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TFN > Anne Boykin & Savina Schoenhofer- Afaf Ibrahim Meleis > Flashcards

Anne Boykin & Savina Schoenhofer- Afaf Ibrahim Meleis Flashcards

1
Q

the between, call for nursing, nursing response and
personhood served as substantive and structural bases for
their conceptualization of nursing as caring. Nursing as caring
qualitatively transforms practice

A

“Theory of Nursing as Caring”

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2
Q

essential for understanding living as caring and appreciating their unique expression in the reciprocal relationship of the nurse and the nursed.

A

Mayeroff’s Major Ingredients Of Caring

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3
Q

What are the major ingredients of caring

A

knowing, alternating rhythm, patience, honesty, trust, humility, hope, courage

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4
Q

communities of scholars who develop a particular perspective
on the world and what it means to be in the world

A

Disciplines Of Knowledge

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5
Q

hold a value system in common that is expressed in its unique focus on knowledge and practice.

A

Disciplinary Communities

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6
Q

nurturing persons living and growing in caring

A

Focus Of Nursing

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7
Q

to know persons as caring and it to support and sustain them as they live caring.

A

Intention Of Nursing

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8
Q

the intentional and authentic presence of the nurse with another who is recognized as living in caring and growing in caring

A

Caring in nursing

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9
Q

constantly unfolding in caring

A

Person

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10
Q

unique and unpredictable in the moment and therefore cannot and should not be manipulated or objectified as testable, researchable variables.

A

Person

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11
Q

the locus of all that is known and done in nursing.

A

Nursing situation

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12
Q

the shared lived experience in which caring between nurse and nursed enhances personhood.

A

Nursing situation

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13
Q

a process of living that is grounded in caring.

A

Personhood

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14
Q

implies being oneself as an authentic caring person and being open to unfold possibilities for caring.

A

Personhood

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15
Q

opens the relationship to true caring between the nurse and the nursed

A

Direct Invitation

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16
Q

offers the opportunity to the nursed to share what truly matters in the moment. “How might I nurse you in ways that are meaningful to you?”

A

Direct Invitation

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17
Q

intentionality and authentic presence open the nurse to hearing calls for nursing.

A

Calls for Nursing

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18
Q

situated personal expressions that cannot be predicted, but originate within persons who are living caring in their lives and who hold hopes and aspirations for growing in caring.

A

Calls for Nursing

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19
Q

calls for nurturance perceived in the mind of the nurse

A

Calls for Nursing

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20
Q

when the nurse enters the world of the other person with the intention of knowing the other as a caring person.

A

Caring between

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21
Q

through presence and intentionality, the nurse comes to know the one nursed

A

Caring between

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22
Q

constant and mutual unfolding enhances this loving relation.

A

Caring between

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23
Q

unidirectional activity or reciprocal exchange

A

No Caring In Between

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24
Q

It is cocreated in the immediacy of what truly matters and is a specific expression of caring nurturance to sustain and enhance the other’s living and growing in caring.

A

Nursing Response

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25
Q

is a method for knowing nursing and a medium for all forms of nursing inquiry.

A

Story

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26
Q

embodies the lived experience of nursing situation involving the nurse and the nursed.

A

Story

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27
Q

content of nursing knowledge is generated, developed, conserved, and known through the lived experience of nursing situations.

A

story

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28
Q

this method recreates and represents the essence of the experience, making the knowledge of nursing available for further study.

A

Story

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29
Q

the fundamental assumption or basic premise of nursing as caring that all persons are caring

A

Perception of Persons as Caring

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30
Q

fundamentally, potentially and actually, each person is caring

A

Persons are Caring by Virtue of their Humanness

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31
Q

Centers on valuing and celebrating human wholeness, the human person as living and growing in caring, and active personal engagement with others.

A

Persons are Caring by Virtue of their Humanness

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32
Q

no insufficiency, no brokenness, and no absence of something. The person is at all times whole.

