Nursing theory is essential to the profession on many levels. Theories help define the discipline, play a significant role in research, and facilitate concept development, leading to the discovery of more facets of nursing for research (Im & Chung, 2012). Generating theory consolidates the nursing profession and ensures new roles are based on critically appraised science (Power, 2016). Nursing roles are expanding, often encompassing care previously provided by doctors. Nursing theory ensures a close linkage to research, making implementation at the practice level more practical and providing the evidence base needed for further theoretical development (Warelow, 2013). Theory is crucial in advancing the nursing profession and maintaining its distinct contribution to healthcare (Wilson et al., 2015). In today’s multidisciplinary healthcare environment, nursing continues to define and expand its professional boundaries and body of knowledge (Warelow, 2013).
Studying nursing theory aids in the application of theory to everyday practice and patient/client interactions. Graduate students reflect on their practice experiences and how applying theory has aided in patient care or how the lack of theoretical knowledge hindered the person-nurse relationship. According to Hatlevik (2011), teaching nursing students reflective skills directly influences the coherence of theoretical knowledge with practice.
Swanson’s Theory of Caring
Kristen Swanson first introduced the Theory of Caring with the Five Caring Processes in 1991, later expanding and reorganizing them in 1993 and 1998 (Wands, 2011; Amendolair, 2012). The five caring processes are maintaining belief, knowing, being with, doing for, and enabling.
- Maintaining Belief: This process involves a fundamental belief in persons and their capacity to overcome events and transitions, facing the future with meaning (Wands, 2011). Nurses help patients find belief in themselves by offering hope.
- Knowing: Knowing anchors nursing to the lived realities of those served, involving learning and understanding how events affect the person (Wands, 2011; Amendolair, 2012).
- Being With: This process involves giving time and presence to the patient, conveying that they matter (Wands, 2011).
- Doing For: This process includes preserving life and dignity through caring actions, anticipating and addressing needs that the patient would do if able (Amendolair, 2012).
- Enabling: Enabling involves facilitating the patient’s capacity to grow, heal, and practice self-care by providing the necessary tools and empowerment (Wands, 2011).