Summary

Rosemarie Rizzo Parse succeeded in creating mentoring, teaching-learning, leading-

following, family, and community models that are used by nurses and other healthcare providers
all over the world today. She was the recipient of the New York Times Nurse Educator of the
year award in 2008. Along with these achievements, she published 150 articles and editorials,
along with 9 books, all related to nursing. According to the International Consortium of Parse
Scholars, Dr. Parse has, "shared her knowledge through workshops and presentations in more
than 30 countries on 5 continents" (n.d.).
Parses Humanbecoming Theory directs the profession of nursing to concentrate on the
quality of life as it is described and lived by the individual. This particular theory of nursing
presents an alternative from the usual medical model to one that is geared more towards the
study of human experiences and activities. Parses model examines ones quality of life by the
individuals personal perspective to guide the nursing practice.
Nurses can implement Parse's theory into their day-to-day practice by maintaining a
presence with the patient, facilitating dialogue, and showing respect. Nurses should strive to
empower their patients during the decision making process by helping patients organize and
prioritize their beliefs and goals. Nurses should remain non-judgmental, and not attempt to
influence or manipulate a patient's emotions or decisions in any way.

Education and Nursing Specialty of Theorist
Rosemarie Rizzo Parse received her Bachelor of Science in
nursing from Duquesne University, Pittsburg, and then continued
to earn her masters degree in nursing and Ph.D. from the same
school. After, she became a member of the faculty of the
University of Pittsburgh as the dean of the nursing school. She was
also a professor and coordinator of the Center for Nursing
Research at Hunter College, City University of New York. In
1981, her theory, Man-Living-Health was published (later the title
would be changed to Human Becoming in 1992). Along with these
positions, she has been a visiting professor at the University of
Cincinnati, Ohio; University of South Carolina, Columbia; Wright
State University, Dayton, Ohio; University of Western Sydney,
Australia; and Florida Atlantic University, Boca Raton (where she
was the first Christine E. Lynn Eminent Scholar in Nursing). In 2001, Dr. Parse was recognized
by the Unitary Research Section of the Midwest Nursing Research Society for her contributions
to the nursing discipline. She has been awarded two Lifetime Achievement Awards: Midwest
Nursing Research Society & Asian American Pacific Islander Nurses Association. She currently
holds the Marcella Niehoff Chair at Loyola University located in Chicago. She is also a member
of the American Academy of Nursing. Her focus is on the nursing perspective of quality of life
and human dignity from communities, families, and patients prospective (George, 2011). She
also founded the Institute of Humanbecoming.
Parses goal was to set out to create a theory grounded in the human sciences that would
enhance nursing knowledge (Fawcett, 2001). Her reason for focusing on this idea was that her
concern for the mission was related to early gnawing musings about whose desires were being
served by the medical model practice of nursing and the keen and growing awareness in [her]
that humans were mysteries emerging in living personal value priorities, not machines to be
fixed (Fawcett, 2001). She stated that once she was aware of these thoughts, she concentrated
on moving on to other nursing possibilities, which is why her theory has been evolving
throughout her lifetime (Fawcett, 2001).

