of

Kathry Barnard,
Madeleine Leininger
RoseMarie Rizzo Parse

Reported by; Jane Richelle B Jarasa RN

Sampaloc Quezon
 Kathryn Elaine Barnard 
(April 16, 1938 – June 27, 2015)

She became internationally recognized as a pioneer in the field of infant

Mental health, which studies the social and emotional development of
children during theFirst five years of life.

PARENT CHILD
INTERACTION THEORY
Kathryn Barnard
 EDUCATION
 Barnard was born and raised in Omaha, Nebraska.
 Attended the University of Nebraska for her
undergraduate nursing education, graduating in
1960.
 She attended Boston University for her postgraduate
study with a master's degree in nursing.
 She then moved to the University of Washington for
her doctorate, which she earned in 1972 with a
dissertation on the role of rocking in infant
development.
  Her doctoral research began a
lifelong study of early
childhood development.
  Barnard's research focused
on the mother-child
relationship, especially with
regards to neonates.
 Her parent-child interaction
scale was invented to show
the effect that these
CAREERS interactions could have on
development in various
AND realms.
Barnard is responsible for
AWARDS

founding Nursing Child
Assessment Satellite Training
(NCAST)
 Barnard received numerous awards
for her work.
• Gustav O. Leinhard Award, 2002
• Episteme Award, 
American Academy of Nursing
• Living Legend Award, American
Academy of Nursing (2006)
• Lucille Petry Leone Award for
•
Teaching
M. Scott Award for Contributions to
•
Nursing Science
Martha May Eliot Award for
Leadership in Maternal-Child Health
• Nurse Scientist of the Year Award
 Dr. Barnard found that a rocking
motion improved infants’ weight
gain and motor and sensory
functions.

 This research caused hospitals to

install rocking chairs in labor and
delivery and neonatal units.
 Nursing Paradigm Defined
in 4 components
PERSON
HEALTH
A human being that
A dynamic state of
has ability to take part in
being in which the
an interaction to which
developmental and
both parts brings
behavioral potential of an
qualities, skills and
individual is realized to the
responses that affect the
fullest extent possible.
interaction.

ENVIRONMENT NURSING
Places Nurses role is to assist
People the families in providing
Objects conditions that promote
Sounds and sight “growth and development in
individual members”
 Child Health Assessment Model
Child
Physical appearance,
Temperature, feeding, sleeping pattern and self regulation.

Caregiver
Characteristics includes
psychological and mental
health, life changes,
expectation and concern
about the child.
Environment
Availability of social and
financial resources that
affects the caregiver and
child
Kathryn Barnards Conceptual
Paradigm
 ENVIRONMENT
Recourses
CAREGIVER/ Parents Places
Characteristic Object
1. Sensitive to child's Sounds
cues. Sight
2. Alleviate infants
distress.
3. Providing growth
fostering situation.

CHILD
1.Clarity of cues.
2.Responsiveness to
caregiver/ parent.
 Child Health Assessment Model

This Model explains

about the interaction
of caregiver,
environment and
child and its effects
on child’s behavior.
 served
cognition,
information
The
as
environment
the
afocus
environment.
guide
child’s
sensation,
the
expressions
relationship
that
Baker
of“reflective
Masters,
parent,
in
Unique
contains
this
mention
(Fine,
Dr.
ongoing
this
the
process
ursing
NCAP.
illness
et
Neal
child
construct
Barnard’s
child
offer
n.d.,
(Lin,
and
the
he
an
.nd
interaction
56
).
p.
development
N
C
is
emotion,
.a
s-)(,.:al.
c A
Barnard
2002)
child,
Focus
between
of
2012
that
four
environment”
(1994)
ofhealth
isthe
and
interactive
PCI
and
state
nature
Model
of
affiliation
Barnard's
of

CONTRIBUTIONS
RESEARCH

Her research helps us to effectively teach parents about infant

cues and reducing parenting stress after birth, he also directed
research
studies that led to the formation of the Nursing Child Assessment
Project (NCAP), the foundation of the PCI Model
EDUCATION

Beliefs and values making up the foundation of

nursing practice, which include turning nurses
’minds toward an orientation on the patient rather
than the procedure and acknowledging the
importance of family"
PRACTICE

This construct contains four expressions of health

And Illness : cognition, sensation, emotion, and
affiliation
mention that this construct served as a guide in the
development of Barnard's NCAP.
 Madeleine Leininger
She was born on 13 July 1925.

Her continuous observations, questioning and linking the concepts

of human care and culture led to her establishing the theory of
Culture care and transcultural Nursing.

Madeleine
Leininger
EDUCATION
She earned a Nursing Diploma  from St. Anthony's Hospital
School of Nursing.
Undergraduate degrees at Benedictine College and
Creighton University .
She received a Master in Science in Nursing at Catholic
University of America.

She later studied cultural and social anthropology at

the University of Washington earning a PhD in 1966.

Leininger held at least three Honorary Doctoral degrees.

Dr. Leininger held faculty positions at the University of
Cincinnati and the University of Colorado.
 Nursing Dean at both the University of
Washington and the University of Utah .
She was Professor Emeritus of Nursing
at Wayne State University and an adjunct
faculty member at the University of Nebraska
Medical Center in Omaha.

