the nurses will be exposed to another point of view in healing, one that espouses the harmony of mind, body and soul; the role of spirituality in healing; the importance of caring in the healing process; in helping the patient and family members prepare and accept death; becoming one with the patient; and several others. The theory helps the nurse, or the nurse student shift one’s consciousness to become a respectful and mindful health care provider. This way, the nurse student will know that the nursing profession is not merely administering medicine or taking of vital signs. The nurse has a greater role of enhancing the healing process of the patient and family members. Through the Caring Theory, the nurse will render nursing interventions more lovingly and humanely, and see the patient as God’s creature, too. References Bernick, L. (2004, April). Caring For Older Adults: Practice Guided by Watson’s Caring-Healing Model. Nursing Science Quarterly, 17(2), 128-134. DOI: 10.1177/0894318404263374. Sage Publications. Biography of Jean Watson. (2011). Retrieved 7 October 2011, from nursingtheories.info/biography-of-jean-watson/ Cara, C. (2003). A pragmatic view of Jean Watson’s caring theory. [Journal Article, CEU, Exam Questions, Review, Tables/Charts] International Journal for Human Caring. 2003; 7(3): 51-61. (22 ref) AN: 2004070467. NLM Serial ID Number9806969. Journal SubsetBlind Peer Reviewed. Double Blind Peer Reviewed. Editorial Board Reviewed. Expert Peer Reviewed. Nursing Journals. Peer Reviewed Journals. USA Journals. Fawcett, J. (2002, July). Overview of nurse theorist: Jean Watson’s theory of human caring. Scholarly dialogue. The nurse theorists: 21st-century updates -- Jean Watson. [Journal Article, Interview] Nursing Science Quarterly, 15(3): 214-9. (28 ref) AN: 2002111122 NLM Unique Identifier: 12125532. Tomey, A. & Alligood, M. (2006). 10 Carative Factors. Jean Watson. 1985. 9-10. Nursing Theorist and Their Work. [Compact Disc]. US Missouri. Tomey, A. & Alligood, M. (2006). Jean Watson: Philosophy and Science of Caring. Nursing Theorist and Their Work. [Compact Disc]. US Missouri. Watson, J. (2003). The attending nurse caring model: integrating theory, evidence and advanced caring-healing therapeutics for transforming professional practice. Journal of Clinical Nursing, Blackwell Publishing Ltd, 12, 360-365. Watson, J. (2007, January). Theoretical questions and concerns: Response from a caring science framework. Nursing Science Quarterly, 20:1, 13-15. Read More