Afaf Ibrahim Meleis developed her Transition Theory over 50 years through extensive research on transitions in various contexts. She identified key concepts of the theory including types of transitions, patterns of transition, properties of transition, transition conditions, and patterns of response. Meleis' theory provides a framework for understanding the complexity of transitions and the role of nurses in facilitating healthy transitions. It has been applied in diverse areas such as immigration, aging, illness, and organizational change. The theory emphasizes the influence of individual and environmental factors on transition and identifies indicators of effective transition processes and outcomes.
Meleis's Theory of Transitions and Nursing Home Entryfchiang
Increasing numbers of older adults are entering nursing homes and skilled nursing facilities. Meleis's Theory of Transitions informs nurses how to better understand and develop interventions for the transition process.
Madeleine Leininger’s Culture Care: Diversity and Universality TheoryBankye
“A substantive area of study and practice focused on comparative cultural care (caring) values, beliefs, and practices of individuals or groups of similar or different cultures with the goal of providing culture-specific and universal nursing care practices in promoting health or well-being or to help people to face unfavorable human conditions, illness, or death in culturally meaningful ways.”(P.58)
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How to get a $25,000 FREE cash grant http://bit.ly/35YY2X1
The state of having addressed basic needs for ease, relief, and transcendence met in 4 contexts of experience (physical, psychospiritual, sociocultural, and environmental)
Comfort involves identifying the comprehensive needs of patients, families, and nurses and addressing those needs.
Ergonomics- comfort at the workplace, promotes optimum function or productivity (Kolcaba &Kolcaba, 1991)
NANDA- comfort in terms of pain management
Confortare Latin- to strengthen gently
Meleis's Theory of Transitions and Nursing Home Entryfchiang
Increasing numbers of older adults are entering nursing homes and skilled nursing facilities. Meleis's Theory of Transitions informs nurses how to better understand and develop interventions for the transition process.
Madeleine Leininger’s Culture Care: Diversity and Universality TheoryBankye
“A substantive area of study and practice focused on comparative cultural care (caring) values, beliefs, and practices of individuals or groups of similar or different cultures with the goal of providing culture-specific and universal nursing care practices in promoting health or well-being or to help people to face unfavorable human conditions, illness, or death in culturally meaningful ways.”(P.58)
Grant, Pay for college, government grant
How to get a $25,000 FREE cash grant http://bit.ly/35YY2X1
The state of having addressed basic needs for ease, relief, and transcendence met in 4 contexts of experience (physical, psychospiritual, sociocultural, and environmental)
Comfort involves identifying the comprehensive needs of patients, families, and nurses and addressing those needs.
Ergonomics- comfort at the workplace, promotes optimum function or productivity (Kolcaba &Kolcaba, 1991)
NANDA- comfort in terms of pain management
Confortare Latin- to strengthen gently
Human becoming Hermeneutic Method and Parse Method
Published multiple qualitative research studies about lived experiences of health and quality of life (such as hope, laughing, joy-sorrow, feeling respected, contentment, feeling very tired and quality of life with Alzheimers disease)
In her model of nursing, she explains that nursing is the practice of identification of a patient’s need for help through the observation of presenting behaviors and symptoms, exploration of the meaning of those symptoms with the patient, determining the cause of discomfort, and determining the patient’s ability to resolve the discomfort or if the patient has a need for help from the nurse or other health care professionals. The goal of nursing consists primarily of identifying a patient’s need for help.
The need for help is defined as “any measure desired by the patient that has the potential to restore or extend the ability to cope with various life situations that affect health and wellness.” Need-for-help must be based on the individual patient’s perception of his or her own situation.
Wiedenbach’s theory identifies the patient as “any individual who is receiving help of some kind, be it care, instruction or advice from a member of the health profession or from a worker in the field of health.” A patient is any person who has entered the healthcare system and is receiving help, which means he or she does not need to be ill. A person receiving health-related education would qualify as a patient.
