Nursing Science Quarterly

Volume 22 Number 1
January 2009 34-40
2009 Sage Publications
A Comparison of Two Nursing Theories 10.1177/0894318408329339
http://nsq.sagepub.com
hosted at
in Practice http://online.sagepub.com

Peplau and Parse

Cindy T. McCarthy, RN; BN
Masters of Nursing Student, University of New Brunswick
Catherine Aquino-Russell, RN; PhD
Associate Professor, University of New Brunswick

This column illuminates nursing practice through two unique theoretical perspectives: Peplaus theory of interpersonal rela-
tions and Parses theory of humanbecoming. Processes of each practice method will be explicated as each is related to a
practice scenario. The key differences between Peplaus and Parses practice methodologies are identified. Nursing is a
unique, evolving, everchanging profession for which theory can be used as a guide for practice. This column demonstrates
two of these unique theories. Whether through health promotion or quality of life from the persons perspective, theory pro-
vides meaning in nursing practice and in everyday life.

Keywords: nursing practice methodology; Parses humanbecoming theory; Peplaus interpersonal relations

N ursing theory can be viewed as the metaphor of

Rudolph guiding Santas sleigh through a blinding
snow storm. Nursing theory illuminates meaning through
clarifying nurses values, beliefs, and thoughts about
human beings, their health, and life in general; theory
guides the way for nursing practice. Different nursing the-
ories provide opportunities for different approaches to care,
thereby allowing nurses to be creative in their practice
methods. The authors here discuss the practice methodolo-
gies (including assumptions, principles, and key concepts)
of Peplaus (1997) theory of interpersonal relations and
Parses (1998) humanbecoming theory. These two theories
will be compared through their application to a practice
scenario. The goal of this paper is to illuminate meaning in
practice for two of the many different nursing theories, and
to stimulate the reader to consider the many possibilities
for engaging in practice guided by a nursing theory. A
nurse has come a long way from what the American Nurses
Association described in 1940 as being the morally virtu-
ous woman who tries to reduce the suffering of those in
need by faithfully obeying the doctors instructions (as
cited in Gastmans, 1998, p. 1313).
Peplaus Interpersonal
Relations in Practice
To comprehend Peplaus theory is to look at nursing
of the past, and value the contributions that Peplau has
34
Downloaded from nsq.sagepub.com at Airlangga University on November 3, 2016
made for the nursing of today. One of Peplaus greatest
contributions to the science of nursing was her value for
integrating theory into nursing practice. Peplau believed
that the nature and objectives presented in nursing prac-
tice determined the scientific questions to be posed for
research and therefore the development of nursing as a
unique, autonomous profession (Gastmans, 1998).
The importance of human relationships cannot be
understated. The central phenomenon of Peplaus theory
is the nurse-client relationship; the majority of nurses
work transpires during interactions with clients (Peplau,
1997). Peplaus theory has provided a framework to guide
nurses practice. Initially the framework was used within
psychiatric nursing, but can now be applied to all areas
(Peden, 2006). Prior to the work of Peplau, clients were
considered objects and were to be observed, rather than
subjects to participate with and engage with in relation-
ships (Peden, 2006). The aim of nursing according to
Peplau is to promote forward movement of personality
in the direction of creative, constructive, productive, per-
sonal, and community living (Gastmans, 1998, p. 1313).
Characteristics of Interpersonal Relations
Peplau (1997) identified characteristics encompassing
caring relationships in her theory. The first is the com-
municative characteristic of the nurse-client relationship.
Conversation is invited by the nurse; clients express
thoughts and feelings through words, that place the client
 McCarthy, Aquino-Russell / A Comparison of Two Nursing Theories 35
in a dependent relationship with the nurse. The language
or speech provided by the nurse leads to therapeutic
effects and client well-being (Gastmans, 1998). Self-
awareness and self-reflection, on the part of the nurse,
are as critical to the relationship as is the assessment of
the clients situation (Forchuk, 1994). Peplaus (1997)
theory provides a practice framework that is interac-
tional; both the client and the nurse reflect on beliefs,
thoughts, and feelings (Yamashita, 1997).
The second characteristic relates to the nature of the
therapeutic relationship. This relationship exists in a pro-
fessional manner. The goal for the nurse is to support the
clients overall health and well-being (Gastmans, 1998).
