Power point Nurse Theorist Jean watson

https://doi.org/10.1177/0894318417741116

Nursing Science Quarterly 2018, Vol. 31(1) 66 –71 © The Author(s) 2017 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0894318417741116 journals.sagepub.com/home/nsq

Article

Thirty-nine years ago (1978), Madeline Leininger, Jean Watson, and a group of doctoral students gathered for the first conference to present research and philosophical reflections related to caring and nursing. In 1988, the membership for- malized and became known as the International Association for Human Caring (IAHC). Members of the IAHC continued to meet every year to reflect, dialogue, share research, and advance philosophical, ontological, and epistemological assumptions about caring. The yearly IAHC conferences pro- vided opportunities for scholarly discourse around caring, the definition of caring, the meaning of caring, and the varying caring theories. Members of the IAHC did not support or advocate for one specific caring theory but recognized that nursing theories frame and advance disciplinary knowledge and caring theories contain underlying ontological, philo- sophical, and epistemological assumptions about the knowl- edge and value about the nature of human caring.

Through intentional discourse, members of IAHC and caring scholars continued to advance philosophical tenets and theoretical perspectives related to the epistemology and ontology of caring. Members and scholars were not always in agreement about a single definition of caring, and at times controversial scholarly discourse and dialogue resonated in the concurrent sessions. However, unifying assumptions among caring scholars and IAHC members included caring as the essence of nursing and the unifying foundational core of the discipline and profession, caring as a substantive area of research, relationships as central to caring, caring as heal- ing and holistic, and caring as central to nursing education, practice, and research.

In 2007, Dr. Jean Watson created the Watson Caring Science Institute (WCSI), an international nonprofit organization to

advance the philosophies, theories, and practices of human car- ing and to restore caring, healing, and the ethics of love into healthcare. Within the WCSI new ideas related to caring theory and caring science research guiding professional nursing prac- tice (praxis) unfolded as nurses in practice looked to caring theory as a return to the values of the nursing profession.

Scholarly Discourse

In May 2014, the authors traveled to the 35th IAHC Conference, the Universality of Caring, in Kyoto, Japan. At this conference, a paper titled “Advancing Caring Science: We Are the Future” was presented by one of the authors. The pre- senter acknowledged that co-creating the future of caring sci- ence involves theoretical reflection, scholarly discourse, and an intentionality to make caring science explicit in education, nursing language, practice, and research. Advancing caring science involves moving from scholarly discourse to praxis, practice informed by the scholarship of caring science.

At the same conference, a colleague presented a paper inviting IAHC members and conference attendees to con- sider the language science of caring as opposed to caring science, and the scholarly discourse began. The moderator for the session could not contain or quiet the scholars in attendance from going to the microphone either supporting

741116 NSQXXX10.1177/0894318417741116Nursing Science QuarterlyTurkel et al. research-article2017

1Associate Professor, Christine E. Lynn College of Nursing, Florida Atlantic University, FL, USA 2Founder/Director Watson Caring Science Institute and Distinguished Professor and Dean Emerita, University of Colorado, Denver, CO, USA 3Advanced Practice Nurse Private Holistic Mental Health Practice, Honolulu, HI, USA

Caring Science or Science of Caring

Marian C. Turkel, RN; PhD; FAAN,1 Jean Watson, RN; PhD; FAAN,2 and Joseph Giovannoni, RN; DNP3

Abstract The concepts caring science and science of caring have different meanings; however, they are often used interchangeably. The purpose of this paper is to present an overview of the synthesis of the scholarly literature on the definitions of the science of caring and caring science and to affirm the authors’ perspective relating to the language of caring science. Caring science advances the epistemology and ontology of caring. Ideas related to caring science inquiry are presented, and the authors acknowledge the future of caring science as unitary caring science.

Keywords caring science, caring science inquiry, science of caring, unitary caring science

Turkel et al. 67

this new idea, expanding upon the idea, or rejecting it com- pletely. Participants who rejected the idea felt it was reducing caring to empirics and facts, did not allow for expressions of multiple ways of knowing, did not encompass the richness and depth of caring theories and caring science, or was an attempt to fit into the paradigmatic perspectives for funding from either the National Institutes for Health (NIH) or the National Institute of Nursing Research (NINR). One partici- pant eloquently stated, “The focus on the science of caring means that we are reducing caring to only what can mea- sured, validated and documented.” Participants agreed that there is a difference between caring science and the science of caring, and at times, the words are interchanged during presentations or in publications and acknowledged that inconsistency in language results in ambiguity of meaning and does not advance the disciplinary perspective of caring. The conference ended without agreement as participants in attendance pondered and reflected on, Is it caring science or the science of caring?