This paper explores what a nursing philosophy is and gives insight into my own personal philosophy of nursing. It defines what a nursing philosophy is, the theories behind its framework, as well as providing my own views on nursing and how it allows me to practice and care for my patients to the best of my ability to provide high-quality care.
theory on interpersonal relationships in nursing by joyce travelbee to be submitted to miss. rhea faye felicilda at SWU gradschool batch 17 MAN trimester group
Human becoming Hermeneutic Method and Parse Method
Published multiple qualitative research studies about lived experiences of health and quality of life (such as hope, laughing, joy-sorrow, feeling respected, contentment, feeling very tired and quality of life with Alzheimers disease)
In her model of nursing, she explains that nursing is the practice of identification of a patient’s need for help through the observation of presenting behaviors and symptoms, exploration of the meaning of those symptoms with the patient, determining the cause of discomfort, and determining the patient’s ability to resolve the discomfort or if the patient has a need for help from the nurse or other health care professionals. The goal of nursing consists primarily of identifying a patient’s need for help.
The need for help is defined as “any measure desired by the patient that has the potential to restore or extend the ability to cope with various life situations that affect health and wellness.” Need-for-help must be based on the individual patient’s perception of his or her own situation.
Wiedenbach’s theory identifies the patient as “any individual who is receiving help of some kind, be it care, instruction or advice from a member of the health profession or from a worker in the field of health.” A patient is any person who has entered the healthcare system and is receiving help, which means he or she does not need to be ill. A person receiving health-related education would qualify as a patient.
This paper explores what a nursing philosophy is and gives insight into my own personal philosophy of nursing. It defines what a nursing philosophy is, the theories behind its framework, as well as providing my own views on nursing and how it allows me to practice and care for my patients to the best of my ability to provide high-quality care.
theory on interpersonal relationships in nursing by joyce travelbee to be submitted to miss. rhea faye felicilda at SWU gradschool batch 17 MAN trimester group
Date October, 17 2021 PLAGIARISM SCAN REPORT41PlagOllieShoresna
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The aim of Transition theory offers a corrective focus that can enrich our understanding of development, formation, as well as stressful
responses to both predictable and unpredictable change in human life. Transition theory introduces a broader view of rationality that
includes relationships, change overtime, and the person in particular situations and contexts. Giving birth; becoming parents; growing up;
coping with chronic illnesses; recovering from injury or acute illness; changes in jobs and family structures, communities, or cultures all
demand studying persons in their social relationships, context, and their experience of transitioning into new self-understandings and new
life worlds. . Afaf Meleis transitions theory thereby helps patients adapt to changes during the transfer of one situation to the other .The goal
of transition theory is to prepare individuals and families for developmental, situational and health illness transition, and care of them during
the transition. The goal is to ensure they are able to cope with the change. the goal of transition theory also to describe, predict, and explain
the nursing phenomena because Nursing is concerned with growth and development, health promotion, coping with the demands of the
human experience of illness and recovery by providing a nursing practice foundation, help promote more knowledge, and illustrating in
which direction nursing should work to achieve their goals in the future. Nurses help people acquire or change roles by modeling behaviors,
allowing their clients to rehearse roles, and providing them with support while they are developing these roles. Structural and Functional
Components of the Theory The structural components of transition theory are well distinguished through several concepts. This includes
transition patterns, properties of transition experiences, conditions of transitions, and response patterns (Lindmark, 2019). The structural
components help the nurse to understand the individual and identify the appropriate assessment points and intervention points. Nurses help
people acquire or change roles by modeling behaviors, allowing their clients to rehearse roles, and providing them with support while they
are developing these roles. Transition theory addresses psychology and social science in nursing by offering a corrective focus to enrich
formation understanding and predictable and unpredictable changes Brenna, 2019). Thereby, transition theory is structured logically, which
involves formulation and framework used to provide an enabling environment. Change triggers initiate a process with patterns of responses
that are both observable and non-observable behaviors and either functional or dysfunctional. These responses start from the moment a
change trigger is ant ...
Week 4 School resourcesGrand TheoriesTheories can be classif.docxjessiehampson
Week 4 School resources
Grand Theories
Theories can be classified based on their levels of abstraction. The scope of grand theories is very broad and, therefore, they don't lend themselves easily to application and testing. Grand theories are less abstract than conceptual models, but the concepts that compose them are still relatively abstract and general, and the relationships cannot be tested empirically (Fawcett, 1995)1.
Let's begin our exploration of grand theories with Sr. Callista Roy's adaptation model. The principal premise behind this model is that individuals are adaptive systems that cope with change through adaptation, and nursing helps to facilitate this adaptation of individuals during health and illness.
