2. Dr. Rozanno C. Locsin
(Born in 1954, currently 66 y/o)
He is a registered nurse, a native of Dumaguete City, Philippines.
He resides and practices his nursing profession at the Tokushima
University in Japan as a Professor of Nursing.
He joined Florida Atlantic University, Christine E. Lynn College of
Nursing in 1991 where he is a tenured Professor of Nursing.
BSN: Silliman University (1976) - Dumaguete City, Philippines
M.A.: Nursing Silliman University (1978) - Dumaguete City, Philippines
PhD: University of the Philippines (1988) - Manila, Philippines
Fellowship: American Academy of Nursing (FAAN)
Fellowship: Philippine-American Academy Science & Engineering
EDUCATION:
3. CONTRIBUTIONS AND RECOGNITIONS
Dr. Locsin's research and scholarly works concerning technology and caring in nursing converge on
the theme "life transitions in human health." Four books attest to this thematic focus.
In 2001, he edited the book Advancing Technology, Caring, and Nursing published by Auburn
House, Connecticut, USA; In 2005, his middle range theory Technological Competency as Caring
in Nursing was published by Sigma Theta Tau International Press; in 2007 a co-edited book
Technology and Nursing: Practice, Concepts, and Issues was released by Palgrave-Macmillan Co.,
London, UK, and with Dr. Marguerite Purnell as co-editor, the book entitled, A Contemporary
Nursing Process: The (Un)Bearable Weight of Knowing in Nursing was released in April 2009 by
Springer Publishing Co.
He was the first recipient of the Lillian O. Slemp Endowed Chair in Nursing at the University of
Texas-Pan American in Edinburg, Texas in 2007. In August 2009, he was the first recipient of the
John F. Wymer, Jr. Distinguished Professor in Nursing at Florida Atlantic University. In 2006, Dr.
Locsin was inducted as Fellow of the American Academy of Nursing (FAAN).
4. Dr. Locsin's scholarly and creative works focus on using
the arts as healing modalities, and the arts as aesthetic
expressions in studying nursing. His passion for the arts in
nursing earned him the Edith Moore Copeland Excellence
in Creativity Award from Sigma Theta Tau International
Honor Society of Nursing in 2003.
Currently, as Fulbright Senior Specialist in Global and
Public Health, he continues to lead collaborative
research studies advancing the development of models of
nursing practice in Uganda, Thailand, and the Philippines.
He maintains Visiting and Honorary professorial
appointments in nursing in the Philippines, Uganda, and
Thailand
5. His international commitments are illustrated in continuing global
initiatives. Through the Fulbright Scholar Award, he developed the
first Masters program in Nursing in Uganda while researching the
phenomenon "waiting-to-know" and the lived experiences of persons
exposed to patients who died of Ebola Hemorrhagic Fever. With
Mbarara University and the Fulbright Alumni Initiative Award, he
established the first Community-based University Nursing Education
Program.
Other awards attesting excellence in his work include the
Outstanding Sillimanian Award and the Outstanding Paulinian Award
in the field of Nursing Education from renowned Philippine schools.
The Julita V. Sotejo Medallion of Honor was awarded by the
University of the Philippines College of Nursing Alumni Association
International in Los Angeles, California.
6. Technological Competence as Caring in
Nursing Theory
Locsin’s theory is a middle range theory grounded in Nursing as Caring (Boykin & Schoenhofer,
2001). It is illustrated in the practice of nursing grounded in the harmonious coexistence
between technology and caring in nursing.
Technological competency in nursing fosters the recognition and realization of persons as
participants in their care rather than as objects of care.
7. The idea of "participation in their care" stems from
active engagement; the nurse enters the world of the
client, through available appropriate technologies,
attempting to know the recipient of care more fully in
the moment.
In this practice, the assumption is understood that the
client allows the nurse to enter his or her world so that
together, they may mutually support, affirm and
celebrate each other's being.
In this relationship of the "knower" and the "known",
technology provides the efficiency and the value that
marks their mutual and momentary reality.
Technological Competence as Caring in
Nursing Theory
8. ASSUMPTIONS
• Persons are caring by virtue of their humanness.
• Persons are whole or complete in the moment.
• Knowing persons is a process of nursing that
allows for continuous appreciation of persons
moment to moment.
• Technology is used to know wholeness of persons
moment to moment.
• Nursing is a discipline and a professional
practice.