There exists a hint of vagueness when considering the
nurse-client relationship. On one hand nurses experience
clients as people who are separate from themselves, while
at the same time nurses may be strongly connected or
attached to clients. Because of the connecting and separat-
ing nature of the relationship, nurses must respect clients as
independent, autonomous individuals (Gastmans, 1998).
The above experiences have been defined as proximity and
distance, unity and separation, equality and differencein
short, the rejection of any aspiration to complete trans-
parencymeans that nurses respect their patients as
having a unique value in themselves (Gastmans, 1998,
p. 1317). In essence, the nurses ability to offer presence
that is caring will directly influence client outcomes.
The third characteristic is that as the nurses enter the
nurse-client relationship, they seek to learn who the per-
son is. For instance, nurses may ask, What are the
clients desires and needs? or What may contribute to
improvement in this persons situation? With the knowl-
edge obtained, nurses seek available possibilities or
resources to meet the needs. When considering knowl-
edge, Peplau reiterated the importance of knowledge that
is intuitive and of a non verbal nature (Gastmans, 1998).
A fourth characteristic of the nurse-client relationship is
that regardless of the professional nature of the relation-
ship, expertise and distance on the part of nurses, there
remains an opportunity for human connection or contact
(Gastmans, 1998). The meaning intended here is that
nurses are professionally involved with clients; however,
nurses are also involved in personal relationships with indi-
viduals. This relationship is inevitable and occurs among
all human beings. The skills of greatest importance within
the nurse-client relationship are empathy, judgment, and an
ability to seek the means that will offer the desired results
for each individual client (Gastmans, 1998). The quality
of nursing [care] must always be seen in light of the rela-
tionship between a unique nurse and a unique patient
(Gastmans, 1998, p. 1317).
Downloaded from nsq.sagepub.com at Airlangga University on November 3, 2016
Phases of Interpersonal Relations
The relationship between the nurse and client is a
process which can be tracked through phases, and has a
starting and ending point (Yamashita, 1997). There are
three phases of Peplaus (1997) theory of interpersonal
relations. The first is the orientation phase. This phase is
characterized initially as a unidirectional process. The
nurses introduce themselves and state the objectives of
the interaction and the time available for the clients.
Nurses gather pertinent information from clients, such as
a pertinent history. At this critical phase, the focus of the
nurse is the client. The focus flows through active listen-
ing and posing questions to prompt the clients descrip-
tions and personal stories (Peplau, 1997).
During the orientation phase, nurses must be cautious
of sharing personal experiences. The consequences of
sharing personal stories with clients, during orientation,
are that the client becomes the sounding board for the
nurse and the nurses needs will be the focus rather than
the needs of the client. The ability of the nurse to transi-
tion from social to professional relationships can be chal-
lenging and uncomfortable (Peplau, 1997).
The next phase of the relationship is the working phase.
The client moves into this phase once issues to work on have
been identified (Yamashita, 1997). This phase is further
divided into identification and exploitative phases. The iden-
tification phase involves the nurse in an affirming role, to be
there to assist the client in meeting needs. The nurse may
also play a consultant role, by assisting the client to think
through issues to reach personal solutions (Price, 1998). The
focus is on the reactions of the client to illness and to gain an
understanding of self (Peplau, 1997). One major challenge
for the nurse, within the identification phase, is negotiating a
level of commitment to offer to the client. Often support is
desired for a longer term than is available (Price, 1998).
During the exploitative phase, a plan is set forth, pri-
orities to work on are identified, and teaching is pro-
vided. The nurse moves among many roles during this
phase. An understanding of the different roles, such as
teaching, interviewing, and counseling, is imperative so
that the nurse has an awareness of when movement from
one role to another occurs (Peplau, 1997).
The final phase is that of termination. During this phase,
there is a summarizing of accomplishments and closure.
The discussion of termination is initiated in the working
phase, which prepares the client for the eventual end of the
therapeutic relationship. The summary of the relationship
is provided (Peplau, 1997). By this phase, clients are able
to identify supports outside of the nurse-client relationship
that they can draw upon in times of need (Price, 1998).
