Jacqueline FawcettJacqueline Fawcett, RN: PhD; ScD (hon); FAAN; NEAF, received her Bachelor of Science degree from Boston University in 1964, her Master of Arts degree in Parent Child Nursing with a minor in Nursing Education from New York University in 1970, and her Ph.D. in Nursing, also from New York University, in 1976. Dr. Fawcett has been a nurse educator for more than 40 years; currently, she is a Professor in the Department of Nursing, College of Nursing and Health Sciences, University of Massachusetts Boston. Previously, she held faculty positions at the University of Connecticut and the University of Pennsylvania.

Dr. Fawcett is perhaps best known for her meta-theoretical work, which focuses on the nature and structure of knowledge in nursing. Dr. Fawcett’s meta-theoretical work is published in many journal articles and several books.

Dr. Fawcett was elected to Sigma Theta Tau, Pi Lambda Theta, and the American Academy of Nursing. She received the Virginia A. Henderson Award for Outstanding Contributions to Nursing Research from the Connecticut Nurses’ Association, and the Josephine A. Dolan Award for Scholarship from Mu Chapter of Sigma Theta Tau in 1987; the Mentor Award from Xi Chapter of Sigma Theta Tau in 1992; the Teaching Award from the University of Pennsylvania School of Nursing in 1995; the Doctoral Student Organization Faculty Award, also from the University of Pennsylvania School of Nursing, in 1998, the Distinguished Scholar in Nursing Award from New York University in 2000, the Distinguished Alumna Award from New York University Division of Nursing in 2002, and the first “Friend of Nursing Research” Award from the Winchester (Massachusetts) Hospital Nursing Research Council in 2004. In 2006, Dr. Fawcett received the Chancellor’s Distinguished Scholarship Award from the University of Massachusetts Boston.In 2010, Dr. Fawcett was named one of Top 20 Most Influential People in the Nursing Field by The Web Nurse She received an honorary Doctor of Science degree from Université Laval in Quebec, Canada, in 2012, and a Living Legend Award from the Massachusetts Association of Registered Nurses in 2013. In 2015, Dr. Fawcett received the Betty Neuman Award for Nursing Leadership from Walsh University Byers School of Nursing. In 2016, Dr. Fawcett was selected as Fellow in the Nursing Education Academy of the National League for Nursing.

“Applying Conceptual Models of Nursing: Quality Improvement, Research, and Practice”

nursing booksThe purpose of this book is to present a practical guide for the application of nursing conceptual models to nursing  quality improvement projects, several types of research, including literature reviews; instrument development; and descriptive, correlational, experimental, and mixed-methods designs, and practice, for each of the nine conceptual models included in the book–Johnson’s Behavioral Systems Model, King’s Conceptual System, Levine’s Conservation Model, Neuman’s Systems Model, Orem’s Self-Care Framework, Rogers’s Science of Unitary Human Beings, Roy’s Adaptation Model, the Synergy Model, and the Transitions Framework.

Applying Conceptual Models of Nursing: Quality Improvement, Research, and Practice” is designed as a required or recommended text for undergraduate and graduate students, nurse educators, nurse researchers, and practicing nurses, including novice nurses and advanced practice nurses. Specifically, the book is intended for associate degree, baccalaureate degree, master’s degree, practice doctoral degree (e.g., doctor of nursing practice [DNP]), and research doctoral degree (e.g., PhD) nursing students, as well as for nurse educators, nurse researchers, and any other nurses who are interested in applying distinctive nursing knowledge to their particular practical nursing activities.

No other book includes the wide scope of examples of practical applications that are included in this book and no other book includes downloadable or printed templates for CTE structures for quality improvement projects, literature reviews, instrument development studies, descriptive qualitative studies, correlational studies, experimental studies, and mixed-methods studies, and practice.

Is your book more practical or theoretical?

The book is both theoretical and practical. My goal was to demonstrate how conceptual models of nursing are used to guide every-day practical nursing activities, including the assessment and intervention components of nursing practice, quality improvement projects, and various types of research.

Who would you recommend it?

This book is designed as a required or recommended text for undergraduate and graduate students, nand for urse educators, nurse researchers, and practicing nurses, including novice nurses and advanced practice nurses. Specifically, the book is intended for associate degree, baccalaureate degree, master’s degree, practice doctoral degree (e.g., doctor of nursing practice [DNP]), and research doctoral degree (e.g., PhD) nursing students, as well as for nurse educators, nurse researchers, and any other nurses who are interested in applying distinctive nursing knowledge to their particular practical nursing activities.

What are the conceptual models that you have included in your work?

The nine conceptual models included in the book are Johnson’s Behavioral Systems Model, King’s Conceptual System, Levine’s Conservation Model, Neuman’s Systems Model, Orem’s Self-Care Framework, Rogers’s Science of Unitary Human Beings, Roy’s Adaptation Model, the Synergy Model, and the Transitions Framework.

What is the most crucial mistake nurses make often?

Not practicing nursing qua nursing rather than nursing qua medicine, that is, not basing nursing practice on nursing-discipline specific knowledge but rather basing their practice on the mythical so-called medical model.

What has brought you to medicine?

I am not in medicine. I am a nurse with all degrees (BS, AM, PhD) in nursing. Nursing is an exceptionally rewarding career with many options for work, including practice in diverse areas of specialization, education, and practice. Advanced practice nurses now may practice independently rather than under the “supervision” of physicians, who know nothing about nursing and, therefore, are not qualified to “supervise” nurses.

What do you see to be the biggest problem of healthcare in 21 century?

Costs vs charges and lack of universal health insurance.

What do you think to be the biggest nursing break-through so far?

Formalization of discipline-specific nursing knowledge with extensive attention to generation of new knowledge and testing of existing knowledge, with translation into evidence-based nursing practice.

Ready to dive into the depths of nursing world? Grab a copy of Jacqueline’s new book – “Applying Conceptual Models of Nursing: Quality Improvement, Research, and Practice”!

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