Middle Range Theories
Middle-range theories originate from grand theories. They are less abstract and comparatively more focused and narrower in scope, which implies that they are made up of concepts and propositions that are testable. The development of the concept of caring as the central concept to nursing gave rise to several theories focused on caring. The most prominent of these caring theories is Madeleine Leininger's theory of culture care.
Madeleine Leininger: Culture Care: Diversity and Universality Theory
Culture plays an important role in every healthcare setting. Integrating culture with care is an effective way of guiding thought processes, actions, and decisions within that culture.
Leininger's theory takes into account the cultural beliefs and values of individuals and groups to provide satisfying and culturally congruent nursing care. Culture exhibits both diversity and universality. While diversity includes different ways of practicing care, universality refers to the common elements in care. While adopting this model, it is important to incorporate cultural differences into nursing assessments, interventions, and care plans.
The culture care theory stresses the importance of cultural care and the need to be sensitive to the role of culture in health and healing. Consider this case. A South East Asian female patient admitted to a U.S. hospital for gynecological complaints felt that she was in a hostile healthcare environment, in the midst of caregivers who were not friendly or sensitive to her needs. Everything, starting from the admission procedure, routine questioning, and physical assessment to the diet she was served, sent out negative signals to the patient. Had the attending nursing and other healthcare professionals been sensitive to her cultural differences and taken the trouble to make her feel comfortable, this turn of events could easily have been avoided. Culturally competent nurses can create positive environments where patients feel accepted and their cultural norms, beliefs, and practices are respected.
This model is relevant to education, research and practice.
Education
Research
Practice
Leininger's model is helpful to nurse educators to teach the importance of transcultural nursing to stud ...
Concept Synthesis Paper on Personal Nursing Philosop.docxmccormicknadine86
Concept Synthesis Paper on Personal Nursing Philosophy
Ancelle Jackson
South University
Advanced Theoretical Perspectives for Nursing
NSG5002 S09
Dr. Susan Stear
Running head: CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
Concept Synthesis Paper on Personal Nursing Philosophy
The purpose of this paper is to identify, describe, and apply the concepts that underlie my personal nursing philosophy. I will give a brief overview of my nursing background, identify and describe the four metaparadigms of nursing, provide two other practice specific concepts that apply to my practice, and include a numbered list of five propositions that apply to those concepts.
Nursing Autobiography
When I was little, I dreamed of becoming a flight attendant, a lawyer, an architect, and a doctor. I never saw myself become a nurse someday. I must admit that my only motivation for pursuing a nursing degree in college was to get to the United States and make good money. But I didn't think that I would someday love the profession I never even imagined doing. It is for this reason that I believe that nursing is a calling. Being a nurse has its bittersweet moments and surely takes a lot of compassion, patience, empathy, and strength. While it's true that the long hour shifts can be physically exhausting, it's witnessing the most devastating situations in life that make this profession very challenging. On the contrary, our ability to heal, save lives, and make a difference in our patients' lives and their families, truly is very rewarding and incomparable to nothing. Being a nurse for almost five years has opened my eyes and changed my views about life and all other things. I first started working on a Telemetry/Neuro floor for about a year and a half before I decided to venture out and ended up working in an extremely busy ER in downtown Jacksonville, FL. I worked there for two years, and though it was a highly stressful environment, I enjoyed almost every minute of it. The ER has the kind of culture that is fast-paced, task-oriented, informative, and team driven. Having passed my certification in emergency nursing (CEN) recently, I can say that my knowledge base, assessment, and critical thinking skills, which I often use to guide me in my clinical decision making, have significantly improved since I became an ER nurse. It has molded me into a strong, hard-working, and competent nurse that I am today.
The Four Metaparadigms of Nursing
A metaparadigm is referred to as the global concepts and propositions that define a particular discipline and describes their distinction from other professions (Fawcett, 2000, p. 4). It consists of four stipulations: (1) a domain different from other disciplines, (2) all phenomena of interest to the discipline (3) a neutral perspective, and (4) a scope that’s international in nature
(Fawcett, 1996, p. 94). In nursing, there are four common interconnected basic concepts that include patient, ...
