Anne boykin theory

Living Caring in Practice: The Transformative Power of the Theory of Nursing as Caring Anne Boykin, PhD, RN and Susan Bulfin, MN, RN Christine E. Lynn College of Nursing Florida Atlantic University

Savina O. Schoenhofer, PhD, RN Alcorn State University

John Baldwin, MSN, RN and Dee McCarthy, BSN, RN, MHSA Boca Raton Community Hospital

Abstract The purpose of this paper is to describe nursing as caring as a model for transforming practice. The purpose is achieved through presentation and analysis of nursing situa- tions offered by a staff nurse in an Emergency Services Department and the nurse di- rector of that department. The analysis of these situations of caring betvreen nurse and nursed illuminates the power of theory-based practice focused on enhancing living grounded in caring.

Key Words: Nursing as caring, caring, nursing theory, emergency nursing, transformative

Introduction Theory-based practice has long been

envisioned as a move forward in nursing. Having nursing practice grounded explicitly in theories of the discipline could contribute to two important objectives: coherent, effective patient care and coherence within the practice discipline of nursing as a learned profession. Tbe desire to improve coherence and effectiveness of patient care has led to the call for evidence-based prac- tice in the discipline with evidence-based practice focusing primarily on the use of de- veloped and tested middle-range theory. Arising largely at the impetus of a similar move in medicine, there are currently multi- ple and diverse perspectives of the precise meaning of evidence-based practice in nurs- ing (Banning, 2005). Regardless of the ab- sence of consensus in meaning, interest in evidence-based practice has greatly ex- panded nurses' awareness of the value of middle-range theory and signals a growing maturity in nursing as a discipline, as a practiced discipline, and as a disciplined practice. However, as the authors of this paper, and others such as Reed (1995)

advocate, the role of grand theory as a trans- formative framework for coherent nursing practice cannot be minimized.

Connections between Middle-Range Theory, Evidence-Based Practice, and

Grand Theory Although the role of grand nursing the-

ory, or as Kikuchi (1997) terms it, nursing philosophical frameworks is not universally accepted and perhaps not universally under- stood, the evidence in the practice literature is mounting that nursing practice is increas- ingly being grounded in an explicit grand nursing theory. Further, the popular use of generic concepts of caring, unrelated to an organized nursing theoretical perspective, has not resulted in the hoped-for transfor- mations. The purpose of this paper is two- fold: (a) to propose that transformation of practice beyond the superficial or cosmetic requires the use of a fully developed con- ceptual system known as a grand nursing theory and (b) to demonstrate the value of the theory of nursing as caring (Boykin & Schoenhofer, 2001a) as a productive fVamework for transforming practice that enhances coherence and effectiveness (Boykin, Bulfin, Baldwin, & Southern, 2004).

Some may ask the question, "Why, when we have emerging middle-range theories of caring for nursing, do we need grand nurs- ing theories focused on caring?" or "Why grand nursing theories, when the clarion call in nursing seems to be for evidence- based practice, reflecting middle-range the- ories, rather than philosophic or grand theories?" Understanding answers to these questions requires, in part, that we address the failure of eclecticism in nursing practice frameworks. Successfully mixing and matching bits and pieces drawn iTom di- verse internally coherent conceptual sys- tems necessitates the disciplined development of a new conceptual system, a new philosophic theory of nursing that inte- grates the bits and pieces into a new harmo- nious whole. Often what we see in practice settings are efforts to create "eclectic" frameworks without doing the work of con- ceptual integration. Those well intentioned efforts are almost always undertaken in a desire to create a model for collective prac- tice that enhances coherence and supports a number of interrelated outcomes of care for patients as well as achievement of interre- lated goals for the nursing service and its larger healthcare system. A review of the nursing and healthcare literature, however, reveals very few enduring successes. Personal communication with colleagues reveals considerable disappointment in re- sults with ad hoc or eclectic frameworks for nursing. This pattern of disappointment seems likely to be repeated as evidence- based practice replaces earlier idealized models like shared governance and continu- ous quality improvement. Why? Because when there is no rigorously worked out grand nursing theory, no overarching sys- tem of clear and justifiable interrelated nursing values and concepts, certain desir- able though perhaps previously unarticu- lated nursing aims slip through the cracks.

Middle-range theory, the kind of theory that is most likely to serve as the immediate basis for evidence-based practice, is con- structed from a particular persp)ective or

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Living Caring in Practice

point of view most often, however, that point of view is unarticulated and perhaps even functions out of direct awareness of the theorist. Further, some middle-range theories are congruent with some grand philosophic nursing perspectives and not congruent with others. In order to create a coherent conceptual pattern for nursing practice, middle-range theories need to be selected that are compatible with the over- arching grand nursing theoretical perspec- tive. This coherence is most likely when the associated grand nursing theory is made ex- plicit. Examples of successful middle-range theories about caring in nursing that were developed from within an explicit grand nursing theory are Locsin's (1995, 1998) technological competence as caring (related to Boykin and Schoenhofer's nursing as caring) and Swanson's (1991) middle-range theory of caring (related to Watson's transpersonal caring).