36 Nursing Science Quarterly
As human beings, we require relationships. At their
finest, relationships confirm self-worth, provide a sense
of connectedness with others, and support self-esteem.
Relationships constitute the social fabric of life (Peplau,
1997, p. 166). A great deal of the knowledge for the prac-
tice of nursing extends from that of the social sciences,
the humanities, and biology (Peplau, 1997).
Parses Humanbecoming Practice
Methodology
Humanbecoming is living a human life. Through liv-
ing, one is becoming. The humanbecoming school of
thought pertains to what is involved in living a human life
(Edwards, 2000). The humanbecoming practice method-
ology involves three processes: illuminating meaning,
synchronizing rhythms, and mobilizing transcendence
(Parse, 1998). These processes are founded on the
assumptions, postulates, principles, and concepts of the
humanbecoming theory that reflect three major themes:
meaning, rhythmicity, and transcendence (Parse, 1998).
The Humanbecoming Ontology
The first assumption is humanbecoming is freely
choosing personal meaning with situation, living value pri-
orities (Parse, 2008, p. 370). Choosing meaning is making
decisions for which one is responsible (Edwards, 2000) and
that are of value to the person. Meaning is not static but
ever-changing (Parse, 1998). The first principle is struc-
turing meaning is the imaging and valuing of languaging
(Parse, 2008, p. 370). Humanbecoming is ongoing creation
(Parse, 1998). It is a seamless symphony of becoming . . .
the was, is, and will-be all-at-once (Parse, 1996, p. 182).
Within this first principle, there are concepts. One is lan-
guaging. Parse (1998) identified this concept as speaking
being silent and movingbeing still. Another concept is
imaging. Imaging reflects the explicittacit knowing
(Parse, 1998). Explicit knowing is defined as critical reflec-
tion whereas tacit knowing is acritical (Parse, 1998).
Valuing is another concept within the first principle.
Valuing is the choices one makes (Parse, 1998). As individ-
uals constantly interpret their situations (uncover the mean-
ing) they are also creating them. Meaning is the first theme
within the humanbecoming theory. Meaning . . . is not sta-
tic but ever-changing, and thus portends the unknown, the
yet-to-be truths for the moment (Parse, 1998, p. 29).
The practice method process of illuminating meaning
is explicating what was, is, and will be. Explicating is
making clear what is appearing now through languag-
ing (Parse, 1998, p. 69). The nurse lives this practice
Downloaded from nsq.sagepub.com at Airlangga University on November 3, 2016
method process in true presence with the person (or fam-
ily), by asking for example: What is important to you now?
The second assumption of the humanbecoming theory
is Humanbecoming is configuring rhythmical patterns
of relating with humanuniverse (Parse, 2008, p. 370). In
this assumption, the human is open in terms of connect-
edness with the universe. Humanuniverse is cocreated
(Parse, 2007). The second principle is configuring rhyth-
mical patterns of relating is the revealing-concealing and
enabling-limiting of connecting-separating (Parse, 2008,
p. 370). Parse defined paradox as an intricate rhythm
expressed as a pattern preference. Paradoxes are not
opposites to be reconciled or dilemmas to be overcome
but, rather, lived rhythms (Parse 2007, p. 309). Within the
second principle there are three paradoxes. There is
revealingconcealing. Whenever one reveals one is at
the same time concealing (Parse, 2007). The next paradox
is enablinglimiting. When choosing one possible, one is
restricting another (Parse, 1992). The third paradox is
connectingseparating. This is explicated with the para-
dox, attendingdistancing (Parse, 2008). Parse (1992)
offered a meaningful analogy that illuminates the rhyth-
mical movement when she wrote dwelling with the
rhythm is like treading water, while one appears to
remain in the same place, different waves arise to create
subtle movement and often gigantic leaps (p. 40).
Rhythmicity (the second theme of the humanbecom-
ing theory) is the cadent, paradoxical patterning of the
human-universe mutual process (Parse, 1998, p. 29). It
is lived with the practice process of synchronizing
rhythms, which is dwelling with the pitch, yaw, and roll
of the human-universe process. Dwelling with is immers-
ing with the flow of connecting-separating (Parse,
1998, p. 70). In living this in practice, the nurse stays
with persons as they describe the ups and downs, strug-
gles, moments of joy [or sorrow] and the unevenness of
day-to-day living in the now moment (p. 70), not trying
to calm uneven rhythms, but going with the rhythms set
by the person or family, moving with the flow.