The inspiration for the authors to move this manuscript forward was reading Nursing Science or Is It the Science of Nursing? (Parse, 2015). Parse synthesized discussion from an international scholar conference in Europe related to advancing nursing knowledge and the discussion related to the difference between the science of nursing and nursing science. According to Parse (2015), nursing science was viewed as “the unique body of knowledge embedded in the extant nursing frameworks and theories that continue to be developed through research and creative conceptualization” (p.101). Science of nursing was viewed as funded research focused on “disease related situations in populations and with issues surrounding healthcare systems” (p. 101).

Nursing Science or Science of Nursing

It is beyond the scope of the paper to present all the various definitions of nursing science offered by nurse scholars. However, the following definitions provide a framework for thoughtful reflection on the meaning of nursing science. Abdellah (1969) defined nursing science “as a body of cumulative scientific knowledge, drawn from the physical, biological, and behavioral sciences, that is uniquely nurs- ing” (p. 390). She explained that as new phenomena are observed and facts are added or rejected, the body of knowl- edge that is nursing science will evolve. Watson (1996) did not directly define nursing science but questioned why nurses have adopted or adapted languages from other disci- plines to describe nursing-specific phenomena and expressed concern that without our own language we will not exist. Barrett (2002) defined nursing science as “the substantive, abstract knowledge describing nursing’s unique phenomenon of concern, the integral nature of uni- tary human beings and their environments” (p. 12). Cody (1997) acknowledged “nursing science is the essence of nursing as a scholarly discipline; with it there would be no nursing, only care” (pp. 12-13). Mitchell (in Daly et al.,

1997) stated, “nursing science represents clusters of pre- cisely selected beliefs and values that are crafted into theo- retical structures . . . the, views represented in extant nursing theories, are nursing science” (p. 10).

Fawcett (2000) defined nursing science as “systematic, controlled, empirical, and critical activities undertaken to generate and test nursing theories” (p. 3). Fawcett acknowl- edged the need for the development of discipline-specific language and knowledge. The American Academy of Nursing Theory Guided Practice Expert panel developed a definition of theory-guided practice (Parse et al., 2000). Based on this definition, Barrett (2002) paraphrased this def- inition of nursing science:

Nursing science, a basic science, is the substantive discipline- specific knowledge that focuses on the human-universe-health processes articulated in the nursing frameworks and theories. The disciplinary specific knowledge resides within schools of thought that reflect differing philosophical perspectives that give rise to ontological, epistemological, and methodological process for the development and use of knowledge concerning nursing’s unique phenomenon of concern. (p. 57)

In stark contrast to this definition, Donaldson (2002) pro- posed that nursing science “is the science of personal and familial human health ecology” (p. 61). Within the philoso- phy of the Florida Atlantic University Christine College of Nursing, nursing science is viewed as the evolving body of distinctive knowledge developed through systematic inquiry and research. Upon review of the cited definitions by nurse scholars, the authors acknowledge that the word caring can be transposed with the word nursing to support the authors’ position of caring science.

A search of the nursing literature did not result in a sub- stantive definition of the science of nursing. Science of nurs- ing was used on websites for colleges of nursing, and science of nursing was referred to as the specific nursing knowledge that nurses need to care for patients. Broome (2014) did not specifically define science of nursing but focused on the funding of nurse scientists from the NIH and the NINR. The funded research of nurse scientists was heavily concentrated on empirical evidence, generating knowledge focused on interventions and measurement models related to chronic ill- ness, symptom management, or stress management.

Caring Science or Science of Caring

Although the words science of caring are used during confer- ence dialogues, on websites and in scholarly discourses and publications, an exact definition of science of caring was not found in a review of the extant caring literature. Dunlop (1986) explored the scholarly caring literature and ques- tioned, Is it a science for caring or a science of caring? According to Dunlop, the language science of caring infers that caring can be operationalized, observed, and measured and a science for caring reflects nursing knowledge and research to guide and inform caring practices. Bottorff (1991)

68 Nursing Science Quarterly 31(1)

used Orem’s conceptualization of nursing as a practical sci- ence and proposed that nursing “is a practical science of car- ing … practical knowledge is to know for the sake of doing with a focus on clinically oriented nursing science” (p. 29).