Having briefly addressed the important role of explicit grand nursing theory as a necessary umbrella for middle-range theory and subsequent coherent evidence-based practice, we will tum now to one particular grand nursing theory, Boykin and Schoenhofer's (2001a) nursing as caring. We will present a brief overview of the major assumptions and ideas of the theory. The remainder of the paper will focus on a description of creative, coherent, and com- prehensive processes and outcomes of care that emerged from the use of a transforma- tive practice model based on nursing as car- ing (Boykin et al., 2004).

An Overview of the Theory of Nursing as Caring

The underlying structure of the nursing philosophical system or grand theory of nursing as caring is created by the assump- tions of the theory and their interrelation- ships (Boykin & Schoenhofer, 2001a). These assumptions, in summary, begin with the most fundamental idea, that all persons are caring by virtue of their humaruiess, that to be human is to be caring. A deep under-

standing of the practical meaning of that foundational assumption leads to additional assumptions that further structure the the- ory: that personhood is living grounded in caring; that caring is lived moment to mo- ment, in relationship with caring others; and that nursing as a discipline and profession of caring is oriented not towards diagnosing needs nor compensating for deficiencies but has, as its focus, nurturing persons living caring and growing in caring. The concept of nursing situation is a key one for the practical use of the theory. It is posited that all nursing takes place in nursing situa- tions—shared, lived experiences in which the caring between nurse and nursed en- hances personhood. Thus, all nursing is cre- ated in this special relation called caring between. The nurse enters intentionally into the world of the other in order to come to know the other as person living caring uniquely in the moment and expressing per- sonal dreams and aspirations for growing in caring. In this "coming to know," the nurse offers a direct invitation to the other to ex- press calls for nursing, calls for caring in re- lation to that which matters to the person. The nurse responds to calls with nurturing responses of caring created for the moment. Another key element of nursing as caring is the "dance of caring persons." This image was created to express the egalitarian nature of nursing, the idea that all who participate in or connect with the nursing situation have a contribution to make to the caring that is being created and expressed. The dance of caring persons illustrates fluid connectedness among persons intentionally engaged in a shared caring enterprise.

Transforming Practice The process of transforming practice

takes time, courage, and a commitment to live nursing. Transformation begins as nurses refocus their lenses for nursing prac- tice. Practice shifts from a normative per- spective, where it is directed by the medical diagnosis and treatment, to an understand- ing that the unique focus of nursing is nur-

ttiring persons living caring and growing in caring. This focus of nursing calls for an un- derstanding of relationships grounded in caring, relationships that value the impor- tance of person-as-person. The essence of nursing is embedded in the nursing situa- tion, the shared lived experience in which the nurse intentionally enters the world of the one nursed to come to know those nursed as caring person and to nurture and support their livhig and growing in caring. The nurse also allows self to be known as caring person, participating in the shared creation of a relationship of mutuality.

The concept of "living and growing in caring" takes on substantive meaning as nurses reflect on their own personal expres- sions of living caring day-to-day. This un- derstanding can be facilitated through the study of Mayeroff's (1971) caring ingredi- ents: knowing, patience, alternating rhythms, hope, courage, trust, and honesty. Coming to know self as caring enhances the nurse's ability to know and appreciate unique expressions of caring of those nursed.

The following nursing situation, shared by a nurse whose practice is grounded in the theory of nursing as caring, is offered to ad- vance practical understanding of the prac- tice model based on the transformative theory of nursing as caring:

I went to work as usual, my normal Wednesday morning. I got to work and we were not all that busy, so I was asked to float. I heard an overhead page of a Code Pink. I talked to the charge nurse and she told me an 18- month old was hit by a car and would be here in 15 minutes. The tension of the staff was palpable, as we all knew how especially tragic it is to have such a young patient with a traumatic injury. When the child arrived there was the typical flurry of activity. The child was an adorable blond hair, brown-eyed lit- tle girl. Her left side of her head was boggy and you could see where the tire marks went over her. She had a cdch, two intraosseus IVs, and was being

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Living Caring in Practice

resuscitated. I assessed the child with the other nurses and performed my re- sponsibilities to the best of my ability. We gave her numerous medications and placed a chest tube for a pneu- mothorax. You could feel the tensions rise with each failed effort to save this child. I mentioned to the pediatric in- tensivist that the parents should be with her. Several minutes later, the parents were invited to be with their child. When the parents walked in, my heart froze. I realized that I knew the parents of this little girl. I knew that I had to have courage knowing them personally and I needed to be strong, and have hope for this family. When the mother recognized me, she said "Oh, Anne, thank God you are here, please help save our baby!"

I went to the nfiother and hugged her. She and her husband were very sup- portive and patient as they watched us work over their daughter ever so dili- gently. I brought them close to their daughter. The parents, I'll call them Ellen and James, were both telling the child to fight and live, "You can do it!" they would say. After 30 minutes, the doctor told finally acknowledged, "Her heart is not beating, and she is not breathing on her own." The mother fell to her knees and cried. All I could do was to comfort her by being with her. The parents were allowed to hold baby Melissa as long as they wanted. I re- mained in the room with the family but I also allowed them space to grieve silently. I was there if they needed me.