Myra LevineGrand Nursing Theory Based on Interactive Process.docxroushhsiu
Myra Levine
Grand Nursing Theory Based on Interactive Process
Biography — Early & Family Life
Myra Levine was born in 1920 in Chicago, IL (“Myra Estrin Levine,” 2016)
First of three children
Her father’s “persistent gastrointestinal illness” sparked her interest in pursuing a career in nursing
Myra Levine died on March 20, 1996, at age 75
(Gonzalo, 2019)
Biography — Education
Graduated from Cook County School of Nursing
Obtained BSN from the University of Chicago in 1944
Obtained MSN from Wayne State University in Detroit in 1962
Earned honorary doctorate from Loyola University in 1992
(“Myra Estrin Levine,” 2016)
Biography — Nursing Career
Oncology nurse at Gardiner General Hospital in Chicago
Became Director of Nursing Drexel Home in Chicago
Clinical instructor at Bryan Memorial Hospital in Lincoln, NE (“Myra Estrin Levine,” 2016)
Surgical supervisor at the University of Chicago and Henry Ford Hospital in Detroit (Gonzalo, 2019)
Chairperson of clinical nursing at Cook County School of Nursing (“Myra Estrin Levine,” 2016)
Chronological order
Biography — Publications, Awards, & Honors
Works: “The Pursuit of Wholeness,” “For Lack of Love Alone,” “Adaptation and Assessment: A Rationale for Nursing Intervention,” “The Four Conservation Principles of Nursing,” & “Introduction to Clinical Nursing”
Charter fellow of the American Academy of Nursing in 1973
Honorary recognition from the Illinois Nurses’ Association
Member of Sigma Theta Tau at Alpha Beta Chapter
Elected fellow in the Institute of Medicine of Chicago
First recipient of the Elizabeth Russel Belford Award for excellence in teaching from Sigma Theta Tau in 1977
(Gonzalo, 2019)
Best known for “The Four Conservation Principles of Nursing,” the others were preliminary works
She never planned on developing a nursing theory, she worked as a consultant for different hospitals and nursing schools and came up with an organizational structure for teaching med-surg nursing which was the basis for theory development
Philosophical Underpinnings
Understanding the era in which Myra Levine matured helps give background to her theory
Healthcare was based on authoritarianism and physician decisions were not questioned
Nurses were taskers, operating without a scientific origin
(Toon, 2014)
-In noting pioneers in nursing, it is suitable to recall the era in which theorists such as Myra Levine matured. In Levine’s case it is helpful to recall the era in sociological terms, cultural terms and recall the available technology and the discipline of medicine and how nurses ‘fit’ at the time. The environment of her maturation and development became the underpinning of her career and her Theory of Conservation for Nursing.
-nurses were primarily seen as the ‘handmaidens’ of doctors; neither patients nor nurses were anticipated to que ...
King's theory
Historical background.
Origin of the Conceptual Model
Strategies for Knowledge Development of the system framework.
King's theory Assumptions.
World View
Unique focus of the model
Basic paradigm concepts.
The three dimensional Nursing Process based on King's Theory.
Relationship Among the four Process of nursing .
Propositions of the model.
Concepts and Components of the framework.
Influences from other scholars.
Model of transaction
Dr. Katherine KolcabaComfort TheoryChapter 21FloriDustiBuckner14
Dr. Katherine Kolcaba
Comfort Theory
Chapter 21
Florida National University
NGR 5101 – Nursing Theory
Dr. Barry Eugene Graham
Introduction to
Dr. Katherine Kolcaba
Katharine Kolcaba was born and educated in Cleveland, Ohio.
In 1965, she received a diploma in nursing and practiced part time for many years in the operating room, medical–surgical units, long-term care, and home care before returning to school.
In 1987, she graduated with the first RN to MSN class at the Frances Payne Bolton School of Nursing, Case Western Reserve University (CWRU), with a specialty in gerontology.
While attending graduate school, Kolcaba maintained a head nurse position on a dementia unit. In the context of that unit, she began theorizing about comfort.
After graduating with her master’s degree in nursing, Kolcaba joined the faculty at the University of Akron (UA) College of Nursing, where her clinical expertise was gerontology and dementia care.
She returned to CWRU to pursue her doctorate in nursing on a part-time basis while teaching full time.
