Situation Specific Theories: Development, Utilization, and Evaluation in Nursing

Preface
Acknowledgments
Contents
Part I: Theoretical Origins and Structure
	1.1	 Introduction to Part I
	1: Historical Background for Theories: Revisiting the Past to Create the Future
		1.1	 Introduction
		1.2	 Borrowed/Shared Theories
		1.3	 From Grand Nursing Theories to Situation-Specific Theories
		1.4	 Fifth Generation of Theorists
		1.5	 Theoretical Thinking
		1.6	 Facilitators for Theoretical Development of the Discipline
		1.7	 Conclusion
		References
	2: Situation-Specific Theories: Philosophical Roots, Properties, and Approach
		2.1	 Philosophical Roots of Situation-Specific Theories
			2.1.1	 Postempiricism
			2.1.2	 Critical Social Theory and Feminism
			2.1.3	 Hermeneutics
		2.2	 Properties of Situation-Specific Theories
			2.2.1	 Low Level of Abstraction
			2.2.2	 Specificity of Nursing Phenomenon
			2.2.3	 Context
			2.2.4	 Connection to Research and Practice
			2.2.5	 Respecting Diversities and Limiting Generalization
		2.3	 An Integrative Approach to the Development of Situation-Specific Theories
			2.3.1	 Nursing Perspective
			2.3.2	 The Links Among Theory, Research, and Practice
			2.3.3	 A Conceptual Scheme Based on Internal and External Dialogues
		2.4	 Conclusions and Implications
		References
	3: Equity and Social Justice in Developing Theories
		3.1	 Introduction
		3.2	 Colonization and Decolonization
		3.3	 Situation-Specific Theory
		3.4	 Emancipatory Nursing
		3.5	 Conclusion
		References
	4: Middle-Range Theories and Situation-Specific Theories: Similarities and Differences
		4.1	 What Is Knowledge?
		4.2	 What Is Theory?
		4.3	 What Are the Levels of Abstraction of Knowledge?
		4.4	 Middle-Range Theories and Situation-Specific Theories
		4.5	 Development of Situation-Specific Theories
		4.6	 Conceptual Models and Situation-Specific Theories
			4.6.1	 Examples of Conceptual Model-Guided Situation-Specific Theory Development
		4.7	 Development of Middle-Range Theories from Situation-Specific Theories
		4.8	 Conclusion
		References
	5: Development of Situation-Specific Theories: An Integrative Approach
		5.1	 Situation-Specific Theories, Practice Theories, and Middle-Range Theories
		5.2	 The Integrative Approach
			5.2.1	 Checking Assumptions for Theory Development
				5.2.1.1	 Multiple Truths
				5.2.1.2	 Evolutionary Nature of Theory Development
				5.2.1.3	 Sociopolitical Contextuality
				5.2.1.4	 Nursing Perspectives
			5.2.2	 Exploring Through Multiple Sources
				5.2.2.1	 Currently Existing Nursing and Non-nursing Theories
				5.2.2.2	 Literature Reviews
				5.2.2.3	 Findings and Experiences from Research, Education, and Practice
				5.2.2.4	 Collaborative Efforts
			5.2.3	 Theorizing
				5.2.3.1	 Initiation
				5.2.3.2	 Process
				5.2.3.3	 Integration
			5.2.4	 Reporting, Sharing, and Validating
		5.3	 Conclusions
		References
Part II: Transitions and Health
	1.1	 Introduction to Part II
	6: Situation-Specific Theories from the Middle-Range Transitions Theory
		6.1	 The Middle-Range Transitions Theory
		6.2	 Approach
		6.3	 The Analysis of the Six Situation-Specific Theories
			6.3.1	 The Situation-Specific Theory of Migration Transition for Migrant Farmworker Women (MFW)
			6.3.2	 The Situation-Specific Theory on the Transition to Adult Day Health Services (ADHS)
			6.3.3	 The Situation-Specific Theory for Guiding Interventions for People with Heart Failure, “Maintaining Hope in Transition”(MHT)
