INFORMATION SHEET 2

Section 1
NURSING THEORISTS AND THEIR WORKS
Learning objectives:
1. Identify various processes for providing nursing care as informed by
theoretical concepts described by nursing theorists.
2. Analyze implications of various nursing theoretical concepts to nursing
education, inter-professional practice, and research.
3. Simulate various processes for nursing underpinned by theoretical concepts
advocated by nursing theorists.
Time-allotment:
Performance standards:
1. Assess with the client one’s health status/competence
2. Formulate with the client a plan of care to address the health conditions,
needs, problems and issues based on priorities
3. Implement safe and quality interventions with the client to address the health
needs, problems and issues.
4. Provide health education using selected planning models to targeted clientele.
5. Evaluate with the client the health status/competence and/or process/expected
outcomes of nurse-client working relationship.
6. Institute appropriate corrective actions to prevent or minimize harm based on
theoretical perspective of nursing.
7. Adhere to ethico-legal considerations when providing professional care.
8. Ensure a working relationship with the client and/or support system based on
trust, respect and shared decision-making using appropriate
communication/interpersonal techniques/strategies
9. Collaborate with other healthcare providers for effective, efficient, and safe
client care.
10. Maintain a positive practice environment.
11. Use appropriate technology to perform safe and efficient nursing activities.
Condition:
Learners must have the following:
1. Workplace location: simulate varied health care settings
2. Equipment: appropriate healthcare equipment; laptops, smart phone;
3. Tools, accessories, and supplies: conceptual/ theoretical model; Facebook
app; art materials;

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 4. Teaching and learning resources: printed modules, e-books, peer reviewed
article; course-syllabus, case vignettes.

NURSING THEORIST AND THEIR WORKS

NURSING PHILOSOPHIES
1.1 Nightingale’s Environmental Theory
1.1.a. Credentials and Background of the Theorist
 Florence Nightingale, the founder of modern nursing, was born on May 12,
1820, in Florence, Italy.
 Her father and others tutored her in mathematics, languages, religion, and
philosophy (influences on her lifework).
 In 1837, Nightingale wrote about her “calling” in her diary: “God spoke to me
and called me to his service” (Holliday & Parker, 1997, p. 491). The nature of
her calling was unclear to her for some time. After she understood that she
was called to become a nurse, she was able to complete her nursing training in
1851 at Kaiserwerth, Germany, a Protestant religious community with a
hospital facility. She was there for approximately 3 months.
 After her return to England, Nightingale was employed to examine hospital
facilities, reformatories, and charitable institutions. Only 2 years after
completing her training (in 1853), she became the superintendent of the
Hospital for Invalid Gentlewomen in London.
 During the Crimean War, Nightingale received a request from Sidney Herbert
(a family friend and the Secretary of War) to travel to Scutari, Turkey, with a
group of nurses to care for wounded British soldiers. She arrived there in
November 1854, accompanied by 34 newly recruited nurses who met her
criteria for professional nursing—young, middle-class women with a basic
general education.
 To achieve her mission of providing nursing care, she needed to address the
environmental problems that existed, including the lack of sanitation and the
presence of filth (few chamber pots, contaminated water, contaminated bed
linens, and overflowing cesspools). In addition, the soldiers were faced with
exposure, frostbite, louse infestations, wound infections, and opportunistic dis-
eases as they recovered from their battle wounds. Nightingale’s work in
improving these deplorable conditions made her a popular and revered person
to the soldiers, but the support of physicians and military officers was less
enthusiastic. She was called The Lady of the Lamp, as immortalized in the
poem “Santa Filomena” (Longfellow, 1857), because she made ward rounds
during the night, providing emotional comfort to the soldiers.
 After the war, Nightingale returned to England to great accolades, particularly
from the royal family (Queen Victoria), the soldiers who had survived the

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 Crimean War, their families, and the families of those who died at Scutari. She
was awarded funds in recognition of this work, which she used to establish
schools for nursing training at St. Thomas’s Hospital and King’s College
Hospital in London. Within a few years, the Nightingale School began to
receive requests to establish new schools at hospitals worldwide, and Florence
Nightingale’s reputation as the founder of modern nursing was established.
 Nightingale devoted her energies not only to the development of nursing as a
vocation (profession), but even more to local, national, and international
societal issues, in an attempt to improve the living environment of the poor
and to create social change.
 She continued to concentrate on army sanitation reform, the functions of army
hospitals, sanitation in India, and sanitation and health care for the poor in
England. Her writings, Notes on Matters Affecting the Health, Efficiency, and
Hospital Administration of the British Army Founded Chiefly on the
Experience of the Late War (Nightingale, 1858a), Notes on Hospitals
(Nightingale, 1858b), and Report on Measures Adopted for Sanitary
Improvements in India, from June 1869 to June 1870 (Nightingale, 1871),
reflect her continuing concern about these issues.
 During her lifetime, Nightingale’s work was recognized through the many
awards she received from her own country and from many others. She was
able to work into her 80s until she lost her vision; she died in her sleep on
August 13, 1910, at 90 years of age.