The third assumption of the humanbecoming theory is
humanbecoming is cotranscending illimitably with
emerging possibles (Parse, 2008, p.370). Humans move
with creation of new ventures, as struggling and leaping
beyond shifts the view of the now, expanding horizons,
and bringing to light other possibles (Parse, 1998,
p. 30). The third principle is cotranscending with possi-
bles is the powering and originating of transforming
(Parse, 2008, p. 370). One reviews and ponders various
pathways. Giving consideration to the options, persons
choose the most viable option for them, thus moving on,
with their hopes and dreams (Parse, 1998). The concepts
 McCarthy, Aquino-Russell / A Comparison of Two Nursing Theories 37
in this principle are powering, originating, and trans-
forming. Powering refers to the pushingresisting
rhythm. This pushingresisting rhythm can also bring about
conflict. Conflict is not viewed negatively, it is seen as an
opportunity to reflect and move in another direction.
Originating is inventing new ways of conforming-
not conforming in the certainty-uncertainty of living
(Parse, 1998, p. 49). The paradox of living conformity
nonconformity surfaces as persons seek to be like others,
yet not to be like others, while the paradox of certainty
uncertainty surfaces as individuals make choices amidst
the ambiguity of the unknown. Transforming is the chang-
ing of change, seeing the familiar in a new light (Parse,
1998). One is continually gaining new experiences.
Transcendence is the third theme of the humanbecoming.
The third process in the humanbecoming practice
method is mobilizing transcendence. The nurse lives true
presence with persons, dwelling with them as they dis-
cover the possibles of their circumstances. Persons iden-
tify their own options (Jonas, Mitchell, & Rasmusson,
1991). This is transcendence.
The central focus of humanbecoming is quality of life
from the persons perspective (Parse, 1998). Nurses live
the humanbecoming practice method in true presence
with others. True presence is reflecting the belief that
each person knows the way somewhere within self
(Parse, 1992, p. 40). A nurse can be in true presence in
three ways: first, through face to face discussion,
whereby the nurse engages in conversations about what
is important, listens to the persons interpretation of
drawings, or experiences music together, to mention a
few; second, through silent immersion, which is presence
without words; finally, through lingering presence,
where one can experience glimpses of a moment be it
past, present, or the not-yet-lived (Parse, 1997).
Practice Scenario
The following scenario is presented for the purposes
of demonstrating both Peplaus and Parses theories as
lived in practice. A 15-year-old young man, who for con-
fidentiality purposes will be referred to as Brad, arrived
at the emergency room (ER) by ambulance. He was
unconscious and bleeding from the mouth and nose, and
had what was thought to be cerebral spinal fluid seeping
from his right ear. The young man was taken immedi-
ately to the trauma room and the lifesaving tasks began.
Brads condition was critical; he had a massive head
injury from an accident involving a motor vehicle.
Brads parents arrived, as well as his extended family
members. There were grandparents, aunts, uncles, and a
Downloaded from nsq.sagepub.com at Airlangga University on November 3, 2016
10-year-old cousin with whom Brad was out riding when
the accident occurred. Brads family was in distress, they
wanted to see Brad. The family had many questions and
looked to the nurse for answers. They wanted to know what
was happening to Brad, they wanted to know if he would
be all right. The nurse guided by Peplaus theory of inter-
personal relations is discussed first, followed by a view of
the practice situation through the lens of the humanbecom-
ing theory.
Application of Peplaus
Interpersonal Relations Theory
Brads family was seeking professional assistance by
asking questions about his condition. The nurse guided by
Peplaus theory began by developing a relationship with
Brads family, identifying herself as one of the nurses
working in the ER. The nurse began discussions with
Brads family, familiarizing herself with each family
members role to determine who Brads parents were, and
who were the grandparents, and other extended family
members. During the orientation phase of the nurse-fam-
ily relationship the nurse actively listened to Brads family
members and asked details of what had happened to Brad
from the familys perspective. The nurse learned, during
the discussions with Brads parents that Brad had been rid-
ing his four-wheeler that afternoon and was not wearing
his helmet. They had warned him and insisted that he wear
his helmet; however, he did not listen. Brads parents
stated that they were to blame for their sons condition as
they had bought him the four-wheeler for his birthday.
