Transforming nursing education is a current focus across the country, the result of recent national reports that have made significant contributions for evaluating and changing curricula and ways students are taught. However, the need to ground these strategies for change within our discipline's ontological foundation through nursing theory must be addressed. The purpose of this article is to use Parse's Humanbecoming Paradigm to provide educators with exemplars of discipline-specific theory-based changes across educational levels. The exemplars are situated within the important tensions that educators face today in undergraduate, advanced practice, and doctoral programs. Conclusions are drawn regarding continuing efforts to ensure that nurse educators incorporate discipline-relevant theories when transforming nursing education.
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 14 April 2017.
All research outputs
#18,541,268
of 22,963,381 outputs
Outputs from Nursing Science Quarterly
#160
of 230 outputs
Outputs of similar age
#235,350
of 309,202 outputs
Outputs of similar age from Nursing Science Quarterly
#2
of 2 outputs
Altmetric has tracked 22,963,381 research outputs across all sources so far. This one is in the 11th percentile – i.e., 11% of other outputs scored the same or lower than it.
So far Altmetric has tracked 230 research outputs from this source. They receive a mean Attention Score of 2.3. This one is in the 18th percentile – i.e., 18% of its peers scored the same or lower than it.
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We're also able to compare this research output to 2 others from the same source and published within six weeks on either side of this one.