1.1.b. Major Concepts and Definitions

 Nightingale’s theory focused on environment, however Nightingale used the
term surroundings in her writing. She defined and described the concepts of
ventilation, warmth, light, diet, cleanliness, and noise—components of
surroundings usually referred to as environment in discussions of her work.
When reading Notes on Nursing (Nightingale, 1969) one can easily identify an
emphasis on the physical environment. In the context of issues Nightingale
identified and struggled to improve (war-torn environments and workhouses),
this emphasis appears to be most appropriate (Gropper, 1990). Her concern
about healthy surroundings involved hospital settings in Crimea and England,
and also extended to the public in their private homes and to the physical
living conditions of the poor. She believed that healthy surroundings were
necessary for proper nursing care and restoration/maintenance of health. Her
theoretical work on five essential components of environmental health (pure
air, pure water, efficient drainage, cleanliness, and light) is as relevant today
as it was 150 years ago.
 Proper ventilation for the patient seemed to be of greatest concern to
Nightingale; her charge to nurses was to “keep the air he breathes as pure as
the external air, without chilling him” (Nightingale, 1969, p. 12).
Nightingale’s emphasis on proper ventilation indicates that she recognized the

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 surroundings as a source of disease and recovery. In addition to discussing
ventilation in the room or home, Nightingale provided a description for
measuring the patient’s body temperature through palpation of extremities to
check for heat loss (Nightingale, 1969). The nurse was instructed to
manipulate the surroundings to maintain ventilation and patient warmth by
using a good fire, opening windows, and properly positioning the patient in the
room.
 The concept of light was also of importance in Nightingale’s theory. In
particular, she identified direct sunlight as a particular need of patients. She
noted that “light has quite as real and tangible effects upon the human
body . . . Who has not observed the purifying effect of light, and especially of
direct sunlight, upon the air of a room?” (Nightingale, 1969, pp. 84-85). To
achieve the beneficial effects of sunlight, nurses were instructed to move and
position patients to expose them to sunlight.
 Cleanliness is another critical component of Nightingale’s environmental
theory (Nightingale, 1969). In this regard, she specifically addressed the
patient, the nurse, and the physical environment. She noted that a dirty
environment (floors, carpets, walls, and bed linens) was a source of infection
through the organic matter it contained. Even if the environment was well
ventilated, the presence of organic material created a dirty area; therefore,
appropriate handling and disposal of bodily excretions and sewage were
required to prevent contamination of the environment. Finally, Nightingale
advocated bathing patients on a frequent, even daily, basis at a time when this
practice was not the norm. She required that nurses also bathe daily, that their
clothing be clean, and that they wash their hands frequently (Nightingale,
1969). This concept held special significance for individual patient care, and it
was critically important in improving the health status of the poor who were
living in crowded, environmentally inferior conditions with inadequate sewage
and limited access to pure water (Nightingale, 1969).
 Nightingale included the concepts of quiet and diet in her theory. The nurse
was required to assess the need for quiet and to intervene as needed to
maintain it (Nightingale, 1969). Noise created by physical activities in the
areas around a patient’s room was to be avoided because it could harm the
patient. Nightingale was also concerned about the patient’s diet (Nightingale,
1969). She instructed nurses to assess not only dietary intake, but also the
meal schedule and its effect on the patient. She believed that patients with
chronic illness could be starved to death unintentionally, and that intelligent
nurses successfully met patients’ nutritional needs.
 Another component of Nightingale’s writing was a description of petty
management (nursing administration) (Nightingale, 1969). She pointed out
that the nurse was in control of the environment both physically and
administratively. The nurse was to protect the patient from receiving of
upsetting news, seeing visitors who could negatively affect recovery, and
experiencing sudden disruptions of sleep. In addition, Nightingale recognized
that pet visits (small animals) might be of comfort to the patient. Nightingale

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 believed that the nurse remained in charge of the environment, even when she
was not physically present, because she should oversee others who worked in
her absence.