A

Persons are Whole and Complete in the Moment

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33
Q

caring is a lifetime process that is lived moment to moment and is constantly unfolding

A

Persons Live Caring, Moment to Moment

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34
Q

Personhood is being authentic, demonstrating congruence between beliefs and behaviors, and living out the meaning of one’s life. From the perspective of nursing as caring, personhood is the universal human cell.

A

Personhood is Living Life Grounded in Caring

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35
Q

Caring is living in context of relational responsibilities and possibilities, and it acknowledges the importance of knowing the person as person

A

Personhood is Enhanced through Participating in Nurturing Relationships with Caring Others

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36
Q

As a discipline, nursing is a way of knowing, being, valuing, and living in the world and is envisaged as a unity of knowledge within a larger unity.

A

Nursing is both a Discipline and a Profession

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37
Q

attends to the discovery, creation, development, and refinement of knowledge needed for the practice of nursing

A

Discipline

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38
Q

attends to the application of that knowledge in response to human needs

A

Profession

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39
Q

a visual presentation of the theoretical assertion that lived caring between the nurse and the nursed expresses underlying relationships.

A

Dance of Caring Persons

40
Q

a model to guide the whole of an organization in which each person in the health care system lives caring meaningfully and has a place of value in the care system.

A

Dance of Caring Persons

41
Q

Fundamental Assumptions Of Nursing As Caring

A
  1. To be human is caring
  2. The purpose of the discipline and profession is to come to know persons and nurture them as persons living caring and growing in caring.
42
Q

Theorist of Theory of Nursing as Caring

A

ANNE BOYKIN & SAVINA SCHOENHOFER

43
Q

What is the theory of Afaf Ibrahim Meleis

A

Transitions Theory

44
Q

What are the types and patterns of transitions

A

Developmental transition, health and illness transitions, situational, and organizational transitions

45
Q

birth, adolescence, menopause, aging and death

A

Developmental transition

46
Q

recovery process, hospital discharge, and diagnosis of chronic illness

A

Health and illness transitions

47
Q

changing environmental conditions that affect the lives of clients, as well as workers within them.

A

Organizational transitions

48
Q

What are the patterns of transition

A

multiplicity & complexity

49
Q

single or multiple

A

Multiplicity

50
Q

sequential, simultaneous, related or unrelated

A

Complexity

51
Q

what are the properties of transition experience

A

Awareness, engagement, changes and difference, time span, critical points and events

52
Q

perception, knowledge, and recognition of a transition experience” and level of awareness is commonly reflected in “the degree of congruency between what is known about processes and responses and what constitutes an expected set of responses and perceptions of individuals undergoing similar transitions”

A

awareness

53
Q

person doesn’t begin transition yet

A

Unawareness

54
Q

the degree to which a person demonstrates involvement in the process inherent in the transition”. Awareness influences the level of engagement. No engagement, no awareness

A

Engagement

55
Q

are a property of transitions.

A

Changes and differences

56
Q

identities, roles, relationships, abilities, and behavior
are supposed to bring a sense of movement or
direction to internal as well as external processes.

A

changes

57
Q

could be demonstrated by unsatisfied or atypical expectations, feeling dissimilar, being realized as dissimilar, or viewing the world and others in dissimilar ways

A

challenging differences

58
Q

all transitions may be characterized as flowing and moving over time.

A

time span

59
Q

a span of time with an identifiable starting point, extending from the first signs of anticipation, perception, or demonstration of change; moving through a period of instability, confusion and distress; to an eventual ‘ending’ with new beginning or period of stability

A

transition

60
Q

Final point of transition. “markers such as birth, death, cessation of menstruation, or the diagnosis of an illness”.

A

Critical points and events

61
Q

are usually linked to intensifying awareness of
changes or dissimilarities or to a more exertive
engagement in the transition process.