Through conversations with Brads family members, the
nurse was able to calm the family members and redirect
their stress and anxiety through discussions. The Peplau
nurse used the discussion about anxiety to move the rela-
tionship forward; trust was obtained between the nurse
and family and a working relationship was established
(Comley, 1994). The family members were experiencing
great anxiety (fear of the unknown) and asking what
would help them to move away from the anxiety, while at
the same time suggesting various options.
Brads family members were ready to move forward
(beyond the hysterics) and they demanded to see Brad.
They were prepared to learn what they could do to help
him, yet the nurse wondered how they could move past
the guilt of the situation. The family discovered their
focus through guidance from the nurse. The nurse informed
the family member that Brad would most likely need to
be transferred to another healthcare facility, due to the
head injuries that he had suffered. These needs could be
stabilized, but he would require a higher level of care
than could be provided at the current facility. The Peplau
38 Nursing Science Quarterly
nurse worked toward the learning required for addressing
these problems with the family (Peplau, 1997). The Peplau
nurse, at this time, occupied several roles as the nurse
physically caring for Brad, the nurse counseling Brads
family, and the nurse providing teaching and information
to Brads family. The nurse provided the facts of Brads
condition to the family members in such a way as to build
upon their current knowledge (Peplau). The nurse assisted
the family members to find strengths within themselves.
Brads family members discovered how important the
support from each other was and would continue to be.
While the Peplau nurse is enhancing learning through
working with the anxiety of Brads family members and of
self, the nurse is able to self-reflect on her participation in
the relationship, and increase understanding of her per-
sonal and professional strengths and weaknesses.
Brad required a transfer to a different setting. The nurse-
family relationship, according to Peplau (1997), is limited
by time. In preparation for the termination phase, the nurse
informed the family that Brad would eventually be leaving
this facility. The nurse then summarized the information
provided by the family (they wanted to be together, to sup-
port one another, and to be there for one another, now and
always) and made other suggestions for learning to address
the anxiety of the situation and the future.
Nurse Living the Art of Humanbecoming
The nurse that was guided by humanbecoming theory
viewed the situation and acknowledged that she could
only be in one place at one time. She saw that Brads med-
ical care needs were being cared for by others and also
saw that the family members were in extreme crisis and
alone. She made a decision to spend time in true presence
with Brads family, while other healthcare professionals
worked on life-saving tasks for Brads mangled body.
True presence is a powerful interhuman connection expe-
rienced at all realms of the universe. It is being with the
rhythms of the sounds and silences, the visions and blind-
nesses of the whole-in-motion (Parse, 1997, p. 34). The
Parse nurse engaged in illuminating meaning with Brads
family members through languaging. The nurse asked:
What is it like for you right now? Brads family members
wanted information, and to be in control of what was hap-
pening to them and to Brad. The nurse guided by the val-
ues of humanbecoming witnessed the meaning that was
cocreated with the thoughts and ideas of Brads family.
The family members expressed guilt, anger, and hope.
Through being with, and bearing witness to the values and
priorities presented by Brads family, the nurse stayed
with them with loving presence in the absence of judg-
ment (Bournes & Naef, 2006). Face to face discussions
Downloaded from nsq.sagepub.com at Airlangga University on November 3, 2016
provided explanations of the events that were transpiring,
while at the same time, discussions moved the family
members beyond the moment. Brads family, through true
presence with the nurse, was able to transform and envi-
sion the possibles (Bournes & Naef). They identified their
hopes for Brad and their dreams for his future.
In synchronizing rhythms, the nurse spent time with the
family, dwelling with the familys rhythm, moment to
moment, the ups, the downs, the pain, the sorrow. The
nurse lived true presence through silent immersion with
Brads family as well. The helplessness they felt about
what was happening to their little boy, their only child,
became explicit. There was much to be gained from one
another as the nurse witnessed the family members
unfolding meaning. The nurse asked Brads family to
reflect on their memories by asking, What was life like
with Brad? Brads family members recounted the events
of this tragic day over and over, recalling many happy and
sad moments (Parse, 1994). The moments of the day came
together with the moments that have not yet been lived,
those of tomorrow (Parse, 1997). Through humanbecom-
ing nursing practice the meaning of the situation surfaced.