1.1.c. Major Assumptions Nursing

 Nightingale believed that every woman, at one time in her life, would be a
nurse in the sense that nursing is being responsible for someone else’s health.
Nightingale’s book Notes on Nursing was published originally in 1859, to
provide women with guidelines for caring for their loved ones at home and to
give advice on how to “think like a nurse” (Nightingale, 1969, p. 4). Trained
nurses, however, were to learn additional scientific principles to be applied in
their work and were to be more skilled in observing and reporting patients’
health status while providing care as the patient recovered.
 Person
o In most of her writings, Nightingale referred to the person as a patient.
Nurses performed tasks to and for the patient and controlled the
patient’s environment to enhance recovery. For the most part,
Nightingale described a passive patient in this relationship. However,
specific references are made to the patient performing self-care when
possible and, in particular, being involved in the timing and substance
of meals. The nurse was to ask the patient about his or her preference,
which reveals the belief that Nightingale saw each patient as an
individual. However, Nightingale (1969) emphasized that the nurse
was in control of and responsible for the patient’s environmental
surroundings. Nightingale had respect for persons of various
backgrounds and was not judgmental about social worth.
 Health
o Nightingale defined health as being well and using every power
(resource) to the fullest extent in living life. Additionally, she saw
disease and illness as a reparative process that nature instituted when a
person did not attend to health concerns. Nightingale envisioned the
maintenance of health through prevention of disease via environmental
control and social responsibility. What she described led to public
health nursing and the more modern concept of health promotion. She
distinguished the concept of health nursing as different from nursing a
sick patient to enhance recovery, and from living better until peaceful
death. Her concept of health nursing exists today in the role of district
nurses and health workers in England and in other countries where lay
health care workers are used to maintain health and teach people how
to prevent disease and illness.
 Environment

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 o Nightingale’s concept of environment emphasized that nursing was “to
assist nature in healing the patient. Little, if anything, in the patient’s
world is excluded from her definition of environment. Her admonition
to nurses, both those providing care in the home and trained nurses in
hospitals, was to create and maintain a therapeutic environment that
would enhance the comfort and recovery of the patient. Her treatise on
rural hygiene includes an incredibly specific description of
environmental problems and their results, as well as practical solutions
to these problems for households and com-munities (Halsall, 1997).
o Nightingale’s assumptions and understanding about the environmental
conditions of the day were most relevant to her philosophy. She
believed that sick poor people would benefit from environmental
improvements that would affect both their bodies and their minds. She
believed that nurses could be instrumental in changing the social status
of the poor by improving their physical living conditions.

1.1.d Theoretical Assertions

 Nightingale believed that disease was a reparative process; disease was
nature’s effort to remedy a process of poisoning or decay, or it was a reaction
against the conditions in which a person was placed. Although these concepts
seem ridiculous today, they were more scientific than the prevailing ones of
the time (e.g., disease as punishment). She often capitalized the word nature in
her writings, thereby suggesting that it was synonymous with God. Her
Unitarian religious beliefs would support this view of God as nature.
However, when she used the word nature without capitalization, it is unclear
whether or not the intended meaning is different and perhaps synonymous
with an organic pathological process. Nightingale believed that the role of
nursing was to prevent an interruption of the reparative process and to provide
optimal conditions for its enhancement, thus ensuring the patient’s recovery.
 Nightingale was totally committed to nursing education (training). She wrote
Notes on Nursing (1969) for women caregivers, making a distinction between
the role of household servants and those trained specifically as nurses to
provide care for the sick person. Nightingale (1969) believed that nurses
needed to be excellent observers of patients and the environment; observation
was an ongoing activity for trained nurses. In addition, she believed that
nurses should use common sense in practice, coupled with observation,
perseverance, and ingenuity. Finally, Nightingale believed that people desired
good health, that they would cooperate with the nurse and nature to allow the
reparative process to occur, and that they would alter their environment to
prevent disease.

