Humanistic Nursing theory

1. HUMANISTIC NURSING THEORY
Theorists: Drs Josephine Paterson and Loretta Zderad1

2. DEFINITION OF THEORY
 Derived from Greek ‘to look at’ (theorein).
 “An abstract statement formulated to predict,
explain or describe the relationships among
concepts, constructs or events. A theory is
developed and tested by observation and research,
using factual data” (Mosby, 2006)
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3. BACKGROUND OF THEORISTS
 Dr Zderad majored in psychiatric nursing, completed at
doctorate at Georgetown University in philosophy with
dissertation on empathy.
 Dr Paterson majored in public health, completed doctor
of nursing science degree at Boston University –
dissertation in comfort.
 Met in the 1950’s whilst working at Catholic University,
where their task was to create a new program that
would include psychiatric and community health
components as part of the graduate program 
friendship that has lasted over 35 years.
 Shared experiences, ideas and insight to form a concept
that evolved into the formal Theory of Humanistic
Nursing. 3

4. HUMANISTIC NURSING: ITS MEANING
“Humanistic nursing embraces more than a
benevolent technically competent subject-object
one-way relationship guided by a nurse in behalf of
another. Rather it dictates that nursing is a
responsible searching, transactional relationship
whose meaningfulness demands conceptualization
founded on a nurse's existential awareness of self
and of the other” (Paterson & Zderad, 2008)
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5.  “Humanistic nursing theory is multidimensional
(Kleiman, 2001)”.
 In humanistic nursing theory the components
identified as human are the patient (can refer to the
person, family, community or humanity); and the
nurse
 Patient sends call for help  person receiving and
recognising is the nurse
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6.  Nurse has made a decision and dedicated
themselves to helping others with their health care
needs
 Humanistic nursing term exists known as “all-at-
once” (Kleiman, 2001)
 Nurses and patients have their own ‘gestalts’, or
concept of wholeness
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7. Patient and Nurse gestalts (Kleiman, 2001)
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8.  Nurse bring their whole self when helping in patient
treatment, i.e. experience, education etc, to create
a type of mosaic to use with nursing interventions
 Humanistic nursing theory accepts the likeness in
our differences, but attempts to identify the
sameness in each other or our unifying links that
make up the soul or essence of nursing.
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9. PATERSON AND ZDERAD DESCRIBE FIVE
PHASES IN THEIR STUDY OF NURSING:
1. Preparation of the nurse knower for coming
to know
 Understanding own viewpoint/angle  helps to make sense
and aid in acquiring meaning of experience
 By identifying own views they can be withheld, so that they do
not interfere with one’s attempts to describe the experiences of
another
 Being open to new and different ideas/understandings is a
necessary position in being able to get to know the other
intuitively
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10. 2. Nurse knowing the other intuitively
 Paterson and Zderad describe this as “moving back and forth
between the impressions the nurse becomes aware of herself
and the recollected real experience of the other” (Paterson &
Zderad, 1976)
 Dialogue back and forth between patient and nurse allows for
clearer understanding  further generalisation in developing
process
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11. Nurse knowing the other intuitively. Adapted by Kleiman from illustration in
Briggs, J., & Peat, D. (1989). Nurse knowing the other intuitively. In Turbulent
Times (p. 176). New York: Harper & Row.
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12. 3. Nurse knowing the other scientifically
 Implies need for objectivity in coming to know the other
scientifically
 Reflective practice validates patterns and themes
 “This is the time when the nurse mulls over, analyses, sorts
out, compares, contrasts, relates, interprets, gives names to
and categorises (Paterson & Zderad, 1976)”
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13. 13
Nurse knowing the other scientifically. Adapted by Kleiman from illustration
in Briggs, J., & Peat, D. (1989). Nurse knowing the other intuitively. In
Turbulent Times (p. 176). New York: Harper & Row

14. 4. Nurse complimentarily synthesising known
others
 The ability of the nurse to develop or see themselves as a
source of knowledge, to continually develop the nursing
community through education, and increased understanding of
their owned learned experiences
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15. 15
Nurse complementarily synthesising known others (Kleiman, 2001)

16. 5. Succession with the nurse from the many to
the paradoxical one.
 “Nurse comes up with a conception or abstraction that is
inclusive of and beyond the multiplicities and contradictions
(Paterson & Zderad, 1976)”.
 Process that allows for reflection, correction and expansion of
own angular interpretation
 Implies universal understanding from the simplest to most
complex dialogue and interactions between the nurse and
assimilates patient experiences
 No member of this interaction or experience is the same as
before
 Coming together of patient and nurse 16

17. THE CONCEPT OF COMMUNITY
 Definition of community as presented by Paterson
and Zderad is “Two or more persons struggling
together toward a centre” (Paterson & Zderad,
1976).
 Humanistic Nursing Theory suggests that there is
an obligation on the part of the nurse to each other,
along with other members of the community 
openness, sharing and caring leads to expansion of
individual or group angular views  each becoming
more than before
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18. CLINICAL APPLICATION OF HUMANISTIC NURSING
THEORY
 Encourages reflection, reflection being a learned
process that can help enhance the experience of
the nurse and prepare them for similar situations in
the clinical environment.
 The ability to be with and travel with the patient in
the routine of living is often overlooked, but is an
essential part of the professional life of a nurse.
 Understanding the professional differences
between other medical staff and allied health
professionals, respect the difference and accept
responsibility for challenges of nursing
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19. SUMMARY
 “Mandate of Humanistic Nursing Theory is to share
with, thereby allowing each to become more”
(Kleiman, 2001).
 The current nursing shortage is leading to a
requirement for nurses to be more proactive, use
critical thinking.
 Nurses have for some time had the challenge of
being asked to help analyse, suggest and
implement changes in the health care system.
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20. SUMMARY
 Stress environments in acute care situations do not
allow proper time for nurses to reflect, relate and
provide support to each other  talking and
listening helps to evaluate and clarify the current
function and value of nurses.
 “Through openness and sharing we are able to
differentiate our strengths” (Kleiman, 2001).
 Theory is the prototype for more recent experiential
nursing theories created by people such as Jean
Watson.
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21. REFERENCES
 Briggs, J., & Peat, D. (1989). Nurse knowing the other
intuitively. In Turbulent Times (p. 176). New York: Harper
& Row.
 Kleiman, S. (2001). Humanistic Nursing Theory with
Clinical Applications. In M. Parker, Nursing theories and
nursing practice (pp. 152-168). Philadelphia: F A Davis
Company.
 Mosby. (2008). Mosby's Dictionary of Medicine, Nursing
and Health Professions (1st Australian and New
Zealand Edition ed.). (P. Harris, S. Nagy, Vardaxis, & N,
Eds.) China: Elsevier.
 Paterson, J. G., & Zderad, L. T. (1976). Humanistic
Nursing. New York: Wiley.
 Paterson, J., & Zderad, L. (2008). Humanistic Nursing.
Project Gutenberg eBook
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