It is this meaning that is transforming.
The nurse guided by the humanbecoming theory
offered true presence not only with Brads parents, grand-
parents, aunts, and uncles, but also with Brads 10-year-
old cousin. The nurse provided him with drawing
materials and invited him to draw. He drew a picture of
Brad and him walking along the river. The nurse asked
Brads cousin to talk about his picture and what the picture
meant to him. The young boy talked of how they had done
everything together. He spoke of how Brad was more like
his brother, his best friend, and how he felt the accident was
his fault because he had asked Brad to go four-wheeling
that day. The boy cried while the nurse placed her hand on
his shoulder. This boys meaning surfaced as the nurse
lived in that moment, together with Brads cousin, being
open to what arose (Karnick, 2005). In this way personal
meaning was illuminated through art.
As the Parse nurse lived true presence with Brads fam-
ily, there was a special bond created, a nurse-family bond.
This bond transcended beyond the present situation to
synchronize with the rhythms of the young mans family,
to dwell with the struggles as they were pushed from the
guilt of his accident amid the fury of the situation, meet-
ing resistance as they attempted to reach serenity, realizing
that no one was to blame for the horrible accident. The
pushingresisting rhythms, of guiltblamelessness and
furyserenity, brought about conflict. The conflict pro-
vided the family with the opportunity to ponder possibles
with Brad: sharing moments, holidays, birthdays, and the
day he was born. As the nurse lived true presence with
 McCarthy, Aquino-Russell / A Comparison of Two Nursing Theories 39
Brads family, she did not seek to change the way the fam-
ily members were feeling. Rather, the nurse moved with
the family members as they experienced both the high and
low moments of Brads changing condition.
In living the practice process of illuminating meaning,
the nurse asked Brads family, What is important to you
now? Meaning unfolded as Brads mother shared that
what was most important to her at this moment was that her
son not suffer. She knew that he would probably not sur-
vive this accident and just wanted him to die peacefully.
The nurse dwelled with the rhythms as the family member
lived the rhythmical and paradoxical pattern of health.
Brads mother stated in the moment that she did not want
her son to die, yet she was planning for his peaceful death.
The nurse did not try to change this, but went with the flow,
moment to moment. They spoke of the nature and extent of
Brads injures and how they could not have changed the
outcome of todays unfolding. This meaning signified that
Brads family members, somewhere within, knew the way.
In mobilizing transcendence, the Parse nurse in true pres-
ence spent time with the family in the process of trans-
forminga shift from what is familiar to what has been
illuminated. She asked them: What will it be like for you
tomorrow? They spoke of their tomorrows possibly with-
out Brad. There were tears, hugs, and silences. The nurse
went with the rhythms and witnessed the familys grief.
This continuous understanding will lead the way (Parse,
1992). The processes of the humanbecoming practice
method did not happen in a linear fashion, they happened
all-at-once, nurse with person(s).
Comparison of Peplaus
and Parses Theories
One of the major differences between the practice of
Peplaus interpersonal relations theory and that of Parses
humanbecoming theory is the goal for nursing. According
to Peplaus theory, the goal of nursing is to promote
health through the forward movement of personality
(Martin, Forchuk, Santopinto, & Butcher, 1992). The
goal of nursing, according to Parses (1998, 2007) theory,
is quality of life from the persons (familys) perspective.
Peplaus theory is concerned with the nurse-client rela-
tionship; whereas Parse values humanbecoming in nurse
with person. These are two very different foci; one is on
the relationship and the other on human beings living
health (Venes, 2005). In essence, the relationship
between the nurse and client is a minute portion of the
human experience as a whole. Yet, given the time period
that Peplau wrote her theory she was heading in a mag-
nificent direction, well beyond her time, beginning with
her thoughts about human relationships and how they
Downloaded from nsq.sagepub.com at Airlangga University on November 3, 2016
affect an individuals health, the discipline of nursing, and
ultimately the art and science of nursing.
Peplau (1997) asserted that as nurses assist clients
through the many roles they play and through the phases of
the nurse-client relationship, nurses are gaining invaluable
data for advancement of the nursing profession (p. 164).