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 Although Nightingale has been ridiculed for saying she didn’t embrace the
germ theory, she very clearly understood the concept of contagion and
contamination through organic materials from the patient and the environment.
Many of her observations are consistent with the concepts of infection and the
germ theory; for example, she embraced the concept of vaccination against
various diseases. Small (2008) argues that Nightingale did indeed believe in a
germ theory but not in the one that suggests that disease germs cause
inevitable infection. Such a theory was antithetical to her belief that sanitation
and good hygiene could prevent infection. Her belief that appropriate
manipulation of the environment could prevent disease underlies modern
sanitation activities.
 Nightingale did not explicitly discuss the caring behaviors of nurses. She
wrote very little about interpersonal relationships, except as they influence the
patient’s reparative processes. She did describe the phenomenon of being
called to nursing and the need for commitment to nursing work. Her own
example of nursing practice in the Crimea provides evidence of caring
behaviors. These include her commitment to observing patients at night, a new
concept and practice; sitting with them during the dying process; standing
beside them during surgical procedures; writing letters for them; and providing
a reading room and materials during their recuperation. Finally, she wrote
letters to their families following soldiers’ deaths. Watson defines
Nightingale’s descriptions/ behaviors as a “blueprint for transpersonal
meanings and models of caring” (Watson, 2010, p. 107). Neils (2010)
describes a nursing role of caring as a liaison nurse based on Nightingale’s
description of rounding. She interprets this activity as a way of expressing
caring and spiritual support while also achieving other nursing observations.
Straughair (2012) reports that a loss of compassion in nursing (as a component
of caring) was identified by patients in the National Health Service in England
and pleads for nursing attention to this aspect of Nightingale’s Christian ideal
of professional nursing.
 Similarly, both Burkhart and Hogan (2008) and Wu and Lin (2011) have
conducted research to identify the spiritual care in nursing practice as first
described by Nightingale. The settings of these studies (U.S. and Taiwan)
reflect the universality of Nightingale’s work. Straughair (2012) makes the
case that there needs to be a rediscovery of compassion that appears to be
diminishing in modern nursing. Finally, Wagner and White (2010) explore and
analyze “caring relationships” in Nightingale’s own writings. This historical
study contributes to our understanding of how Nightingale described the
modern concept of caring.
 Nightingale believed that nurses should be moral agents. She addressed their
professional relationship with their patients; she instructed them on the
principle of confidentiality and advocated for care of the poor to improve their

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 health and social situations. In addition, she commented on patient decision-
making, a component of a relevant modern ethical concept. Nightingale (1969)
called for concise and clear decision-making by the nurse and physician
regarding the patient, noting that indecision (irresolution) or changing the
mind is more harmful to the patient than the patient having to make a decision.
Hoyt (2010) analyzed how Nightingale defined nursing as an ethical
profession and the ethical practices embedded in nursing.

1.1.e Acceptance by the Nursing Community

 Practice
o Nightingale’s nursing principles remain the foundation of nursing
practice today. The environmental aspects of her theory (i.e.,
ventilation, warmth, quiet, diet, and cleanliness) remain integral
components of nursing care. As nurses practice in the twenty-first
century, the relevance of her concepts continues; in fact, they have
increased relevance as a global society faces new issues of disease
control. Global travel has altered dramatically the actual and potential
spread of disease. Modern sanitation, adequate water treatment, and
recognition and control of other methods of disease transmission
remain challenges for nurses worldwide.
o New environmental concerns have been created by modern
architecture (e.g., sick-building syndrome); nurses need to ask whether
modern, environmentally controlled buildings meet Nightingale’s
principle of good ventilation. On the other hand, controlled
environments increasingly protect the public from second-hand
cigarette smoke, toxic gases, auto emissions, and other environmental
hazards. Disposal of these wastes, including toxic waste, and the use of
chemicals in this modern society challenge professional nurses and
other health care professionals to reassess the concept of a healthy
environment (Butterfield, 1999; Gropper, 1990; Michigan Nurses
Association (MNA), 1999; Sessler, 1999). Shaner-McRae, McRae, and
Jas (2007) described environmental conditions of our hospitals that
affect not only the individual patient environment but also the larger
environment incorporating multiple environmental concepts identified
by Nightingale. While they focus on Western hospitals, it is evident
that this is a global challenge for nurses.
o In health care facilities, the ability to control room temperature for an
individual patient often is increasingly difficult. This same
environment may create great noise through activities and the
technology (equipment) used to assist the patient’s reparative process.
Nurses have looked in a scholarly way at these problems as they