Nursing Theory, Concepts, and Propositions
Parses theory of humanbecoming is grounded in human science and is modeled after the
principles of unitary human beings as proposed by Martha Rogers. The purpose of the theory is
to direct the nursing practice from a medical model to one routed in human science.
Humanbecoming is guided by the idea of focusing on life as it is lived and described. The way
an individual perceives the world is that persons particular reality. The theory was originally
named man-living-health (1981) and changed by Parse to humanbecoming (1992) to correspond
with the evolution of thought correlated to the theory. There are three major concepts that the
theory is based upon: meaning, transcendence, rhythmicity (Masters, 2012).
Under the concept of Meaning, human becoming is liberatingly selected personal
meaning in situations in the intersubjective process of living ones valued priorities. Man's
authenticity is given meaning through lived experiences. This principle denotes that people
coparticipate in engendering what is authentic for them through self-expression in living their
values in a chosen way. People create their individual reality with others, by relating their world
in, the ways they speak, remain silent, and in the ways they move or stay still (Masters,
2012, pp. 267). With this in mind, one will be unable to fully understand the meaning of another
persons reality, unless the meaning is expressed or shared verbally.
The second concept, Rhythmicity, describes the idea of an accented, patterning of human
interaction. It denotes that in living from each moment to another, one will display or not
display self as opportunities and constraints emerge in existing with and separately from others.
According to Parse, Cocreating rhythmical patterns of relating is living the paradoxical unity of
revealing-concealing and enabling-limiting while connecting-separating (Parse, 1998, pp. 42).
Through these patterns people reveal their individual values and meanings. However, one can
alter their patterns through the integration of new thoughts and urgencies (Masters, 2012).
The final concept, Transcendence, denotes that moving beyond the present moment, is a
way of forging a distinct path for oneself in the midst of ambiguity and perpetual change. Within
humanbecoming, Parse states that, Cotranscending with the possibles is powering unique ways
of originating in the process of transforming (Parse, 1998, pp. 46). Transcendence can be
achieved through the concepts of transforming, utilization of unfamiliar ideas into ones life,
originating, one creating their own becoming, and powering, the struggling forces that propel one
through life. This particular idea means that people are continuously choosing from countless
opportunities (Masters, 2012).
Along with these main concepts, Parse developed three assumptions based upon original
ideas about humans and becoming by theorist Martha Rogers. The novel ideas developed by
Rogers in regards to human and becoming are based on the beliefs that humans can coexist while
establishing individual patterns, that all humans can freely make choses and be held responsible
for their decisions, and that humans are constantly creating patterns of relating and transcending.
Furthermore, the idea of becoming involves rhythmic patterns with the universe that relate ones
values and priorities (Masters, 2012).



From these emerging beliefs, Parse compiled her own three assumptions about
humanbecoming. According to Parse, Humanbecoming is freely choosing personal meaning
with situation, intersubjectively living value priorities. Humanbecoming is configuring
rhythmical patterns of relating with the humanuniverse. Humanbecoming is cotranscending
illimitably with emerging possibles (as cited in Masters, 2012).
The propositions of the humanbecoming theory, while relational, have no direction or
cause. The first proposition, focuses on the multidimensional structuring of meaning in
correlating unusual rhythmical patterns while going beyond the possibilities. Another
proposition in humanbecoming, identifies how reality of ones daily life, can be created through
ones visualization and values. The final three propositions focus on the ideas of powering,
originating, and transforming found within the concept of transcendence. Powering is
established with revealing-concealing of imaging, originating emerges from enabling-limiting,
and finally, transforming develops with the idea of connecting-separating (Masters, 2012).