CAREERS 1998: Living Legend, 

CAREERS American Academy of Nursing

AND 1998: Distinguished Fellow, Royal College of

AWARDS Nursing (Australia)
She said that
“All cultures are not alike”

Culture influences all spheres of life.

It defines health, illness, and the search
for relief from disease or distress.
 TRANSCULTURAL
NURSING

Defined as a branch of nursing which focuses on the comparative

study and analysis of cultures with respect to nursing and health
illness caring practices, beliefs and values with the goal to provide
meaningful and efficacious nursing services to people according to
their cultural values and health- illness context.
 NURSING
Defines as a learned Humanistic and scientific profession and discipline which
focused on human care phenomena and activities in order to assist, support,
facilitate, or enable individuals or groups to maintain or regain their well being (or
health) in culturally and beneficial ways, or to help people face handicaps or
death.
Components of culturological
assessment
•communication and language
•gender considerations
•sexual orientation
•ability/disability
•occupation
•age
•socioeconomic status
•interpersonal relationships
•appearance
•dress
•use of space
•Foods
•meal preparation and related life ways
Leininger proposes that there are three modes
for guiding nursing care judgements, decisions,
or actions to provide appropriate, beneficial, and
meaningful care:

Preservation and/or maintenance

Accommodation and/or negotiation
Re-patterning and/or restructuring
 CONTRIBUTIONS

RESEARCH
Study of specific cultures and sub- cultures has improved nursing care
standards over the decade. Holistic view of clients has become a
framework in health care. Since both culture and the nursing process
are dynamic in nature. The ethno-nursing research method, enablers
and qualitative criteria are tools to explore culture and care
phenomena.
EDUCATION
The central purpose of the theory is to discover and
explain diverse and universally culturally based care
factors that influence health and well being of
individual or group.

PRACTICE
Leininger’s theory of Culture Care Diversity and
Universality is specific applicability to nursing care. The
goal of theory is to improved the quality of nursing care
through provision of culturally congruent care. It begins
with the nurse being aware and sensitive of clients
holistic needs
 Rosemarie Rizzo Parse RN, PhD,
FAAN

Rosemarie Human Becoming

Rizzo
Parse
EDUCATION
Rosemarie Rizzo Parse was born in Pennsylvania in
1938.

She went on to graduate from St. Francis Academy in

1956, before enrolling at Duquesne University.

She went on to receive her Bachelor of Science in

Nursing from Duquesne in 1960 before moving on to the
University of Pittsburgh and completing her master’s in
Nursing in 1961 and her doctorate in Nursing and Higher
Education in 1969.
She began her teaching career at the University of
Pittsburgh while finishing her Ph.D. before
accepting a position at Duquesne in 1966.

She served as Dean of the School of Nursing at

Duquesne from 1977-1979

Professor and the coordinator of the Center for

Nursing Research at Hunter College of the City
University of New York
 Parse’s work focuses on the human universe-
health process, which she regards as the
phenomenon of concern for the discipline of nursing,
as well as on cocreated human experiences The goal
of the discipline of nursing is quality of the person's,
family’s, and community’s perspectives.
 Sigma Theta Tau and Doody Publishing's
Best Picks list in nursing theory book
category, 1998, for The Human Becoming
School of Thought: A Perspective for
Nurses and Other Health
Professionals, and 1999, for Hope:
CAREERS
AND An International Human Becoming
Perspective; Lifetime Achievement
AWARDS Award, Unitary Research Section of the
Midwest Nursing Research Society, 2001.
Rosemarie Rizzo Parse
Human Becoming Theory
Human Becoming Theory includes;

Totality Paradigm
Man is a combination of biological, psychological,
sociological and spiritual factors
Simultaneity Paradigm
Man is unitary being in continuous, mutual
interaction with environment.
Rosemarie Rizzo Parse
Human Becoming Theory
Originally Man –Living- Health Theory

Meaning
Man reality is given meaning through lived experiences.
Man and environment cocreate.
Rhythmicity
Man and environment cocreate (imaging, valuing, language) in rhythmical
pattern.
Transcendence
Refers to reaching out and beyond the limits that a person sets.
One constantly transforms.
Person
Open being who is more than and different from the sum of the parts
Environment
Everything in the person and his experiences.
Inseparable, complimentary to and evolving with.
Health
Open process of being and becoming.
Involves synthesis of values.
Nursing
A human science and art that uses an abstract body of knowledge to serve people.
Rosemarie Rizzo Parse Theory
RESEARCH
Parse theory of Human Becoming guides nurses in their
practice to focus on quality of life as it is described and lived.

EDUCATION
This study presents an alternative to both the conventional
bio-medical approach and the bio-psycho-social-spiritual
approach to nursing.
PRACTICE
Parse’s model rates quality of life from each person’s own
perspective as the goal of the practice of nursing. Rosemarie
Rizzo Parse first published the theory in 1981 as the “Man-
living-health” theory, and the name was changed to the “human
becoming theory” in 1992.
REFERENCES;

Nurseslabs.com
Wikipedia.com
Nursekey.com
Currentnursing.com