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 continue to affect patients and the health care system (McCarthy,
Ouimet, & Daun, 1991; McLaughlin, McLaughlin, Elliott, &
Campalani, 1996; MNA, 1999; Pope, 1995).
o Monteiro (1985) provided the American public health community with
a comprehensive review of Nightingale’s work as a sanitarian and a
social reformer, reminding them of the extent of her impact on health
care in various settings and her concern about poverty and sanitation
issues. Although other disciplines in the United States have
increasingly addressed such issues, it is clear that nurses and nursing
have an active role in providing direct patient care and in becoming
involved in the social and political arenas to ensure healthy
environments for all citizens.
o McPhaul and Lipscomb (2005) have applied Nightingale’s
environmental principles to practice in occupational health nursing.
These nurse specialists have increasingly recognized current
environmental health problems at local, regional, and global levels.
Modern changes in travel, migration, and the physical environment are
causing health problems for many.
o Infectious diseases (e.g., HIV, TB, West Nile virus) are examples of
these changes. In addition, nurses are confronted by an epidemic of
toxic substances and nosocomial infections and the development of
resistant organisms (e.g., MRSA) in their patient care environments;
first-line prevention measures of handwashing and environmental
cleanliness harken back to Nightingale’s original environmental theory
and principles. Other problems created by environmental changes and
pollution might astound Nightingale, but she would probably approach
them in a typically aggressive fashion for control. As health care
systems and providers struggle to promote patient safety through
prevention of infection in health care facilities, this work can be
framed in these words of Florence Nightingale: “It seems a strange
principle to enunciate, as the very first requirement, in a hospital that it
should Do the Sick No Harm” (Vincent, 2005).
o Although some of Nightingale’s rationales have been modified or
disproved by medical advances and scientific discovery, many of her
concepts have endured the tests of time and technological advances. It
is clear that much of her theory remains relevant for nursing today.
Concepts from Nightingale’s writings, from political commentary to
scholarly research, continue to be cited in the nursing literature.
o Several authors have analyzed Nightingale’s petty management
concepts and actions, identifying some of the timelessness and
universality of her management style (Decker & Farley, 1991; Henry,

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 Woods, & Nagelkerk, 1990; Monteiro, 1985). More recently,
Lorentzon (2003) focused specifically on Nightingale’s role as a
mentor to a former student in her review and analysis of letters written
between her and her former student Rachel Williams. This analysis
provides a review of mentoring approaches based on Nightingale’s
theories; her comments on management as offered to Rachel Williams
would stimulate good discussion about the needs of nurses today for
mentoring and professional development. Lannon (2007) and
Narayanasamy and Narayanasamy (2007) based their examinations of
nursing staff and leadership development on Nightingale’s statements
about the essential need for continued learning in nursing practice.
o Finally, several writers have analyzed Nightingale’s role in the
suffrage movement, especially in the context of feminist theory
development. Although she has been criticized for not actively
participating in this movement, Nightingale indicated in a letter to John
Stuart Mill that she could do work for women in other ways
(Woodham-Smith, 1951). Her essay titled Cassandra (Nightingale
1852) reflects support for the concept that is now known as feminism.
Scholars continue to assess and analyze her role in the feminist
movement of this modern era (Dossey, 2000; Hektor, 1994; Holliday
& Parker, 1997; Selanders, 2010; Welch, 1990). Selanders (2010)
argues powerfully that Nightingale was a feminist and that her beliefs
as a feminist were integral to the development of modern professional
nursing.

 Education
o Nightingale’s principles of nurse training (instruction in scientific
principles and practical experience for the mastery of skills) provided a
universal template for early nurse training schools, beginning with St.
Thomas’ Hospital and King’s College Hospital in London. Using the
Nightingale model of nurse training, the following three experimental
schools were established in the United States in 1873 (Ashley, 1976):
1. Bellevue Hospital in New York
2. New Haven Hospital in Connecticut
3. Massachusetts Hospital in Boston
o The influence of this training system and of many of its principles is still
evident in today’s nursing programs. Although Nightingale advocated
independence of the nursing school from a hospital to ensure that students
would not become involved in the hospital’s labor pool as part of their
training, American nursing schools were unable to achieve such
independence for many years (Ashley, 1976). Nightingale (Decker &

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 Farley, 1991) believed that the art of nursing could not be measured by
licensing examinations, but she used testing methods, including case
studies (notes), for nursing probationers at St. Thomas’s Hospital.
o Clearly, Nightingale understood that good practice could result only from
good education. This message resounds throughout her writings on
nursing. Nightingale historian Joanne Farley responded to a modern
nursing student by noting that “Training is to teach a nurse to know her
business . . . Training is to enable the nurse to act for the best . . . like an
intelligent and responsible being” (Decker & Farley, 1991, pp. 12–13). It
is difficult to imagine what the care of sick human beings would be like if
Nightingale had not defined the educational needs of nurses and
established these first schools.

