437964
2437964SmithNursing Science Quarterly
2012
NSQXXX10.1177/089431841
Book Reviews and New Media
Nursing Theorists and Their Work (7th ed.)
by M. R. Alligood and A. M.Tomey (Eds.)
(Maryland Heights, MO: Mosby Elsevier, 2010)
Janice M. Smith, RN; PhD1
Alligood and Tomey’s book has been a staple adoption for
courses focused on the theoretical basis of professional nurs-
ing practice for many years. Their newest, 7th edition, proves
to continue the tradition of providing a valuable resource for
exploring nursing theories. Alligood began with an introduc-
tion to nursing theory, its history, significance, and an anal-
ysis. Contributing authors, Hardin and Bishop, offered
chapters on the history and philosophy of science, logical
reasoning, and theory development process. Pokorny pre-
sented a review of nurse theorists of historical significance.
The subsequent units of the textbook, by a variety of contrib-
uting authors, examine numerous philosophies, nursing
models, and theories. The presentations provide information
on the background of the theorist, origins of her theory,
major assumptions, definitions of major concepts, theoreti-
cal assertions, theory acceptance by nursing community, and
systematic critique. In the final chapter of the book, Alligood
asserted the vital role of middle-range theory in advancing
the profession of nursing on a national and global level.
The 7th edition of Alligood and Tomey’s book provides
additional resources for further inquiry and includes addi-
tional original text from the theorists. Alligood and Tomey
have also added a chapter, by contributing author Eun-Ok
Im, on the theorist Afaf Ibrahim Meleis detailing her transi-
tion theory. This emerging middle-range theory provides a
framework for the nature of transition, transition conditions,
and patterns of response including measures of nursing ther-
apeutics. Although the chapter on Ida Jean (Orlando) Pelletier
has been deleted, the editors have chosen to include a discus-
sion of her nursing process theory in the chapter of historical
significance. I find this decision suitable since so many of
my students gravitated toward her theory citing its applica-
tion to their professional practice.
The editors assert that the textbook is appropriate for
nursing students at all levels of nursing education. While
the presentation of nurse theorists is written within this
parameter, the introductory chapter of the book written by
Alligood lacks the clarity of explanation that is required for
understanding by students with no previous exposure to the
language of nursing theories. A glossary of terms and more
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Nursing Science Quarterly
25(2) 201­–202
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in-depth discussion of their meanings would have been
extremely helpful. Hardin and Bishop’s chapter recounting
the history and philosophy of science provides readers with
the evolution of scientific inquiry and the relationship of
research to theory. The authors were successful in describ-
ing the profession of nursing’s ongoing efforts to be
accepted as a developing science. In an attempt to clarify
approaches to theory development through inferences and
arguments, Hardin and Bishop presented a chapter on logi-
cal reasoning. It provided an excellent discussion with clear
examples to solidify ideas. Hardin and Bishop’s next chap-
ter described the role of concepts, definition, relational
statements and linkages, and ordering in the process of
theory development. This chapter ends with a short discus-
sion of the fit between theory, practice, and research. The
chapter presents the logical flow of the process, but it lacks
the depth of discussion that would be necessary for an
understanding of the relationship in order for the reader to
gain an appreciation for the critical link between theory,
research, and practice.
The text is significant in that it provides nursing students
with an accurate and scholarly reference to identify signifi-
cant philosophies, models, and theories that are pertinent to
their own nursing practice. It allows students to survey rele-
vant middle-range theorists and their work. Although stu-
dents are quick to browse the internet to serve their immediate
information needs, this practice does not always provide a
comprehensive overview that does justice to the theory. The
theorist presentations in Alligood and Tomey’s text provide
the necessary elements for a basic understanding and critique
of the theory, while offering resources for further explora-
tion and analysis. With the profound expansion of nursing
1
Professor, Lewis University College of Nursing and Health Professions,
Romeoville, IL
Contributing Editor:
Mary R. Morrow, RN, PhD, Chief Nursing Officer, Loyola Gottlieb
Memorial Hospital, 701 W. North Avenue, Melrose Park, Illinois 60160
Email: mmorrow626@comcast.net
202 Nursing Science Quarterly 25(2)
theories to be considered for inclusion, I applaud the editors’
decision to retain a discussion of certain theories in relation-
ship to their historical significance. The chapter on historical
significance chronicles the important steps taken by nursing
scholars to move the profession forward.
In an everchanging healthcare environment, academics are
being challenged by accrediting and credentialing agencies to
meet the Institute of Medicine’s recommended shift to com-
petency-based education (American Association of Colleges
of Nursing, 2008, 2011; Finkelman & Kenner, 2009). In their
next edition, I would ask the editors to consider a chapter on
emerging models and theories on such concepts as evidence-
based practice, safety, nursing leadership, and cultural com-
petence. This would assist faculty in the integration of nursing
theory throughout the curriculum.
As nurse faculty members we have the privilege of help-
ing to bring nursing theory alive for students, so that they
may understand its value and place in everyday practice.
Alligood and Tomey’s text is a valuable resource in making
this happen.
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Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect
to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research,
authorship, and/or publication of this article.
References
Alligood, M. R., & Tomey, A. M. (Eds.). (2010). Nursing theorists
and their work (7th ed.). Maryland Heights, MO: Mosby.
American Association of Colleges of Nursing. (2008). The essen-
tials of baccalaureate education for professional nursing prac-
tice. Washington, DC: Author.
American Association of Colleges of Nursing. (2011). The essen-
tials of master’s education in nursing. Washington, DC: Author.
Finkelman, A., & Kenner, C. (2009). Teaching IOM: Implica-
tions of the Institute of Medicine reports for nursing education
(2nd ed.). Silver Springs, MD: American Nurses Association.