Science

Unitary o f
Human
Beings

Ma r t h a R o g e r s
C a s e # : N - 2 0 7
Se r i e s o f 2 0 0 9
 o f U n i t a r y
Science
Hum a n B e i n g s

Is it acceptable?
u r s i n g
I n n
a c
E t
di c e ?
p r u cation?

Res e a rc h
 r s i n g
In n u
t i c e ?
pr a c
The Rogerian model is an abstract system
of ideas from which to approach the
practice of nursing. Roger’s model,
stressing the totality of experience and
existence, is relevant in today’s
healthcare system where continuum of care
is more important than episodic illness
and hospitalization. The model provides
the abstract philosophical framework from
which to view the unitary human-
environmental field phenomenon. Within
the Rogerian framework, nursing is based
on theoretical knowledge that guides
nursing practice. The professional
practice of nursing is creative and
imaginative and exists to serve people.
It is rooted in intellectual judgment,
abstract knowledge, and human compassion.
 Historically, nursing has equated practice
with the practical and theory with the
impractical. More appropriately, theory and
practice are two related components in a
unified nursing practice. Alligood articulates
how theory and practice direct and guide each
other as they expand and increase nursing
knowledge. Nursing knowledge provides the
framework for the emergent artistic application
of nursing care.

Within Roger’s model, the critical thinking

process directing practice can be divided into
three components: (1) pattern appraisal, (2)
mutual patterning, and (3) evaluation. Cowling
introduced a template for pattern-based nursing
practice. The template emerged from Rogerian
science and is widely accepted by nurses
functioning within the Rogerian model.
Bultemeier, who expanded on the ideas of
Cowling and articulated Rogerian nursing from a
theoretical and practice stance from the
unitary perspective.
Cowling states that pattern appraisal is meant to avoid, if not
transcend, reductionistic categories of physical, mental,
spiritual, emotional, cultural, and social assessment frameworks.
Through observation and participation, the nurse focuses on human
expressions of reflection, experience, and perception to form a
profile of the patient. Mutual exploration of emergent patterns
allows identification of unitary themes predominant in
pandimensional human-environmental field process. Mutual
understanding implies knowing participation, but does not lead to
the nurse prescribing change or predicting outcomes.

As Cowling explains, “A critical

feature of the unitary pattern
appreciation process, and also of
healing through appreciating
wholeness, is a willingness on the
part of the scientist/practitioner
to let go of expectations about
change.” Evaluation centers on the
perceptions emerging during mutual
patterning.
Noninvasive patterning modalities used within Rogerian practice
include, but are limited to, therapeutic touch, guided imagery,
meditation, self-reflection, guided reminiscence, journal keeping,
humor, hypnosis, sleep hygiene, dietary manipulation, and physical
exercise. Barrett notes that the integral to these modalities are
“meaningful dialogue, centering, and pandimensional authenticity
(genuineness, trustworthiness, acceptance, and knowledgeable
caring).” Nurses participate in the lived experience of health in a
multitude of roles, including “facilitators and educators, advocates,
assessors, planners, coordinators, and collaborators” by accepting
diversity, recognizing patterns, viewing change as positive, and
accepting the connectedness of life. These roles may require the
nurse to “let go of traditional ideas of time, space, and outcome.”
The Rogerian model provides a challenging and innovative framework
from which to plan and implement nursing practice, which Barrett
defines as the continuous process (of voluntary mutual patterning)
whereby the nurse assists clients to freely choose with awareness
ways to participate in their well-being.
 Education?
Rogers clearly articulated guidelines for the education of nurses
within the Science of Unitary Human Beings. Rogers discusses
structuring the nursing education programs to teach nursing as a
science and as a learned profession. Barrett calls Rogers a
“consistent voice crying out against antieducationalism and
dependency.” Rogers’ model clearly articulates values and beliefs
about human beings, health, nursing, and the educational process.
As such, it has been used to guide curriculum development in all
levels of nursing education. Rogers stated that nurses must commit
to life-long learning and noted that “the nature of the practice of
nursing (the use of knowledge for human betterment) is rooted in
what one knows and in the imagination, creativity, compassion, and
skill one uses.”
 
