Jean Watson's Nursing Theory
This paper presents an analysis and c
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This paper presents an analysis and critique of a published nursing philosophy and theory by the nurse theorist Jean Watson. The analysis is based on Watson's publications about her theory, especially her 1979 book, Nursing: The Philosophy and Science of Caring, and her 1985 book, Nursing: Human Science and Human Care: A Theory of Nursing. The starting point of the paper is a brief review of the Theory of Human Caring, which focuses on the human component of caring and the moment-to-moment encounters between the one giving care and the one cared for. The theory consists of a description of transpersonal caring and a taxonomy of interventions referred to as carative factors. The analysis of Watson's work reveals that the theory is based on a metaphysical, spiritual-existential, and phenomenological orientation that draws on Eastern philosophy. In addition to the review of Watson's theory, this paper discusses the reason for choosing this particular nursing theory, as opposed to other nursing theories, evaluates Watson's theory, indicates possible applications of the theory in any or several areas where nursing may be practiced, and provides a critique of the Watson model of the philosophy and science of caring, using objective criteria. The significance of the Theory of Human Caring lies in the theory's contributions to understanding a process that nurses can use to effect positive changes in patients' health states. The theory is a comprehensive descri
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feelings--highlights the importance of the expression of both positive and negative feelings and the nurse's acknowledgment and acceptance of those feelings in the self and in others.
The sixth carative factor--systematic use of a creative problem-solving caring process--focusses attention on the nursing process. Watson (1979, 1989b) views the nursing process as a creative problem-solving process encompassing assessing, planning, intervening, and evaluating. She pointed out that the process requires the "full use of self and all domains of knowledge, including empirical, aesthetic, intuitive, affective, and ethical knowledge" (1989b, p. 230).
The seventh carative factor--promotion of transpersonal teaching-learning--highlights the processes used by both the nurse and the one cared for in the situation of health teaching. Both persons are regarded as coparticipants in the process of learning. Scanning, formulating, appraising, planning, implementing, and evaluating facilitate data gathering, decision making, and feedback as teaching and learning occur.
The eighth carative factor--provision for a supportive, protective, and/or corrective mental, physical, societal, and spiritual environment--focuses attention on the extern
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Approximate Word count = 2995
Approximate Pages = 12 (250 words per page)
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