Watson’s (1979) first book, Nursing: The Philosophy and Science of Caring, was published before nursing theory was viewed as foundational to the disciplinary perspective of nursing and before meaningful philosophical discourse related to nursing science or caring science was being advanced by theorists or scholars. The concepts, theories, and research findings highlighted in the textbook were viewed as a guide for the study of nursing as the science of caring, and the book reflects a scientific basis for the carative factors. Postmodern Nursing and Beyond (1999), Caring Science as Sacred Science (2005), Nursing: The Philosophy and Science of Caring (rev. ed.) (2008), and Human Caring Science (2012) reflect an evolution in Watson’s philosophi- cal values, epistemology, and ontology related to caring sci- ence. Watson’s evolution from the original textbook, Philosophy and Science of Caring (1979) to Caring Science as Sacred Science (2005), was guided by Levinas’ (1969) Ethic of Belonging as a starting point for science; thus, we all belong to the cosmic infinite field of universal love. In this model of caring science, ethics of belonging comes before ontology of being and serves as a starting point for the caring science disciplinary lens, thus informing/critiquing ontology, epistemology, methodologies, and praxis.

Watson and Smith (2002) affirmed that caring science is “an evolving philosophical-ethical-epistemic field of study that is grounded in the discipline of nursing and informed by related fields” (p. 456). They acknowledged that caring sci- ence is situated in a worldview that is nondualistic, relational, and where all are connected. Caring science is grounded in the worldview that humanity resides in a unitary or undivided field of consciousness (Levinas, 1969). The core of the theory of human caring has love as the starting point for practicing caring (Watson, 2002). Watson (2005) acknowledged “that there is a connectedness to All: the universal field of Infinity: Cosmic LOVE” (p. 56) and made explicit the connection of caring science to the arts and humanities. Caritas Process1™, cultivation of loving kindness and equanimity with self and others, serves as the starting point for intentional conscious caring praxis, recognizing love as the highest level of con- sciousness and the greater energetic source of all healing (Watson, 2008). According to Watson (2008), “caring science is grounded in the ethics of belonging which is greater than our being, expands beyond medical science, acknowledges the relational, life forces and the philosophical unitary field dimensions underlying all of humanity” (p. 33).

The Nordic perspective of caring science as a human sci- ence is unique, as it is grounded in the fundamental issues of life and human existence (Arman, Ranheim, Rydenlund, Rytterstrom, & Rehnsfeldt, 2015). Human existence is the ontology or meaning of being human. The authors reaffirmed Eriksson’s (2002) definition of caring science as “an autono- mous scientific discipline defined by its ontology” (p. 290)

and made explicit by the beliefs related to the nature of real- ity. The Nordic perspective of caring science intersects with some of Watson’s caring science views, which include con- cepts of ethics, love, and the compassionate heart. For exam- ple, the Nordic view is grounded in the concepts of ethics, caring, love, health, suffering, and the ability to “see with the heart’s eye” (p. 292).

The definition of caring science within the discipline of nursing created by the faculty of Florida Atlantic University Christine E. Lynn College of Nursing (the longest standing College of Nursing in the USA to be based upon a formal systematic educational- practice caring curriculum) “is the body of knowledge, arrived at through intentional research and theory development, focused on the relationship of car- ing to health, healing and well-being of the whole person within the context of the family, community, society and within the global environment” (The Christine E. Lynn College of Nursing, n.d.).

There are multiple definitions of caring within the nursing literature and varied nursing theoretical frameworks and conceptual models grounded in caring and varied definitions of caring science. The authors are not advocating or advanc- ing one definition of caring, a singular nursing theory, or sin- gular definition of caring science. Rather the substantive scholarship and theoretical, philosophical body of knowl- edge in caring reaffirms the authors’ view relating to the lan- guage of caring science versus science of caring.

Although other scholars have provided definitions related to caring science, Watson is the only scholar with a substan- tial evolution and advancement of the scholarship related to science of caring and caring science. This evolution is pre- sented in Tables 1 and 2. Table 1 highlights the difference between the language related to science of caring versus car- ing science. In Table 1, the language of caring science is grounded in the ontology and epistemology of Watson’s theoretical conceptualization of the science of caring and caring science (Watson, 2005). Table 2 illustrates the evolu- tion of the ontology and epistemology of caring science as informed by Watson (1979, 1988, 1999, 2005, 2008).