			6.3.4	 The Situation-Specific Theory of Care Transitions (CT)
			6.3.5	 The Situation-Specific Theory of Well-Being in Refugee Women Experiencing Cultural Transition (RWCT)
			6.3.6	 The Situation-Specific Theory of Pain Experience for Asian American Cancer Patients (SPEAC)
		6.4	 Discussion: Themes Reflecting Commonalities and Variances in the Development Process
			6.4.1	 Narrow Foci and Clear Implications for Nursing Practice
			6.4.2	 Integrative Approaches, but Not Identical Process
			6.4.3	 Mainly Based on Research-Evidence, but Rarely Based on Practice-Evidence
			6.4.4	 Directly Linked to the Mother Theory, but Specifying, Adding, or Combining Concepts
		6.5	 Conclusions: Suggestions for Future Theoretical Development in Nursing
		References
	7: Maintaining Hope in Transition: Critical to the Work of All Nurses
		7.1	 What Is Hope and Why Is It Important?
		7.2	 Theoretical Frameworks Shaping Policy, Practice, Education, and Research
		7.3	 Transitions Challenge Our Views and Assumptions
		7.4	 What Are the Factors That Help and Hinder Hope?
		7.5	 The Burden of Chronic Heart Failure
		7.6	 Maintaining Hope in Transition: A Model to Improve Delivery
		7.7	 Why Is Hope an Important Consideration for Nurses?
		7.8	 Conclusion
		References
	8: A Situation-Specific Theory of Korean Immigrant Women’s Menopausal Transition
		8.1	 Women’s Menopausal Transition
		8.2	 Modifications in the Transition Model
			8.2.1	 Number, Seriousness, and Priority of Transitions
			8.2.2	 Additional Transition Conditions
			8.2.3	 Perceived Effective Management of Symptoms as an Indicator of Healthy Transitions
		8.3	 Implications for Theory Development
		Clinical Commentary
		Clinical Commentary
		References
	9: A Situation-Specific Theory of Migration Transition for Migrant Farmworker Women
		9.1	 Transition Theory Background
		9.2	 Farmworker Migration as Transition
		9.3	 Situation-Specific Theory of Migration Transition (STMT)
			9.3.1	 Migration Patterns and Time Span
			9.3.2	 Critical Markers and Awareness
			9.3.3	 Awareness and Engagement
			9.3.4	 Nature of the Transition
			9.3.5	 Transition Differences
			9.3.6	 Personal Identities
			9.3.7	 Suggested Modifications to the Transition Model
		9.4	 Implications
		References
	10: Crisis Emergencies for Individuals with Severe Persistent Mental Illnesses: A Situation-Specific Theory
		10.1	 Introduction
		10.2	 Background of the Theory
			10.2.1	 Background of Theorist
			10.2.2	 Sociocultural Background of the Theory
			10.2.3	 Theory Characteristics
		10.3	 Theory Development Process
			10.3.1	 Philosophical Background
			10.3.2	 Assumptions of the Theory
			10.3.3	 Sources for Theorizing
			10.3.4	 Theorizing Process
		10.4	 The Theory: Major Concepts and Subconcepts
			10.4.1	 Major Concepts
			10.4.2	 Conceptual Definitions
				10.4.2.1	 Underlying Vulnerability
				10.4.2.2	 Crisis
				10.4.2.3	 Mental Health Emergency
				10.4.2.4	 Crisis Intervention
				10.4.2.5	 Emergency Intervention
				10.4.2.6	 Immediate Responses: Getting Help
				10.4.2.7	 Resolution
			10.4.3	 Relationships of Concepts
		10.5	 Implications for Theory, Research, and Practice
			10.5.1	 Application to Clinical Practice
			10.5.2	 Application to Future Research and Health Policy
		10.6	 Conclusion and Future Development of the CE-ISPMI
		References
Part III: Self-Care
	1.1	 Introduction to Part III
	11: A Situation-Specific Theory of Heart Failure Self-Care
		11.1	 Introduction
			11.1.1	 Demographic and Sociocultural Background of the Theory
		11.2	 Background of the Theory
			11.2.1	 Characteristics of the Theory
		11.3	 Theory Development Process
		11.4	 The Theory: Major Concepts and Subconcepts
		11.5	 Links Among Theory, Research, and Practice
		11.6	 Conclusions and Suggestions for Future Theoretical Development
		References
	12: Child Self-Care Nursing Theory in Japan
		12.1	 Introduction
		12.2	 Background of the Theory
			12.2.1	 The Standing of This Child Self-Care Nursing Theory in Japan and the Influence of Other Theories on Child Heath Nursing
			12.2.2	 Social and Historical Standing of Children in Japan
		12.3	 Theory Development Process
			12.3.1	 Review of the Literature
			12.3.2	 Identification of Elements for Theory Composition
			12.3.3	 Theory Construction
		12.4	 The Theory: Major Concepts and Subconcepts
			12.4.1	 Child Self-Care