Introduction to
Dr. Katherine Kolcaba (Continued)
Over the next 10 years, she used course work from her doctoral program to further develop her theory. During that time, Kolcaba published a framework for dementia care (1992a), diagrammed the aspects of comfort (1991), operationalized comfort as an outcome of care (1992b), contextualized comfort in a middle range theory (1994), tested the theory in several intervention studies (Kolcaba & Fox, 1999; Kolcaba, 2003; Kolcaba, Dowd, Steiner, & Mitzel, 2004; Kolcaba, Tilton, & Drouin, 2006; Dowd, Kolcaba, Steiner, & Fashinpaur, 2007), and further refined the theory to include hospital-based outcomes (2001).
She has an extensive series of publications to document each step in the process, most of which have been compiled in her book Comfort Theory and Practice (2003). Many publications and comfort assessments also are available on her website at www.TheComfortLine.com. Kolcaba taught nursing at UA for 22 years and is now an associate professor emerita.
Kolcaba still teaches her web-based theory course once a year, and she represents her own company, The Comfort Line, as a consultant. In this capacity, she works with health-care agencies and hospitals that choose to apply comfort theory on an institution-wide basis.
She also is founder and member of her local parish nurse program and is a member of the American Nurses Association and Sigma Theta Tau.
Kolcaba continues to work with students at all levels and with nurses who are conducting comfort studies.
She resides in the Cleveland area with her husband, and near her two daughters, their children, and her mother. One other daughter resides in Chicago.
Overview of the Theory
In comfort theory (CT), comfort is a noun or an adjective and an outcome of intentional, patient/family focused, quality care.
Despite everyone’s familiarity with the idea of comfort, it is a complex term that ...
Dr. Katherine KolcabaComfort TheoryChapter 21Flori
TransitionTheoryAlafIbrahimMeleis
1. Running head: A Look At Transition Theory Through The Eyes of Afaf Ibrahim Meleis 1
A Look At Transition Theory Through The Eyes of
Afaf Ibrahim Meleis
Pamela N. Davis
October 13, 2013
2. A Look At Transition Theory Through The Eyes of Afaf Ibrahim Meleis 2
Transition Theory
Alaf Ibrahim Meleis
Introduction
. The daughter of a nurse whom is considered the “Florence Nightingale of the Middle
East” (Elsevier, 416), Alaf Meleis noted that transitions, or “passages from one life phase,
condition or status to another” (Meleis, 11) is experienced by individuals and groups from all
walks of life on a continuous basis. Influenced by the social inequities noted in her home land
and her mother’s work, she began her career in Alexandria Egypt where she became the first
Egyptian nurse to obtain an advanced degree.
Holding multiple degrees including an MS in Nursing, an MA in Sociology and a PhD in
Medical and Social Psychology, she first began developing her Transition Theory in the 1960’s
at the University of California at San Francisco. Her earliest work was developed after noting
unhealthy or ineffective transitions in relation to role insufficiency. She drew from the
theoretical sources of nursing, sociology, symbolic interactionism, role theory and an extensive
literature review to assist in developing her concepts. (Elsevier, 2013)
Currently the Dean of Nursing at the University of Pennsylvania School of Nursing,
Professor of Nursing and Sociology, and Director of the School’s WHO Collaborating Center for
Nursing and Midwifery Leadership, and holding multiple accolades, Dr. Meleis continues to
refine her theory by focusing on global health, women’s health, and immigrant and international
health as well as the theoretical development of nursing. (Pennsylvania, 2013)
3. A Look At Transition Theory Through The Eyes of Afaf Ibrahim Meleis 3
Purpose
Theoretically, Meleis’ middle-range Transition Theory, while recognizing that transition
is ongoing because individuals are in continuous states of transition that are complex and “may
occur simultaneously during a given period of time” (Schumacher, 121), would successfully end
once an individual has developed the skills necessary to make a healthy transition. Transitions
encompasses all life spans, affecting individuals as well as organizations. Meleis notes that
“transitions are both a result of and result in change in lives, health, relationships, and
environments”. (Meleis, 13) One must also consider that completion of transition implies that
an individual has grown by reaching stability and has come to a less disruptive time in their lives
compared to prior experiences. (Meleis, 1994)
The ultimate goal of a successful transition would be for individuals or organizations to
develop a new awareness, knowledge, skills, and comfort level in relation to the role changes
associated with the transition. (Schumacher, 1994) As primary caregivers for indivduals
experiencing transition, nurses have the unique opportunity to positively influence the transition
experiences of their patients by helping them develop new skills.
