SUMMARY

This chapter has introduced the vital nature of nursing theoretical knowledge from the

perspective of its history and significance. A focused history traced the progression

toward professional status based on the development of knowledge on which to base

nursing practice, verifying that nurses increase their professional power when using

systematic theoretical evidence for critical thinking and decision-making (McCrae,

2012). The significance of nursing theory is also verified as nurses use theory and

theory-based evidence to structure their practice and quality of care improves. Nurses

are able to sort patient data quickly, decide on appropriate nursing action, deliver care,

evaluate outcomes, and discuss the nature of their practice clearly with other health

professionals, which is vital for nurse participation in interdisciplinary care. Finally,

considering nursing practice in a theory context for education helps students develop

analytical skills and critical thinking ability as they clarify their values and assumptions.

Theory guides education, practice, research, and administration (Alligood, 2014; Chinn

& Kramer, 2018; Fawcett, 2016; Meleis, 2018).

The achievements of the profession over the past century were highly relevant to

nursing science development, but they did not come easily. History shows that many

nurses pioneered the cause of human health and challenged the status quo with creative

ideas for both the health of people and the development of nursing. Their achievements

ushered in this exciting time (Kalisch & Kalisch, 2003; Meleis, 2018; Roy, 2018; Tobbell,

2018).

Since the publication of the first edition of Nursing Theorists and Their Work (Marriner,

1986), the volume of theoretical works has expanded considerably. There are nurses

who made significant contributions during the preparadigm period of nursing

knowledge development (Hardy, 1973, 1978). However, references to those early works

in the literature became increasingly limited despite their important contributions.

Therefore, in the sixth edition of this text (2006), a chapter of 10 selected exemplars of

that early development were recognized for their significant nursing knowledge

contributions. Chapter 2 of this text presents those selected exemplars (Box 1.3) of early
works and their updates to further explore the history and significance of nursing

theory in the discipline of nursing. Those interested in learning more about these early

nursing pioneers or any theorist whose work is included in this text are referred to the

original publications of the theorists. Nursing theoretical works represent the most

comprehensive presentation of systematic nursing knowledge and are therefore vital to

the future of both the discipline and the profession of nursing.

BOX 1.3

Early Theorists of Historical Significance

Hildegard E. Peplau 1909–1999

Virginia Henderson 1897–1996

Faye Glenn Abdellah 1919–2017

Earnestine Wiedenbach 1900–1996

Lydia Hall 1906–1969

Joyce Travelbee 1926–1973

Kathryn E. Barnard 1938–2015

Evelyn Adam 1929–1999

Nancy Roper* 1918–2004

Winifred Logan* 1931–2010

Alison J. Tierney* 1948 to present

Ida Jean Orlando Pelletier 1926–2007

*Roper, Logan, and Tierney collaborated on The Rope–Logan–Tierney Model of Nursing.

POINTS FOR FURTHER STUDY

• Donaldson, S. K., & Crowley, D. M. (1978). The discipline of nursing.

Nursing Outlook, 26(2), 1113–1120.

• Fawcett, J. (1984). The metaparadigm of nursing: Current status and

future refinements. Image: The Journal of Nursing Scholarship, 16, 84–87.

• Nursing Theory & Research Page at Hahn School of Nursing, University of

San Diego. Retrieved from

http://www.sandiego.edu/nursing/research/nursing-theoryresearch.
php.

REFERENCES

Alligood, M.R. (2010). Nursing theory: Utilization & application (4th ed.). Mosby-

Elsevier: St. Louis.

Alligood, M.R. (2011). The power of theoretical knowledge. Nursing Science

Quarterly, 24(4), 304–305.

Alligood, M.R. (2011). Theory-based practice in a major medical centre. The Journal

of Nursing Management, 19, 981–988.

Alligood, M.R. (2014). Nursing theory: Utilization & application (5th ed.). Mosby-

Elsevier: St. Louis.

Alligood, M.R. (2018). Nursing theorists and their work (9th ed.). Elsevier: St. Louis.

Alligood, M.R., & Tomey, A.M. (Eds.). (1997). Nursing theory: Utilization &

application. Mosby: St. Louis.

Alligood, M.R., & Tomey, A.M. (Eds.). (2002). Nursing theory: Utilization &

application (2nd ed.). Mosby: St. Louis.

Alligood, M.R., & Tomey, A.M. (Eds.). (2006). Nursing theory: Utilization &

application (3rd ed.). Mosby: St. Louis.

Batey, M.V. (1977). Conceptualization: Knowledge and logic guiding empirical

research. Nursing Research, 26(5), 324–329.

Bixler, G.K., & Bixler, R.W. (1959). The professional status of nursing. American

Journal of Nursing, 59(8), 1142–1146.

Carper, B.A. (1978). Fundamental patterns of knowing in nursing. Advances in

Nursing Science, 1(1), 13–23.

Chinn, P.L., & Kramer, M.K. (2018). Knowledge development in nursing theory and

process (10th ed.). Elsevier-Mosby: St. Louis.

Cross, K.P. (1981). Adults as learners. Jossey-Bass: Washington, DC.

Ervin, S. (2015). History of nursing education in the United States. In S.B. Keating

(Ed.), Curriculum development & evaluation (3rd ed). Springer: New York, pp. 5–

32.
Fawcett, J. (1978). The relationship between theory and research: A double helix.

Advances in Nursing Science, 1(1), 49–62.

Fawcett, J. (1993). Analysis and evaluation of nursing theories. F. A. Davis:

Philadelphia.

Fawcett, J. (2005). Contemporary nursing knowledge: Conceptual models of nursing and

nursing theories. F. A. Davis: Philadelphia.

Fawcett, J. (2016). Applying conceptual models of nursing: Quality improvement,

research and practice. Springer: New York.

Fitzpatrick, M.L. (1983). Prologue to professionalism. Robert J. Brady: Bowie, MD.

Fitzpatrick, J., & Whall, A. (1983). Conceptual models of nursing. Robert J. Brady:

Bowie, MD.

Grace, P., & Willis, D., & Roy, C., & Jones, D. (2016). Profession at the crossroads:

A dialog concerning the preparation of nursing scholars and leaders. Nursing

Outlook, 64(1), 61–70.

Hardy, M.E. (1973). Theories: components, development, evaluation. Nursing

Research, 23(2), 100–107.

Hardy, M.E. (1978). Perspectives on nursing theory. Advances in Nursing Science, 1,

37–48.

Im, E.O., & Chang, S.J. (2012). Current trends in nursing theories. Journal of

Nursing Scholarship, 44(2), 156–164.

Johnson, D. (1959). The nature of a science of nursing. Nursing Outlook, 7, 291–294.

Johnson, D. (1968). One conceptual model for nursing. Unpublished paper presented

at Vanderbilt