Rogers advocated separate licensure for nurses prepared with an
associate degree and those with a baccalaureate degree,
recognizing that there is a difference between the technically
oriented and professional nurse. In her view, the professional nurse
needs to be well rounded and educated in the humanities, sciences,
and nursing. Such a program would include a basic education in
language, mathematics, logic, philosophy, psychology, sociology,
music, art, biology, microbiology, physics, and chemistry; elective
courses could include economics, ethics, political science,
anthropology, and computer science.
 In regard to the research component, Rogers stated
that undergraduate students need to be able to
identify problems, to have tools of investigation and
to do studies that will allow them to use knowledge
for the improvement of practice, and they should
be able to read the literature intelligently. People
with master’s degrees ought to be able to do
applied research…The theoretical research, the
fundamental basic research is going to come out of
doctoral programs of stature that focus on nursing
as a learned field of endeavor.

Barrett notes that with increasing use of technology and severity of

illness of hospitalized patients, students may be limited to observational
experiences in these institutions. Therefore the acquisition of
manipulative technical skills must be accomplished in practice
laboratories and alternative sites, such as clinics and home health-
promotion programs, managed-care programs, homeless shelters, and
senior centers.
 a rc h
Re s e
?
Rogers’ conceptual model provides a stimulus and direction for research and theory
development in nursing science. Fawcett, who insists that the level of abstraction
affects direct applicability, endorses the designation of the Science of Unitary Human
Beings as a conceptual model rather than a grand theory. She states clearly that the
purpose of the work determines its category. If, as in the case of the Science of
Unitary Human Beings, the purpose of the work is to “articulate a body of distinctive
knowledge,” the work is a conceptual model.
 
Emerging from Rogers’ model are theories
that explain human phenomena and direct
nursing practice. The Rogerian model, with
its implicit assumptions, provides broad
principles that conceptually direct theory
development. The conceptual model provides a
stimulus and direction for scientific
activity. Relationships among identified
phenomena generate both grand theories
(further development of one aspect of the
model) and middle-range theories
(description, explanation, or prediction of
concrete aspects).
Two prominent grand nursing theories grounded in Rogers’ model are Newman’s Health
as Expanding Consciousness and Parse’s Human Becoming. Numerous middle-range theories
have emerged out of Rogers’ three homeodynamic principles: (1) helicy, (2) resonancy,
and (3) integrality. Exemplars of middle-range theories derived from the principles of
Rogers’ model include Power-As-Knowing-Participation-in-Change (helicy), the Theory
of Perceived Dissonance (resonancy), and the Theory of Interactive Rhythms
(integrality).
Rogers maintains that research in nursing must examine unitary human
beings as integral with their environment. Therefore the intent of
nursing research is to examine and understand a phenomenon and, from
this understanding, design patterning clearer understanding of lived
experiences, the person’s perception and sentient awareness of what
is occurring are imperative. The variety of events as associated
with human phenomena provides the experiential data for research
that is directed toward capturing the dynamic, ever-changing life
experiences of human beings. Selecting the correct methodology for
examining the person and the environment as health-related phenomena
is the challenge of the Rogerian researcher. Both quantitative and
qualitative approaches have been used in the Science of Unitary
Human Beings research although not all researchers agree that
ontological and epistemological congruence between the model and
approach must be considered and reflected by the research question.
Quantitative experimental and quasiexperimental designs are not
appropriate as their purpose is to reveal causal relationships.
Descriptive, explanatory, correlational designs are more appropriate
as they recognize “the unitary nature of the phenomenon of
interest” and may “propose evidence of patterned mutual change
among variables,”
Specific research methodologies emerging from midrange theories based on
the Rogerian model capture the human-environment phenomena. As a means of
capturing the unitary human being, Cowling describes the process of
pattern appreciation using the combined research and practice case study
method. Case study attends top the whole person (irreducibility), aims at
comprehending the essence (pattern), and respects the inherent
interconnectedness of phenomena. A pattern profile is composed through a
synopsis and synthesis of the data. Other innovative methods of recording
and the measurement of the effect of dialogue combined with noninvasive
modalities.
 
Rogerian instrument development is extensive and ever evolving. A wide
range of instruments for measuring human-environment field phenomena has
emerged. The continual emergence of midrange theories, methodologies, and
instruments demonstrate recognition of the importance of
Rogerian science to nursing.

Reference:
Nursing Theorists and Their Work
5th Edition
By Ann Marriner Tomey& Martha Raile
Alligood