While working on her PhD Meleis began researching planned pregnancies and spousal
communication as it releated to planning the number of children a family chose to have. She
noted that her assumptions may have been incomplete because she failed to take note of the
transitions that were involved. She began transitioning her research to look at individuals who
were ineffective in their transitions which eventually developed into her Role Insufficency
Theory. Out of this research, she began looking at ways that individuals could make healthy
transitions and the role that nurses played in these positive outcomes.
4. A Look At Transition Theory Through The Eyes of Afaf Ibrahim Meleis 4
Transition framework has been utilized to look at various transitions that cause
vulnerability including immigrant populations, lifecyle transitions in women which include
parenting, mothering and menopause, cargiving, family, educational and professional transitions,
transitions involving changes within levels of care within a healthcare system, transition through
disease processes, and organizational transitions. (Schumacher, 1994)
Assumptions
Role Supplementation and middle-range theory were utilized in the development by
Meleis and Schumacher for the theoretical framework for Transition Theory. Assumptions
inferred are both implicit and explicit in that transtions are multidimentional with patterns of
complexity and multiplicity, and there is potential for multiple transitions to occur concurrently.
Transitions involve changes in life patterns that transform over time with changes noted in
behavioral patterns, abilities, roles, and relationships. (Elsevier, 2013)
Change and difference are not the same as transition, however both result in transition.
Individuals lives are affected by the meaning behind, conditions of, nature and processes of their
transiton experience. These same experiences and conditions potentially lead to individual
damage, problems or recovery issues, or inability to cope in a healthy manner. (Chick, 2013)
For individuals and families experiencing transition, nurses are the primary caregivers.
(Elsevier, 2013) In this role, nurses have the opportunity to assist in preparing and facilitating
individuals and their families to learn new skills by attending to the changes and demands that
result from transition.
5. A Look At Transition Theory Through The Eyes of Afaf Ibrahim Meleis 5
Concepts
Multiple concepts are introduced in Meleis’ Transition Theory, the first being Role in
which an individual’s interactions with others leads to a discovery, creation, modification and
definition of each other’s role. As a result of transition, role insufficency occurs. (Meleis, 1994)
Meleis outlines three natures of transitions. Types of transitions that individuals can
experience include Developmental, Situational, Health/illness and Organizational. Patterns
describe how transition occurs; Single, Multiple, Sequential, Simultaneous, Related and
Unrelated. Awareness, Engagement, Change and Difference, Time Span, and Critical Points and
Events describe the Properties of Transition. (Meleis, 2000)
Transition Conditions describe the Personal Conditions that either smooth the progress of
or encumber progress towards a healthy transition. These conditions can be influenced by or
influence transition and include personal Meanings, Cultural beliefs and attitudes,
Socioeconomic status and Preparation and knowledge. Likewise, Community conditions and
Societal conditions can facilitate or inhibit a healthy transition. (Meleis, 2000)
Finally, transitions are influence by Patterns of Response which include Process
Indicators and Outcome Indicators. Identifying Process Indicators that help move patients in
one direction or the other on the transition continum can facilitate beneficial outcomes.
Indicators include feelings of connectedness, interfacing, located and being situated, and
developing confidence and coping. Indicators that predict completion of a transition are Mastery
and Fluid integrative identities. (Meleis, 2000)
Definitions
Meleis defines transition as “passage from one life phase, condition or status to another”
(Chick, 239) and is defined by process, time span and perception. Transition is a process
6. A Look At Transition Theory Through The Eyes of Afaf Ibrahim Meleis 6
involving a beginning and an ending. The length of transition can vary from short to long. It is
fluid where the ending can or can not resemble the beginning. The intensity and affect on an
individuals life can vary as well. (Chick, 1986)
A common theme noted in the importance to health is connectedness. Disconnectedness
therefore is defined as an interruption in the connections with feelings of security that individuals
have. Disconnectedness is considered one of the most persistent characteristics of transition.
(Chick, 1986)
Perception varies among transitional situations resulting in varied outcomes. Because
perception influences responses and reactions, it makes it difficult to predict transition outcomes.