9. KEY POINTS
1. “The nurse can know the person fully only in the moment”
2. “It is not entirely possible for the nurse to fully know
another human being, except in the moment and only if
the person allows the nurse to know him/her by entering
into the other's world”
3. “The expectation is that the nurse is to use multiple ways
of knowing competently in using technologies in order to
know the other fully as a person”
10. Knowing the other person
1. Technological competence: assists the nurse in acknowledging the person as a focus of
nursing; using technology competently to compliment or assist the nurse in knowing the
patient in the moment.
2. Caring in nursing: authentically knowing the person in the moment, to the extent to which
they wish to be known.
3. Human beings as persons: knowing the patient in the moment as whole and complete
persons, despite their condition.
Examples: Amputees, hysterectomy, etc.
these people are still whole or complete
as human beings, even if using
technology to live ex. pacemaker, dialysis
machine, prosthetic limbs
11.
12. Risks with technology in nursing
1. Doctor Google - patients diagnosing or
misdiagnosing themselves based on
information from the Internet.
2. Confidentiality - the widespread
availability of private information.
Example: Staff/patients posting on social media,
systems hacking, laptops stolen EMR - Permanent,
nationally accessible health record. Does
physiotherapist need to know about STI you had in
2009.
13. Technological competence key points summarized
1. Technological competency is seeing people as participants in
their care.
2. The Idea of participation in their care stems from an active
engagement; the nurse enters the patient's world through
technology in an attempt to know the patient fully in the
moment.
3. Assumption: The patient consents to the nurse entering his
world so that together, they may mutually support, affirm
and celebrate each other's being.
4. Technology provides efficiency and value that marks mutual
and momentary reality between the knower and the known
14. METAPARADIGM CONCEPTS
A “whole” person, complete in the moment and continually
growing, changing in response to unique personal conditions, and
experiences.
He considers persons as having unity of mind, body and spirit, as
more than the sum of their parts and therefore “irreducible”.
One of the potential risks of the use of technology in nursing is
that by its very nature technology requires a deconstructionist or
reductionist perspective of human beings as mere parts or
objects.
In the context of the technological demands of modern nursing, it
is easy for nurses to fall into the practice of objectification of
persons and of considering nursing as merely the completion of
tasks.
15. METAPARADIGM CONCEPTS
Central to Locsin’s definition of nursing are the concepts of caring and
intentionality. Compassion, confidence, commitment and conscience
are all essential components of caring in nursing. The function of the
nurse is to be with patients in their pursuit of their health goals and
desires through caring and intentional relationships.
In the era of modern technology, nursing care is by its very nature a
technological process. From monitors and supportive care machines,
to implantable biotechnology, every aspect of modern healthcare (and
modern life) is permeated with technology.
Nurses act as the “interface” between technology and patients,
through a patient-centered care and holistic approach, both using
technology to know patients more wholly and to help patients more
fully understand the role of technology in their care.
16. METAPARADIGM CONCEPTS
Health, according to Locsin (2005), is the “enhancing of
personhood,” allowing each person to develop and progress
moment to moment.
It is important to avoid considering persons as existing with a
“box of predicted conditions” needing to be fixed; rather, each
person is unique and individual, and the definition of health
varies from person to person depending on their hopes and
desires.
Locsin goes on to explain that health is pursued by the patient,
with the nurse being present in the process through a “call-to-
nursing” from the patient.
17. METAPARADIGM CONCEPTS
The scope of environmental consideration in Locsin’s theory is quite
narrow, specifically focusing on the technological environment.
Technology has become an inseparable part of our lives, a “grafted-
in aspect of our bodies”
Technology is everywhere in everything we do. This is particularly
true in healthcare, where technological advances continue not just
day-to-day but moment-to-moment.
In choosing nursing, one is choosing to practice in “a
technologically-mediated profession” in which a large portion of
nursing activities happen not only with technology, but through it.
Technology, as a dominating influence in healthcare, is an
immutable part of all we do as nurses.
18. Relationship of Phenomena
An integral part of Locsin’s theory is the relationship between the various metaparadigms and
phenomena in nursing. It is not the isolated existence of any one concept but the relationship
between them that is truly the substance of any theory. These relationships include that of any
individual being with their environment and their health; between health and nursing; between
nursing and the environment; and between human beings and nursing.
Technology is woven into every aspect of these relationships, and as nurses we function in the
midst of all of these relationships. Nurses must be able to function fluently in the technological
environment in order to provide care in relationship with their patients.
They must be authentically and intentionally present in patients’ processes of pursuing health
and wholeness, and aid patients in understanding the influence of technology in their care.
Nurses must ensure that technology in no way serves to objectify human beings, but rather is a
tool for knowing persons in their completeness.