Caring Science Inquiry

Reason (1993) views human inquiry as a sacred science that extends love, recognizes beauty, nurtures healing, and hon- ors compassion. According to Barrett (2002), “research is how we create science” (p. 51). Watson and Smith (2002) view caring science inquiry as “encompassing methodologi- cal pluralism whereby the methods flows form the phenom- ena of concern, not the other way around and diverse forms of inquiry seek to unify ontological, philosophical, ethical and theoretical views …” (p. 456). Expanding upon these definitions and beliefs, the authors propose the need for car- ing science research and inquiry methodologies that advance concepts of caring science, including aesthetic knowing, Caritas, caring, caring moment, cosmic love, nonlocal con- scious, forgiveness, gratitude, and compassion.

Turkel et al. 69

Table 2. Evolution of Watson’s Theoretical Perspective.

Evolution of the Theory Philosophical Statements

Nursing: The philosophy and science of caring (Watson, 1979, pp. 8-10)

Caring can be demonstrated and practiced only interpersonally. Effective caring promotes health and growth of individual or family. Caring responses accept a person not only as he or she is now but as what he or she may become. Caring is more “healthogenic” than is curing. The practice of caring is central to nursing. Based on the 10 carative factors (satisfaction of certain human needs, core for professional nursing

practice). 1. Humanistic-altruistic system of values. 2. Installation of faith and hope. 3. Cultivation of sensitivity to self and others. 4. Developing a helping trusting relationship. 5. Promotion and acceptance of the expression of positive and negative feelings. 6. Systematic use of the scientific problem-solving method for decision making. 7. Promotion of interpersonal teaching and learning. 8. Attending to a supportive mental, physical, societal, and spiritual environment. 9. Assistance with gratification of human needs. 10. Allowance for existential phenomenological forces.

Nursing: Human science and human care (Watson, 1988, p. 32).

Caring and love are the most universal and most mysteriousness of cosmic forces. If our humanness is to survive we need to become more caring and loving to nourish our humanity. Caring is the essence of nursing and the most central and unifying focus for nursing practice. Nursing is a caring profession; our ability to sustain the caring ideal and values will affect the human

development of civilization and determine our contribution to society. Human Science/Caring Science allows for:

A philosophy of human freedom, choice, responsibility. An epistemology that allows for empirics, advancement of aesthetics, ethical values, intuition,

personal knowing, spiritual insights, creative imagination, and evolving forms of inquiry. An ontology of time and space. A scientific worldview that is open.

Table 1. The Language of the Science of Caring Versus Caring Science.

Science of Caring Caring Science

Ethics Silence and distance objectivity Ethics of belonging to infinite field of universal love as starting point

for caring science (and all science) and as the underlying worldview of expanding consciousness, which intersects and converges with unitary transformative paradigm

Ontology A separatist detached control ontology Caring science relational ontology to unitary ontology to spirit/

source/universal love Epistemology One of separation, empiric, objectivity, and measurement Inviting all forms of knowing, all forms of creative scholarships

to capture human phenomena of human caring, healing, health and vicissitudes of humanity/human experiences, and concepts such as love, evolving consciousness, nonphysical phenomena, intentionality, forgiveness, and similar human processes

Practice Focus on doing and objective technical institutional models

and problems, conforming to status quo of institutional scientific practices, while seeking to improve current dominant practice nevertheless, still conforming to conventional rules, protocols, norms, and clinical medical views with particulate/interactive paradigm

Allows for creativity, strengths, mindfulness, knowing/being/doing as a one art act in a caring moment, inner subjective world of connection and relationship among nursing, patient, and family; shift to humanistic principles, values, and philosophically guided caring-healing directions for nursing practice

Constructed from Watson (2005).

(continued)

70 Nursing Science Quarterly 31(1)

Evolution of the Theory Philosophical Statements

Postmodern nursing and beyond (Watson, 1999, pp. xv-xvi)

Grounded in the ontology of being in relation within a caring paradigm. Cosmology of healing, wholeness, and oneness honoring unity of all. Nursing as an archetype for healing. Awareness/awakening of the sacred feminine cosmology. Cultivation of higher/deeper self and a higher consciousness. Acknowledging the metaphysical/spiritual level, spiritual dimensions, and quantum concepts. Honoring connectedness of all, unitary consciousness, the caring moment, transpersonal

caring-healing. Relational ontology, being open to new epistemologies of existence.