Application of Meta-Paradigms in the Nursing Theory
Because Humanbecoming theory is so complex and abstract in its concepts, in order for
nurses to implement its tenets into practice, they must
focus on interpersonal relationships between themselves,
patients, and patients' families. This theory does not
address more concrete aspects of practice such as
treatments or routines. By focusing on the three
metaparadigms Rosemarie Parse included in her theory,
nurses can give their patients greater respect, autonomy,
and empowerment.
Beginning with the paradigm of Meaning, nurses must
understand that each patient will interpret words and
nonverbal cues differently than the nurse or another
patient would. This is because each person has their own unique background; situations of
illness, injuries, or life-changing conditions such as pregnancy will be interpreted differently for
each patient. Because of this, a nurse must not assume that they can predict how a patient will
interpret their situation. Instead they should ask the patient directly how they feel about their
situation, what their values and beliefs are, and how they feel these values influence their
situation. At the same time a nurse recognizes these differences in perception, the nurse must
also respect whatever meanings the patient expresses, and not try to change or correct that
person's feelings.
For the next paradigm of Rhythmicity, is probably the most difficult for nurses to
practice. Because in order to implement this part of the theory, they must embrace the opposing
forces a patient experiences on a daily basis. This includes realizing that patients will not reveal
every facet of their personality in any one situation, but will only provide a glimpse of some
parts that are relevant to the time, place, and person they are interacting with. Likewise, nurses
should be aware that the more their patient trusts them and feels comfortable in their presence,
the more that patient will be willing to reveal about themselves. Also, a patient may be more or
less willing to disclose personal information if other people, such as friends or family are in the
room with them.
This paradigm also addresses the fact that each situation presents a unique set of
prospects, challenges, or limits to the person that they may not have experienced before. It is up
to the nurse to help the patient contemplate these new conditions through discussion. For
example, the nurse can ask the patient questions such as, what is most important to you?, in order
to help the patient discover their values (as cited in Masters, 2012, pp. 273). This way, the nurse
supports the patient throughout their experience without exerting their own influence over the
patient's decisions.
The final paradigm of Transcendence primarily just expands upon the tenets covered in
the enabling-limiting portion of Rhythmicity. In order to put this portion into practice, a nurse
should always keep in mind that their behavior and words will affect the patient in either
negative or positive ways. By remaining cognizant of this truth, a nurse can insure that they
assist a patient in clarifying their hopes, dreams, and desires. Once a patient is enabled to
organize all their thoughts and feelings regarding a situation, they can set priorities and make
decisions. It is the nurse's goal to empower throughout this process without manipulating what
direction a patient will take, and respecting whatever path that patient does indeed choose.

Theorys implication to nursing practice, education, and research
Implication to nursing practice:

The nursing theory created by Rosmarie Parse is known as the Human Becoming school
of thought. Because under this theory human beings are strongly connected to the universe, there
are implications on the way nursing will be practiced (George, 2011, pp. 480-482). People
coparticipate in creating what is real for them and through self-expression in living their values
in a chosen way, (Cody & Bournes, 2010). This means the way in which humans experience
their life has an impact on how they also experience health. This theory has placed an emphasis
on humans finding meaning and peace within themselves in relation to their life and specifically
their health (George, 2011, pp. 481).
I mplication to education:
The human becoming theory emphasizes a wellness aspect of life. It says that health is
not merely the opposite of disease, but a way of life inclusive of ones values. This impacts the
way that nurses would educate. It would correlate greatly with community education, not solely
educating the prevention of disease, but also having the goal of optimal health. However, Parse
does indicate that the human becoming model is applicable to acute nurse/patient settings as well
(George, 2011, pp. 479-503).
I mplication to research:
Parses theory on human becoming can be used in research to analyze the human
experience. In this link, is a study that uses Parses school of thought to delve into how humans
experience feeling overwhelmed. Unique to this theory, which is a synthesis of previous
theorists (Rogers, Heidegger, Sartre, Merleau-Ponty) work, is its application to the experience
of humans in health. Instead of focusing on biological health, it looks at the art of human
experience (George, 2011, pp. 479-503).




References
Cody, W. K., & Bournes, D.A. (May, 2010). Humanbecoming: Parse's humanbecoming school
of thought. The International Consortium of Parse Scholars. Retrieved from
http://www.humanbecoming.org/human-becoming.php
Fawcett, J. (2001). The nurse theorists: 21st century updates-rosemarie rizzo parse. Nursing
science quarterly. 14.2, 126-131. Sage. doi: 10.1177/08943180122108319
George, J. B. (2011). Nursing theories: The base for professional nursing practice (6
th
ed.).
Upper Saddle River, NJ: Pearson Education.
International Consortium of Parse Scholars. (n.d.) Rosemarie rizzo parse. International
Consortium of Parse Scholars. Retrieved from
http://www.humanbecoming.org/rosemarie-rizzo-parse.php
Masters, K. (2012). Nursing theories: A framework for professional practice. Sudbury, MA:
Jones & Bartlett Learning.
Parse, R. R. (1998). The human becoming school of thought: A perspective for nurses and other
health professionals. Thousand Oaks, CA: Sage.