 Research
o Nightingale’s interest in scientific inquiry and statistics continues to
define the scientific inquiry used in nursing research. She was
exceptionally efficient and resourceful in her ability to gather and
analyze data; her ability to represent data graphically was first
identified in the polar diagrams, the graphical illustration style that she
invented (Agnew, 1958; Cohen, 1984; McDonald, 2010b). Her
empirical approach to solving problems of health care delivery is
obvious in the data that she included in her numerous reports and
letters.
o When Nightingale’s writings are defined and analyzed as theory, they
are seen to present a philosophical approach that is applicable in
modern nursing. Concepts that Nightingale identified serve as the basis
for research adding to modern nursing science and practice throughout
the world. Most notable is her focus on surroundings (environment)
and their importance to nursing. Finally, it is interesting to note that
Nightingale used brief case studies, possible exemplars, to illustrate a
number of the concepts that she discussed in Notes on Nursing (1969).

References: (Check the following e-books application section of nursing theory.)

Alligood, M.I. (2014). Nursing Theorists and Their Work (8th ed.) Missouri: Mosby/
Elsevier
Alligood, M.I. (2014). Nursing Theory: Utilization and Application (5 th ed.).
Missouri: Mosby/ Elsevier
Fawcett, J. (2006). Contemporary Nursing Knowledge Analysis and Evaluation of
Nursing Models and Theories. Philadelphia: F.A Davis company

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McEwen, M. & Wills, E.M. (2014). Theoretical Basis for Nursing (4th ed.). China:
Wolters Kluwers/ Lippincott Williams & Wilkins
Smith, M.C. & Parker, M.E. (2015). Nursing Theories & Nursing Practice (4th ed.).
Philadelphia: F.A. Davis Company
Alligood, M. R. (2015). Nursing theory utilization and application. Missouri: Elsevier
Mosby.
CRITICAL THINKING ACTIVITIES
Activity 2.1.a. Muddiest Point
Instruction/s: Following APA 6th edition guidelines, compose a 300-word journal
reflecting areas of your difficulties and ways you have manage it.
Processing question/s:
1. What are the points that are unclear to you?
2. What have you done to address your difficulties? What new information/s did you
learn?

Activity 2.1.b. Identifying process for provision of nursing care based on nursing
theoretical concepts.
Instruction/s: Identify and provide description of metaparadigm concepts of specific
nursing theory. State or illustrate linkages of concepts (diagram) to explicate the
suggested process of nursing care based on the theory. Identify specific example of
nursing situation which calls for nursing actions/response and possible outcomes of
care based on the given or analysis of theoretical concepts.
Metaparadigm concepts
Person Health Nursing Environment Other key concepts

Interrelationship of key concepts and application for providing nursing care

(process)
Assessing Planning /Implementing Evaluating

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Processing question/s:
 What are the major concepts (metaparadigm) of Nightingale’s Environmental
Theory? Provide brief description based on her perspective.
 What are some of the key concepts of the nursing theory?
 State the interrelationship of some key concepts. How it can be applied for
practice? How can these concepts direct the process for nursing care? Can you
describe the process/steps/procedures for nursing care based on your analysis
of concepts? Give example of nursing actions (planning) and circumstances of
person, which calls for nursing response based on perspective of specific
nursing theorist. Identify possible outcomes of care based on the theory.

Activity 2.1.c. Analyzing implications of specific nursing theory to nursing praxis

Instruction/s: Identify possible effect/ application of nursing theory to nursing
education, inter-professional practice, and research.
Nursing education Inter-professional Research and knowledge
practice/ leadership & development
management

Processing question/s:
 Following the theoretical perspective of specific nursing theorist, how can
such standpoints effect change within nursing praxis? What are the implied
change or actions, which needs to be integrated to nursing education, practice,
and nursing knowledge development to promote safe, quality, and holistic
nursing care? How can this theory support or challenge collaboration among
health providers? What does it imply for nursing leadership and management
for professional practice?

Date developed: Reviewed by:

Outcomes-Based
May 2020 Alih Marl A. Akbar, PhD,
Teaching and
RN
Learning 34
Materials for
Developed by:
BSN Program
Marvin M. Allama, RN