				12.4.1.1	 Self-Care Definitions and Characteristics of the Child Self-Care Nursing Theory in Japan
				12.4.1.2	 Explanation of the Child Self-Care Schematic Drawing
				12.4.1.3	 Basic Conditioning Factors in the Child Self-Care Nursing Theory in Japan
				12.4.1.4	 Requirements for Child Self-Care Development
				12.4.1.5	 Child Self-Care Agency
				12.4.1.6	 Child Self-Care Requisites
			12.4.2	 Child Self-Care Deficit
			12.4.3	 Support for the Child
		12.5	 Links Among Theory, Research, and Practice
		12.6	 Conclusions and Suggestions for Future Theoretical Development
		References
	13: Moving Beyond Dwelling in Suffering: A Situation-Specific Theory of Men’s Healing from Childhood Maltreatment
		13.1	 Rogers’ Science of Unitary Human Beings
		13.2	 Related Literature
		13.3	 The Hermeneutic-Phenomenological Study
		13.4	 The Situation-Specific Theory
			13.4.1	 Pattern Manifestations: The Situation
			13.4.2	 Pattern Manifestations: The Events
			13.4.3	 Pattern Manifestations: Reports of Perceptions and Forms of Expression
				13.4.3.1	 Moving Beyond Suffering
				13.4.3.2	 Desiring Release from Suffering
				13.4.3.3	 Dwelling in Suffering
			13.4.4	 Pattern Manifestations: Reports of Experiences
		13.5	 Discussion
		13.6	 Implications for Nursing Practice
		13.7	 Conclusion
		References
	14: The Situation-Specific Theory of Caregiver Contributions to Heart Failure Self-Care
		14.1	 Introduction
		14.2	 Background of the Theory
		14.3	 Theoretical Development
			14.3.1	 Underpinnings of the Theory
			14.3.2	 Assumptions of the Theory
			14.3.3	 Sources of the Theory
		14.4	 The Theory: Major Concepts
			14.4.1	 The Contributors
			14.4.2	 The Mediator
			14.4.3	 The Process
			14.4.4	 Outcomes
			14.4.5	 Feedback Loops
			14.4.6	 Caregiver Cultural Values
			14.4.7	 Relationships Among the Elements of the Theory
		14.5	 Links Among Theory, Research, and Practice
		14.6	 Conclusions and Suggestions for Future Theoretical Development
		References
Part IV: Caregiving
	1.1	 Introduction to Part IV
	15: A Situation-Specific Theory About Professional Role Identity Formation as Related to Role Clarity and Nurse Work Engagement
		15.1	 Introduction
		15.2	 Background of the Theory
			15.2.1	 Theorist Background
		15.3	 Characteristics of the Theory
			15.3.1	 Existing Theories Related to My Theory
			15.3.2	 Existing Theories Related to Role Clarity, Professional Identity, and Work Engagement
		15.4	 Unique Aspects of the Theory
		15.5	 Theory Development Process
			15.5.1	 Philosophical Background
		15.6	 Assumptions
			15.6.1	 Theorizing Process
		15.7	 The Theory: Major Concepts and Sub Concepts
		15.8	 Links Among Theory, Research, and Practice
		15.9	 Conclusions and Suggestions for Future Theoretical Development
		References
	16: A Situation-Specific Theory of Dining Supports for Life Enhancement at Welfare Facilities for Seniors in Japan
		16.1	 Introduction
		16.2	 Background of DLWS Theory
			16.2.1	 Theorists and Their Backgrounds
			16.2.2	 Poor Nutrition of Elderly Welfare Facility Residents
			16.2.3	 The Importance of Dining for Health
				16.2.3.1	 “Regular Food”
				16.2.3.2	 The Importance of Food for Rebuilding Lifestyles
			16.2.4	 The Characteristics of the DLWS Theory
		16.3	 Theory Development Process
			16.3.1	 Philosophical Background of the Theory
			16.3.2	 Assumptions of the Theory
			16.3.3	 Sources of Theorizing
				16.3.3.1	 Existing Theory
				16.3.3.2	 Review of Literature on Dining
				16.3.3.3	 Qualitative Study of Practical Measures to Encourage Dining
			16.3.4	 Theorizing Process
		16.4	 The Theory: Major Concepts and Sub-Concepts
			16.4.1	 Concepts Included in the Theory
				16.4.1.1	 Dining
				16.4.1.2	 Required Conditions
				16.4.1.3	 Life Enhancement
				16.4.1.4	 Daily Life Support
				16.4.1.5	 Dining Preparation
				16.4.1.6	 Dining Support
				16.4.1.7	 Reflecting and Improving
		16.5	 Links among Theory, Research, and Practice
		16.6	 Conclusions and Suggestions for Future Theoretical Development
		References
	17: A Revised Situation-Specific Theory of Breast/Chest Feeding
		17.1	 Introduction
		17.2	 Background of the Theory
			17.2.1	 Existing Theories
			17.2.2	 Unique Aspects of the STB-R
		17.3	 Theory Development Process
			17.3.1	 Philosophical Background
			17.3.2	 Theoretical Assumptions
			17.3.3	 Sources of Theorizing