As nurses, we constantly evaluate our verbal and nonverbal
communications with clients for personal growth on a
professional level. Yet, from another view, Parse (1998)
asserted that through true presence, meaning is illuminated
and both the nurse and the person are becoming as they
synchronize rhythms and mobilize transcendence.
Conclusion
The practice of nursing, as guided by both Peplaus the-
ory of interpersonal relations and Parses humanbecoming
theory, demonstrates the value and uniqueness of the art
and science of nursing; how nursing is everchanging and
evolving as both a discipline and as a practice profession.
By comparing the two theorists perspectives through a
practice application, the uniqueness is brought to the fore-
front, as both Parse and Peplau view the achievement of an
individuals health through very different lenses and place
value on different priorities. Nursing is so much more than
the here and now; it is being with the person, taking time
to listen, not only to the person and family, but also to
ones self. Nursing theory is the light that guides a nurses
way, just as Rudolphs light guided Santa through the dark
and stormy, snowy nights.
References
Bournes, D. A., & Naef, R. (2006). Human becoming practice around
the globe: Exploring the art of living true presence. Nursing
Science Quarterly, 19, 109-115.
Comley, A. (1994). A comparative analysis of Orems self-care model
and Peplaus interpersonal theory. Journal of Advanced Nursing,
20, 755-780.
Edwards, S. (2000). Critical review of R. R. Parses the human
becoming school of thought. A perspective for nurses and other
health professionals. Journal of Advanced Nursing, 31, 190-196.
Forchuk, C. (1994). The orientation phase of the nurse-client rela-
tionship: Testing Peplaus theory. Journal of Advanced Nursing,
20, 532-537.
Gastmans, C. (1998). Interpersonal relations in nursing: A philosoph-
ical-ethical analysis of the work of Hildegard E. Peplau. Journal
of Advanced Nursing, 28, 1312-1319.
Jonas, C., Mitchell, G., & Rasmusson, D. (1991). The eye of the
beholder: Parses theory with homeless individuals. Clinical
Nurse Specialist, 5, 139-143.
Karnick, P. (2005). Human becoming theory with children. Nursing
Science Quarterly, 18, 221-226.
Martin, M., Forchuk, C., Santopinto, M., & Butcher, H. (1992).
Alternative approaches to nursing practice: Application of Peplau,
Rogers, and Parse. Nursing Science Quarterly, 5, 80-85.
40 Nursing Science Quarterly
Peden, A. (2006). Hildegard E. Peplaus process of practice-based
theory development and its applications. In M. E. Parker (Ed.),
Nursing theories & nursing practice (2nd ed., pp. 58-69).
Philadelphia: F. A. Davis.
Parse, R. R. (1992). Human becoming: Parses theory of nursing.
Nursing Science Quarterly, 5, 35-42.
Parse, R. R. (1994). Quality of life: Sciencing and living the art of
humanbecoming. Nursing Science Quarterly, 7, 16-21,
Parse, R. R. (1996). Reality: A seamless symphony of becoming.
Nursing Science Quarterly, 9, 181-184.
Parse, R. R. (1997). The human becoming theory: The was, is, and
will be. Nursing Science Quarterly, 10, 32-38.
Parse, R. R. (1998). The human becoming school of thought: A per-
spective for nurses and other health professionals. London: Sage.
Downloaded from nsq.sagepub.com at Airlangga University on November 3, 2016
Parse, R. R. (2007). The humanbecoming school of thought in 2050.
Nursing Science Quarterly, 20, 308-311.
Parse, R. R. (2008). The humanbecoming leading-following model.
Nursing Science Quarterly, 21, 369-375.
Peplau, H. E. (1997). Peplaus theory of interpersonal relations.
Nursing Science Quarterly, 10, 162-167.
Price, B. (1998). Exploration in body image care: Peplau and practice
knowledge. Journal of Psychiatric and Mental Health Nursing, 5,
179-186.
Venes, D. (2005). Tabers medical dictionary (20th ed.). Philadelphia:
F. A. Davis Company.
Yamashita, M. (1997). Family caregiving: Application of Newmans
and Peplaus theories. Journal of Psychiatric and Mental Health
Nursing, 4, 401-405.