A

Critical points and events

62
Q

differentiated by a sense of counter pose in new schedules, competence, lifestyles and self-care behaviors

A

Transitions Theory

63
Q

variations, consecutive changes, and interruptions in existence

A

Duration of uncertainty

64
Q

those circumstances that influence the way a person moves through a transition, and that facilitate or hinder progress toward achieving a healthy transition.”

A

Transition Conditions

65
Q

meanings, cultural beliefs and attitudes, socioeconomic status, preparation and knowledge.

A

Personal conditions

66
Q

could be facilitators or inhibitors for transitions. Underdeveloped compared with personal transition

A

Community conditions & Societal conditions

67
Q

what are the Patterns of Response

A

process indicators and outcome indicators

68
Q

directs clients into health or toward vulnerability and risk make nurses conduct early assessment and intervention to expedite healthy outcomes.

A

Process Indicators

69
Q

Feeling connected

A

Process Indicators

70
Q

Interactions

A

Process Indicators

71
Q

Locating and being situated

A

Process Indicators

72
Q

Developing confidence and coping

A

Process Indicators

73
Q

may be used to check whether a transition is a healthy one

A

Outcome Indicators

74
Q

Mastery

A

Outcome Indicators

75
Q

Fluid integrative identities

A

Outcome Indicators

76
Q

three measures that are widely applicable to therapeutic intervention during transitions

A

nursing therapeutics

77
Q

what are the three nursing therapeuticcs

A

assessment of readiness, preparation for transition, role supplementation

78
Q

interdisciplinary effort based on a full
understanding of the client.

A

Assessment of readiness

79
Q

requires assessment of each the transition conditions to generate a personal sketch of client readiness and to allow clinicians and researchers to determine diverse patterns of the transition experience.

A

Assessment of readiness

80
Q

includes education as the main modality for
generating the best condition to be ready for a
transition

A

Preparation for transition

81
Q
  • Nurses are the primary caregivers of clients and their families who are undergoing transitions.
  • Transitions both result in change and are the result of change.
A

nursing

82
Q
  • Transitions involve a process of movement and changes in fundamental life patterns, which are manifested in all individuals.
  • Transitions cause changes in identities, roles, relationships, abilities, and patterns of behavior.
  • The nature, conditions, meanings, and processes of their transition shape the daily lives of clients, environments, and interactions.
A

person

83
Q
  • Transitions are complex and multidimensional. Transitions have patterns of multiplicity and complexity.
  • All transitions are characterized by flow and movement over time.
  • Change and difference are not interchangeable, nor are they synonymous with transition.
A

health

84
Q

Vulnerability is related to transition experience, interactions, and environmental conditions that expose individuals to potential damage, problematic or extended recovery, or delayed or unhealthy coping.

A

environment

85
Q

Fundamental Assumption of the Theory of Nursing as Caring

A

All persons are caring

86
Q

Used to come to know what matters most to the one nursed at the moment

A

direct invitation

87
Q

intention of direct invitation

A

truly coming to know the one nursed

88
Q

Without this, nursing in its fullest sense does not occur

A

caring between

89
Q

Type of transition: Changing environmental conditions that affect the lives of the client, as well as workers within them

A

organizational

90
Q

Type of transition: Changing environmental conditions that affect the lives of the client, as well as workers within them

A

organizational

91
Q

Markers such as birth, death, the cessation of menstruation, or the diagnosis of an illness

A

critical points

92
Q

Transition condition: marginalization of immigrants in the host country

A

societal condition

93
Q

Transition condition: community resources

A

community condition

94
Q

This can also represent a healthy completion of a transition

A

Identity reformulation

95
Q

predictive given behavior and are shaped by the nature of the target behavior being considered

A

personal factors

96
Q

The synthesis of the two major constructs that guide the researcher to discover, explain, and account for health, well-being, care expressions, and other human conditions

A

culture care

97
Q

totality of an event, situation, a particular experience that gives meanings to people’s expressions, interpretations, and social interactions within a particular geophysical, ecological, spiritual, sociopolitical, and technological factors in specific cultural settings

A

environmental context

TFN (7 decks)

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