As a result of transition being a very personal issue, it requires a redefinition of “self and
situation” (Chick, 241). To be in transition however, individuals must have an awareness of the
situation. Until an individual becomes aware of the situation they are in preawareness. It is
during this time that the nurse plays a crucial role in eliminating barriers to awareness. (Chick,
1986)
Patterns of response are both observable and nonobservable and are considered to be
nonrandom regardless of how dysfunctional they may appear. They range from happiness and
excitement to confusion and difficulty. (Chick, 1986)
Relationships/Structure
Transition theory is easily understood and relatively simple. The framework provides for
a well rounded understanding of the intricacies of transition. The concepts wrap together the
three distinct phases; entry, passage and exit. They acknowledge the lack of variance in the
sequance of the phases, recognizing that the duration of the phases and disruption to the phases
can occur any time or place along the process. Sometimes, the phases can merge. Armed with
7. A Look At Transition Theory Through The Eyes of Afaf Ibrahim Meleis 7
knowledge of the general patterns of the phases of transition, the nurse can plan and implement
tools to assist individuals in making a healthy transition.
Conclusion
Meleis’ transition theory conciously connects the concepts of transition outlining it’s
usefulness for a multitude of disciplines, not just nursing. Her development of this theory has
spanned over fifty years of research in which she had tested it in a variety of transitional
situations from preparenthood through the aging process. It ties together three logical qualities
of transition (types, patterns and properties), recognizing the fluidity and movement of the
process while conceding that transitional conditions are influenced by both community and
society and are personalized, heavily influenced by a variety of individual factors. She rounds
out the theory by including indicators that indicate the successfulness of mastering the
transitional process in a healthy manner.
Reflecting back on nursing through many years of practice, this theory has probably been
utilized by individuals throughout their careers without them even being aware of it. All nurses
experience transition in their careers beginning with nursing school. Due to the stressors of
going to school, it is suspected that patterns of multiplicity were experienced as they transitioned
through the schooling process into their careers. Their personal backgrounds heavily influenced
their success or failure in the process. Successful integration into the nursing field indicated
mastery of the transition of becoming a nurse.
Coming to familiarize myself with and understand Meleis’s transition theory I found it
very easy to understand, especially as I saw her work mature over the years. When I think of
nursing and personal experiences, I found the theory to be very accurate and surprised myself by
recognizing that I had been practicing a theory for many years without even knowing it.
8. A Look At Transition Theory Through The Eyes of Afaf Ibrahim Meleis 8
Tra
l
Transition
Properties
Awareness
Engagement
Change & Difference
Transition Time Span
Critical Points and Events
Types
Developmental
Situational
Health/Illness
Organizational
Patterns
Single
Multiple
Sequential
Simultaneous
Related
Unrelated
Unrelated
Process Indicators
Connectedness
Interacting
Location and Being
Situated
Developing
Confidence and
Coping
Personal
Meanings
Cultural beliefs & Attitudes
Socioeconomic status
Preparation & Knowledge
Outcome Indicators
Mastery
Fluid Integrative
Identities
Community
Society
Transition
Conditions
Nature of
Transitions
Patterns of
Response
N
U
R
S
I
N
G
T
H
E
R
A
P
U
T
I
C
S
Transition Theory
9. A Look At Transition Theory Through The Eyes of Afaf Ibrahim Meleis 9
Bibliography
Chick, N. & Meleis, A. I. (1986). Transitions: A Nursing Concern, 237-257. Retrieved from
University of Pennsylvania:
http://repository.upenn.edu/cgi/viewcontent.cgi?article=1008&context=nrs&sei-
redir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar_url%3Fhl%3Den%2
6q%3Dhttp%3A%2F%2Frepository.upenn.edu%2Fcgi%2Fviewcontent.cgi%253Farticle
%253D1008%2526context%253Dnrs%2
Elsevier. Elsevier Health.com. Chapter 20 Afaf Ibraheim Meleis, Transition Theory. 416-433.
Retrieved from
http://elsevierhealth.com/media/us/samplechapters/9780323056410/Chapter%2020.pdf
Meleis, A. I. (2010). Transitions Theory Middle Range and Situational Specific Theories of
Nursing Research and Practice. New York : Springer Publishing, LLC.
Meleis, A. S. (2000). Experiencing Transitions: An Emerging Middle-Range Theory. Advances
in Nursing Science, 12-27.
Meleis, A. T. (1994). Facilitating Transition: Redefinition of the Nursing Mission. Nursing
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