Using a descriptive evaluation research method, this study evaluated Parse's theory of human becoming in practice in the psychiatric setting. A pre- mid- post-implementation design served to generate qualitative data from nurses, patients, unit nurse managers, hospital nurse supervisors, and nurse documentation that illuminated changes in the quality of nursing care on three diverse pilot units. Major themes of change supported by all data sources were shifting views of human beings, altered ways of listening, altered foci of nurse-person discussions, and personal transformations. Identified themes surfaced strikingly different qualities of change for each pilot unit. Recommendations related to the successful implementation of Parse theory-based practice are presented.

While health promotion is widely acknowledged as a practice field where multidisciplinary teamwork is important, within nursing's discipline‐specific literature, a strong argument can be discerned regarding the profession's belief that it has a clear and unique role to play in that field. Yet rarely is this unique role, how it arises, and specifically how its effects are to be demarcated, attended to within the discipline‐specific literature. Two philosophical perspectives on science are presented and we demonstrate the extent to which these two perspectives influence nursing scholarship, including nursing practice within the field of health promotion. We then go on to argue that, for nurses to sustain their claim to a unique and important contribution within health promotion, clear articulation of the philosophical premises underpinning practice methodologies is warranted. Specifically we argue the importance of such clarity within the context of an analysis of the discourse of multidisciplinary practice as a strategy for avoiding confronting the ways in which bio‐medical authority has already significantly demarcated how health promotion practice can proceed.

Nursing is variously described as a profession, a discipline, an occupation. The meanings we assign to such words and the expectations, demands, and responsibilities that each reveals to and/or exacts from those of us privileged to call ourselves registered nurse provides a splendid arena for viewing the struggle of nursing as an intellectual endeavor embedded in its own distinctive knowledge base, experiences, purposes, and values. Currently, pressure exerted within and without nursing to adopt the self-limiting potential and subordinated position that a professional discipline orientation and applied degree education confer on nursing is mounting. This article examines the relationships among historical events, contemporary influences, and confounding definitions that are integral to how we choose to guide and shape the evolution of nursing scholarship, practice, and education. The authors contend that the full significance of these relationships must be appreciated if nursing is to advance as a scholarly academic discipline and practice profession.

This study explores the meaning of time passing for nine men with the human immunodeficiency virus. Framed within the human becoming theory, Parse's research method was chosen to guide this investigation. Findings show that for study participants time passing is a lumbering-hastening tempo clarifying opportunities and constraints, while focusing attention on gratifications amid expanding possibilities. Practice implications and directions for further research are discussed in light of study findings.

Self-care ideology and theory can do much to shape the development of health policy and the organization and delivery of health care. From a critical social perspective, self-care theory can be seen as an attempt to sustain the illusion of individual choice in contemporary health care delivery. Understanding the dominance of individual responsibility for health that permeates the essence of self-care theory provides a way of understanding a vision of thought and practice that currently exists within the discipline of nursing. This article attempts to elucidate the social and political construction of nursing knowledge with a view to self-care.