			17.3.4	 Theorizing Process
		17.4	 The Theory: Major Concepts and Sub-Concepts
			17.4.1	 Salutary Breastfeeding
			17.4.2	 Infant/Child Readiness, Capacity
			17.4.3	 Parental Readiness, Capacity, and Self-Efficacy
			17.4.4	 Personal Breast/Chest Feeding Reality
			17.4.5	 Conflict Versus Congruity
			17.4.6	 Relationships Between Concepts
		17.5	 Links Among Theory, Research, and Practice
			17.5.1	 Implications for Future Use of the STB-R in Research
			17.5.2	 Implications for Use of Theory in Practice
		17.6	 Conclusions and Suggestions for Future Theoretical Development
		References
Part V: Health/Illness Response
	1.1	 Introduction to Part V
	18: A Situation-Specific Theory About HIV-Related Fatigue
		18.1	 Introduction and Background
		18.2	 Theory Development Process
			18.2.1	 Philosophical Background of the Theory
			18.2.2	 Assumptions of the Theory
			18.2.3	 Sources for Theorizing
			18.2.4	 Theorizing Process
		18.3	 The Theory: Major Concepts and Sub-Concepts
		18.4	 Links Among Theory, Research, and Practice
			18.4.1	 Research
			18.4.2	 Practice
			18.4.3	 Education
		18.5	 Conclusions and Suggestions for Future Theoretical Development
		References
	19: Development of a Situation-Specific Theory of Cervical Cancer Prevention Behaviors of Malawian Women
		19.1	 Introduction
		19.2	 Theory Background
		19.3	 Theory Development Process
		19.4	 The Theory: Major Concepts and Sub-Concepts
			19.4.1	 Cervical Cancer Prevention Behavior
			19.4.2	 Determinants of Cervical Cancer Prevention Behavior
				19.4.2.1 Individual Factors
				19.4.2.2 Interpersonal Relationships Factors
				19.4.2.3 Sociocultural Factors
			19.4.3	 Theoretical Propositions
		19.5	 Links Among Theory, Research, and Practice
		19.6	 Conclusion
		References
	20: A Situation-Specific Theory: Health-Related Quality of Life in South Korean Older Adults with Type 2 Diabetes (HIKOD) Theory
		20.1	 Introduction
		20.2	 Background of the Theory
		20.3	 Theory Development Process
			20.3.1	 Checking Assumptions
			20.3.2	 Exploring the Phenomenon Through Multiple Sources
				20.3.2.1	 Existing Nursing Theory
				20.3.2.2	 Literature Review
				20.3.2.3	 Finding from a Previous Research
			20.3.3	 Theorizing
		20.4	 The Theory: HIKOD
			20.4.1	 Barriers
			20.4.2	 Resources
			20.4.3	 Perceptual Factors
			20.4.4	 Psychosocial Factors
			20.4.5	 Health-Promoting Behaviors
			20.4.6	 Health-Related Quality of Life
		20.5	 Links Among Theory, Research, and Practice
		20.6	 Conclusions and Suggestions for Future Theoretical Development
		References
Part VI: Moving Forward
	1.1	 Introduction to Part VI
	21: The Status Quo of Situation-Specific Theories
		21.1	 Methods
		21.2	 Findings
			21.2.1	 Explicitly Claimed and Not-Explicitly Claimed Situation-Specific Theories
			21.2.2	 Multiple Philosophical Bases
			21.2.3	 Unique Theorizing Process
			21.2.4	 Providing Clear Directions for Nursing Interventions, but Rarely Evaluated
		21.3	 Suggestions for Future Development of Situation-Specific Theories
			21.3.1	 Open to Categories
			21.3.2	 Incorporating Both Quantitative and Qualitative Paradigms
			21.3.3	 Creative Methods/Processes for Theorizing
			21.3.4	 Collaborative Efforts
			21.3.5	 Theory Evaluation Through Research and Practice
		21.4	 Conclusions
		References
	22: The Current Status of Theory Evaluation in Nursing
		22.1	 Introduction
		22.2	 Background
		22.3	 Data Sources
		22.4	 Themes: The Current Status of Theory Evaluation Process in Nursing
			22.4.1	 Rarely Using Existing Theory Evaluation Criteria
			22.4.2	 Focusing on Specifics
			22.4.3	 Using Various Statistical Analysis Methods
			22.4.4	 Developing Instruments
			22.4.5	 Adopting in Practice and Education
			22.4.6	 Evaluating Mainly Middle-Range Theories and Situation-Specific Theories
		22.5	 Implications for Nursing
		22.6	 Conclusion
		References
	23: For Future Development of Situation-Specific Theories
		23.1	 The Background: Situation-Specific Theories
		23.2	 The Integrative Approach
		23.3	 Actual Development of Situation-Specific Theories: Examples Derived from Transitions Theory
		23.4	 Trends in Development of Situation-Specific Theories in General
		23.5	 Future Directions for Development of Situation-Specific Theories
		23.6	 Conclusion
		References
	24: Nursing Theory of the Future: Situation-Specific Theories
		References