Difference of Nursing Theory from other Theories
According to Alligood (2014), nursing theory reveals the uniqueness the nursing profession holds compared to other approaches. Firstly, the nursing theory is different from theories of other disciplines in the functions of describing, illustrating, and regulating the outcomes. Secondly, the nursing theories are dynamic in that they provide a platform for integrating new knowledge and ideas with the changing situations (Alligood, 2014). Besides, the nursing theory comprises of a conceptual framework that associates all the nursing concepts or meta-paradigms together to develop a diverse way of viewing different phenomenon (Kumar & Antonenko, 2014).
The non-nursing theories also play a fundamental role and should be utilised to guide the nursing practice. They are unique and give the nursing discipline with additional knowledge hence contribute to the development of the profession (Kumar & Antonenko, 2014). Theories, for example, the Maslow theory help the nursing practitioners to develop nursing theories. Secondly, Maslow theory and other borrowed ones help nurses prioritize patients care for their needs (Jae Min & Hanna, 2015). Maslow theory gives guides nurses to develop and accomplish individual patient care. Ultimately, the social exchange theory helps nurses to classify and comprehend the patient-family association. Therefore, it is important in the nursing practice to use non-nursing theories since they are crucial in the nursing field as they associate with the nursing theories in providing nursing guidelines.
References
Alligood, M. R. (2014). Nursing theorists and their work (8th ed.). St. Louis, Missouri: Elsevier Mosby.
Jae Min, L., & Hanna, S. D. (2015).Savings Goals and Saving Behavior From a Perspective of Maslow's Hierarchy of Needs.Journal Of Financial Counseling & Planning, 26(2), 129-147.
Kumar, S., & Antonenko, P. (2014).Connecting practice, theory, and method: Supporting professional doctoral students in developing conceptual frameworks.Techtrends: Linking Research & Practice To Improve Learning, 58(4), 54-61.