Caring science as sacred science (Watson, 2005, pp. 28-29)

The infinity of the human spirit and evolving universe. The ancient and emerging cosmology of unitary consciousness of relatedness of all. The ontological ethic of Belonging before our Separate Being (Levinas, 1969). The moral position of sustaining the infinity and mystery of the human condition and keeping

alive the evolving human spirit across time, as in facing deepening of own and others’ humanity (Levinas, 1969).

The ethical demand that acknowledges that we hold another person’s life in our hand … with expressions of trust, love, caring, honesty, forgiveness, and gratitude.

The relationship between our consciousness, words, and thoughts and how they affect our transpersonal field of Being, Becoming, and Belonging; allowing for our ability to “be-in-right- relationship” with Source: the infinite universal Cosmic field of LOVE.

Caring science is grounded in a relational, ethical ontology of unity within the universe that informs the epistemology, methodology, pedagogy, and praxis of caring in nursing.

Caring science embraces all ways of knowing/being/doing: ethical, intuitive, personal, empirical, aesthetic, spiritual, and metaphysical.

Nursing: The philosophy and science of caring (rev. ed., Watson, 2008, pp. 31 and 41-42)

As a beginning, we have to offer caring, love, forgiveness, compassion, and mercy to ourselves in order to offer authentic caring and love to others.

We have to treat ourselves with loving-kindness and equanimity, gentleness, and dignity before we accept, respect, and care for others within a professional caring-healing model.

Preservation and advancement of Caring Science values, knowledge, theories, philosophies, ethics, and clinical practices within a context of an expanding Caritas are ontological, epistemological, clinical endeavors and are the source and foundation for advancing the discipline and profession.

Evolution from 10 carative factors to 10 Caritas Processes redefined carative from the field of nursing to Caritas grounded in the new field of caring science.

Caritas Processes expand the connections between caring and love. Caritas offer a new vocabulary for knowledge development at the disciplinary level of nursing and

caring science. Philosophical tenets from carative to Caritas:

•• Merging love and caring into an expanded paradigm for the future. •• Locate the theory within an ethical and ontological context. •• Formal connection among caring, healing and the evolved human consciousness.

Caritas Processes 1. Cultivating the practice of loving-kindness and equanimity to self and others. 2. Being authentically present: enabling, sustaining, and honoring the faith, hope, and deep

belief system and the inner-subjective life world of self/other. 3. Cultivation of one’s own spiritual practices and transpersonal self, going beyond ego-self. 4. Developing and sustaining a helping trusting caring relationship. 5. Being present to, and supportive of, the expression of positive and negative feelings. 6. Creative use of self and all ways of knowing as part of the caring process; engage in the

artistry of Caritas nursing. 7. Engage in genuine teaching-learning experience that attends to unify of being and subjective

meaning-attempting to stay within the other’s frame of reference. 8. Creating a healing environment at all levels. 9. Administering sacred nursing acts of caring-healing by tending to basic human needs. 10. Opening and attending to spiritual/mysterious and existential unknowns of life

and death.

Table 2. (continued)

Turkel et al. 71

The Future of Caring Science: Unitary Caring Science

The future is now. According to Watson and Smith (2002), “caring science … makes explicit an expanding unitary, ener- getic world view with a relational human caring ethic and ontology as its starting point; once energy is incorporated into a Unitary Caring Science perspective we can affirm a deep relational ethic, spirit, and science that transcends all duality” (p. 459). The unitary caring science paradigm has evolved as a mature paradigm for nursing and caring.

In Boulder, Colorado, in 2013, during the inaugural gathering of WCSI doctoral students and postdoctoral students, Watson opened the circle with a singing bowl calibrated to the heart chakra and invited all to be open to new emerging possibilities, ideas, and creativity related to caring science. The intention of the scholarly dialogue was to give life and meaning to the concepts of caring science such as humanity, interconnectedness, Caritas con- sciousness, loving-kindness, authentic presence, creating healing environments, the divine, and the miraculous. Watson expanded upon one of the original assumptions of caring science as “accom- modating diverse ways of knowing, being-becoming evolving, encompassing ethical intuitive, personal, empirical, aesthetic, spiritual and metaphysical ways of knowing and being” (Watson & Smith, 2002, p. 456) to include “the honoring of rituals, ances- tors and elders.” The circle had an open seat representing the knowledge and wisdom of ancestors and elders.

