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xxxiv prologue SUHB, and complexity sciences contributed to this book. The chapters and responses are diverse, illuminating the diversity of complexity itself, but similar in the underlying articulation of and need for human caring and concern for the delivery of quality health care. There are chapters more focused on complexity sciences, highlighting, for example, entropy, methods, organizational paradoxes, and conflict relationships from more theoretical, quantitative, and/or mathematical research approaches. There is a chapter focused on the disease process of diabetes that shows the complexity of diabetes from the cellular to policy levels. There are chapters focused on theoretical and qualitative research methods or newer research methods capturing the science of complexity, such as the comparing and contrasting of complexity sciences and the SUHB, complex caring dynamics, and story theory and method. There are chapters related to leadership, caring in complex health care organizations, and nursing education that address both complexity and caring sciences. And finally there are chapters that challenge our ethical thinking with informatics applications in practice, and the future of nursing and caring within the realm of the human–humanoid relationship. Each chapter begins with an introductory preface describing the relevance of the content to contemporary complexity science, nursing, and caring sciences for human–environment well-being. Each chapter has a response, and sometimes two responses, that highlight what the particular chapter means to nursing education, research, leadership, administration, and practice. Responses provide the reader with a practical application or understanding of the content presented. Three types of responses were offered to the response authors: (a) a structured contextual template, (b) a response to open-ended questions, and (c) an open emergent and reflective process. Response authors chose what illuminated or critiqued ideas in the chapter and many offered new approaches based upon nursing research or clinical practice applications. Readers are invited to engage in personal reflection on the relevance of the writings as they relate to theory, research, education, leadership, and practice. The Epilogue and Addendum at the end of the book provide challenging questions and practical definitions of terms from nursing and complexity sciences to further demonstrate how nurses, physicians, and health care leaders can use or continue to embrace the use of caring in the mutual human–environment relationship in education, research, administration, leadership, and practice. References Anderson, R., Crabtree, B., Steele, D., & McDaniel, R., Jr. (2005). Case study research: The view from complexity science. Qualitative Health Research, 20(10), 1–17. Bar-Yam, Y. (2004). Making things work: Solving complex problems in a complex world. Boston: NECSI Knowledge Press.
PROLOGUE xxxv Boone, L., & Bowen, D. (1980). The great writings in management and organizational behavior. Tulsa, OK: Penn Well. Boykin, A., & Schoenhofer, S. (2001). Nursing as caring: A model for transforming practice (2nd ed.). Sudbury, MA: Jones & Bartlett. Briggs, J., & Peat, F. D. (1989). Turbulent mirror: An illustrated guide to chaos theory and the science of wholeness. New York: Harper & Row. Calabria, M., & Macrae, J. (Eds.). (1994). Suggestions for thought by Florence Nightingale: Selections and commentaries. Philadelphia: University of Pennsylvania Press. Cannato, J. (2010). Field of compassion: How the new cosmology is transforming spiritual life. Notre Dame, IN: Sorin Books. Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13–23. Coffman, S. (2006). Marilyn Anne Ray’s theory of bureaucratic caring. In A. Marriner Tomey & M. Alligood (Eds.), Nursing theorists and their work (6th ed., pp. 116–139). St. Louis, MO: Mosby/Elsevier. Coffman, S. (2010). Marilyn Anne Ray’s theory of bureaucratic caring. In M. Alligood & A. Marriner Tomey (Eds.), Nursing theorists and their work (7th ed., pp. 113–136). St. Louis, MO: Mosby/Elsevier. Cowling, R., & Repede, E. (2010). Unitary appreciative inquiry: Evolution and refinement. Advances in Nursing Science, 33(1), 64–77. Davidson, A., & Ray, M. (1991). Studying the human-environment phenomenon using the science of complexity. Advances in Nursing Science, 4(2), 73–87. Davidson, A., Ray, M., Cortes, S., Conboy, L., & Norman, M. (2006). Complexity for human-environment well-being. Retrieved December 2, 2009, from http://necs .org/events/iccs6/viewpaper:id=216 Davidson, A., Teicher, M., & Bar-Yam, Y. (1997). The role of environmental complexity in the well-being of the elderly. Complexity and Chaos in Nursing, 3(1), 5–12. Hamilton, P., Pollack, J., Mitchell, D., Vicenzi, A., & West, B. (1997). The application of nonlinear dynamics in nursing research. Nonlinear Dynamics, Psychology, and Life Sciences, 1(4), 237–261. Lindberg, C., Nash, S., & Lindberg, C. (2008). On the edge: Nursing in the age of complexity. Bordentown, NJ: Plexus Press. Newman, M., Sime, A., & Corcoran-Perry, S. (1991). The focus of the discipline of nursing. Advances in Nursing Science, 14(1), 1–6. Newman, M., Smith, M., Dexheimer-Pharris, M., & Jones, D. (2008). The focus of the discipline revisited. Advances in Nursing Science, 31(1), E16–E27. doi:10.1097/01 .ans. 0000311533.65941.f1 Nightingale, F. (1859/1969). Notes on nursing: What it is and what it is not. New York: Dover. Nightingale, F. (1992). Notes on nursing: What it is and what it is not. Philadelphia: J. B. Lippincott. Nirenberg, J. (1993). The living organization. San Diego, CA: Pfeiffer & Company. Peat, F. D. (2002). From certainty to uncertainty: The story of science and ideas in the twentieth century. Washington, DC: Joseph Henry Press. Perrow, C. (1986). Complex organizations: A critical essay. New York: McGraw-Hill. Purnell, M. (2006). Development of a caring model for nursing education. International Journal for Human Caring, 10(3), 8–16.
Page 1 and 2: Nursing, Caring, and Complexity Sci
Page 3: Marian C. Turkel, RN, PhD, NEA-BC,
Page 6 and 7: Copyright © 2011 Springer Publishi
Page 8 and 9: viii DedicationS the change agents.
Page 11 and 12: Contents Contributors xv Foreword b
Page 13: contents xiii 13. Lessons in Comple
Page 16 and 17: xvi contributors Diana M. Crowell,
Page 18 and 19: xviii contributors Marlaine Smith,
Page 20 and 21: xx foreword Alice and her co-editor
Page 22 and 23: xxii reflection This manuscript com
Page 24 and 25: xxiv prologue The trans-theoretical
Page 26 and 27: xxvi prologue to facilitate underst
Page 28 and 29: xxviii prologue Caritas Process 1:
Page 30 and 31: xxx prologue manifest some degree o
Page 32 and 33: xxxii prologue social, ethical, rel
Page 36 and 37: xxxvi prologue Ray, M. (1981a). A s
Page 39 and 40: Acknowledgments The completion of t
Page 41 and 42: ONE Philosophical and Theoretical P
Page 43 and 44: 1: Philosophical and Theoretical Pe
Page 61 and 62: 21 Response to Chapter 1 Reflective
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