At the 2016 IAHC and the Society of Rogerian Scholars Conference Advancing Unitary and Caring Science for Nursing Praxis, Watson reaffirmed her belief of a Unitary Caring Science model grounded in an expanding worldview, evolving consciousness, nonlocal consciousness, universal field of love, energy, and being open to the mysterious, metaphysical, and unknown. Based on the dialogue at this conference, Watson created an alphabetic guide for unitary caring science where each letter of the alphabet reflected words that illuminate this worldview. For example, A included appreciation and affirma- tion and B included belonging, being, and becoming.

This guide was shared with colleagues in Lucca, Italy in June 2016 at the WCSI 2nd European Seminar Caring Science/ Sacred Science conference and at the WCSI doctoral postdoc- toral conference in Boulder, Colorado, in July 2016. In Boulder, intentional space for creative emergence of ideas was created resulting in scholarly discourse, courageous authenticity, syn- ergistic harmony, and a sense of belonging as participants reflected on unitary caring science advancing the disciplinary perspective of nursing from a philosophical, theoretical, and research perspective. Unitary caring science is consistent with the most evolved paradigm for nursing—the unitary transfor- mative paradigm allowing integration of embedded philosoph- ical and ethical unitary worldviews that connects all while being open to the evolving consciousness of humanity.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the authorship and/or publication of this review.

Funding

The authors received no financial support for the authorship and/or publication of this review.

References

Abdellah, F. (1969). The nature of nursing science. Nursing Research, 18(5), 390-393.

Arman, M., Ranheim, A., Rydenlund, K., Rytterstrom, P., & Rehnsfeldt, A. (2015). The Nordic tradition of caring science: The works of three theorists. Nursing Science Quarterly, 28(4), 288-296.

Barrett, E. A. M. (2002). What is nursing science? Nursing Science Quarterly, 15(1), 51-60.

Bottorff, J. (1991). Nursing: A practical science of caring. Advances in Nursing Science, 14(1), 26-39.

Broome, M. (2014). Revisioning the science of nursing. Nursing Outlook, 62, 159-161.

Cody, W. K. (1997). What is nursing science? An international dia- logue. Nursing Science Quarterly, 10(1), 12-13.

Donaldson, S. (2002). Nursing science defined in less than 10 words. Journal of Professional Nursing, 18(2), 61 and 112.

Dunlop, M. (1986). Is a science of caring possible? Journal of Advanced Nursing, 11, 661-670.

Eriksson, K. (2002). Caring science in a new key. Nursing Science Quarterly, 15(1), 61-65.

Fawcett, J. (2000). The state of nursing science: Where is the nursing in the science? Theoria: Journal of Nursing Theory, 9(3), 3-10.

Levinas, E. (1969). Totality and infinity (Trans. A. Lingis). Pittsburg, PA: Duquesne University.

Parse, R. (2015). Nursing science or is it the science of nursing? Nursing Science Quarterly, 28(2), 101-102.

Parse, R. R., Barrett, E., Bourgeois, M., Dee, V., Egan, E., Germain, C., … King, I. (2000). Nursing theory-guided practice: A defi- nition. Nursing Science Quarterly, 13(2), 177.

Reason, P. (1993). Reflections on sacred experience and sacred sci- ence. Journal of Management Inquiry, 2(3), 273-283.

The Christine E. Lynn College of Nursing (n.d.). Definition of Caring Science. Downloaded from Florida Atlantic University at http://nursing.fau.edu/about/college-at-a-glance/index.php.

Watson, J. (1979). Nursing: The philosophy and science of caring. Boston, MA: Little, Brown & Company.

Watson, J. (1988). Nursing: Human science and human care. New York, NY: National League for Nursing.

Watson, J. (1996). Watson’s theory of trans-personal caring. In P. Hinton Walker & B. Neuman (Eds.), Blueprint for use of nurs- ing models: Education, research, practice and administration (pp. 141-184). New York, NY: NLN Press.

Watson, J. (1999). Postmodern nursing and beyond. St. Louis, MO: Churchill Livingstone.

Watson, J. (2002). Love and caring: Ethics of face and hand. Nursing Administrative Quarterly, 27(2), 197-202.

Watson, J. (2005). Caring science as sacred science. Philadelphia, PA: F.A. Davis.

Watson, J. (2008). Nursing: The philosophy and science of caring (rev. ed.). Boulder, CO: University Press of Colorado.

Watson, J. (2012). Human caring science. Boston, MA: Jones & Bartlett.

Watson, J., & Smith, M. (2002). Caring science and the science of uni- tary human beings: A trans theoretical discourse of nursing knowl- edge development. Journal of Advanced Nursing, 37(5), 452-461.