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THEORETICAL FOUNDATIONS OF NURSING > FINALS > Flashcards

FINALS Flashcards

1
Q

MARGARET NEWMAN

A

Theory of Health as Expanding Consciousness

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2
Q

LAWRENCE KOHLBERG

A

theory of moral development

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3
Q

COMPOSURE model

A

CARMELITA DIVINAGRACIA

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4
Q

Synchronicity in Human-Space-Time theory of nursing engagement

A

FRESLYN LIM SACO
CLIFFORD MASAYON KILAT
ROZANNO LOCSIN

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5
Q

ROSEMARIE PARSE

A

Human Becoming Theory

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6
Q

Interpersonal Psychodynamic theory

A

HERBERT HARRY STACK SULLIVAN

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7
Q

CARMENCITA ABAQUIN

A

PREPARE me theory

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8
Q

KARL LUDWIG VON BERTALANFFY

A

System Theory

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9
Q

Graceful Aging: Retirement and Role discontinues

A

LETTY KUAN

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10
Q

ABRAHAM MASLOW

A

Human Need theory

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11
Q

KURT LEWIN

A

Change theory (3-stage model)

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12
Q

HELEN ERICKSON

A

Modeling & Role Modeling theory

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13
Q

Technological Competency as Caring in Nursing

A

ROZANNO LOCSIN

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14
Q

Theory of Nursing Practice & Career

A

CECILIE LAURENTE

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15
Q

SR. CAROLINA AGRAVANTE

A

CASAGRA transformative leadership model

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16
Q

pathological conditions can be considered a manifestation of the total pattern of the patient

A

Theory of Health as Expanding Consciousness (NEWMAN)

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17
Q

Knowing/ caring through pattern recognition

A

Theory of Health as Expanding Consciousness (NEWMAN)

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18
Q

Clients were viewed as participants in the transformative process

Persons as individuals are identified by their individual patterns of consciousness

A

Theory of Health as Expanding Consciousness (NEWMAN)

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19
Q

focuses on how children develop morality and moral reasoning.

his theory suggests that moral development occurs in a series of six stages

A

theory of moral development (KOHLBERG)

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20
Q

recognition of the distinction between good and evil or between right and wrong; respect for and obedience to the rules of right conduct; the mental disposition or characteristic of behaving in a manner intended to produce good results

A

morality

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21
Q

three-stage model is based around a 3-step process that consists of unfreeze - change - refreeze.

A

Lewin’s Change Theory/ Kurt Lewin’s three-stage model

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22
Q

“main disruptive force” in interpersonal relations

A

Anxiety

Interpersonal Psychodynamic Theory by SULLIVAN

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23
Q

theory of motivation that states the five categories of human needs dictates an individual’s behavior. Physiological Needs, Safety Needs, Love and belongingness Needs, Esteem Needs, and Self actualization Needs

A

Maslow’s Human Need Theory

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24
Q

state of utter well-being, intense excitement, and happiness

A

euphoria

Interpersonal Psychodynamic Theory by SULLIVAN

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25
Q

one of the most important dynamisms

Sullivan referred to it as a secondary dynamism (secondary here refers to a higher level of processing, not secondary in importance)

integrates the security operations, and serves to protect the individual from tension

A

self-system

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26
Q

Paradigm seeks to understand the interconnectedness of human communication rather than looking at just one part

A

SYSTEMS THEORY (Bertalanffy)

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27
Q

An interdisciplinary conceptual framework focusing on the wholeness, pattern, relationship, hierarchical order, integration, and organization of phenomena

A

GENERAL SYSTEM THEORY (GST) - Bertalanffy

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28
Q

fear of rejection by significant persons

A

Basic Anxiety - HERBERT “HARRY” STACK SULLIVAN

Interpersonal Psychodynamic Theory

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29
Q

innovative process of nursing engagement expresses interpersonal relating technological knowing, rhythmically connecting, and transformational engagement

human science view of wholeness of persons while focusing on the inclusion of the coexistence between technology and caring in nursing

embraces caring engagement in a neo-modernist perspective that asserts that there is interconnectedness between human thoughts, synchronistic life events, and meaning of experiences, critical to living meaningfulness of human health and well-being in a community

A

Synchronicity in Human-Space-Time Theory of Nursing Engagement

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30
Q

FOUR (4) PRINCIPLES of HST

A

Interconnectivity
Equitability
Emancipation
Human transcendence

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31
Q

5 ELEMENTS OF CARING of HST

A 
Dance caring persons
Caring movements
Expression of caring intentions
Responsive sensing
Technological competency
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32
Q

“Categorization of Nursing Activities as Observed in Medical-Surgical Ward Units in selected Government and Private Hospitals in Metro Manila.”

A

CECILIE LAURENTE

Theory of Nursing Practice and Career

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33
Q

presents a framework for treating advanced cancer patients with a nonpharmacologic, non-surgical approach. The focus is not on curing the patient, but rather on aiding her in discovering her humanity and interior serenity as she faces the challenge of life and death.

➢ emphasizes holistic approach to nursing care

A

PREPARE me theory - ABAQUIN

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34
Q

classification of age group to any person reaching the mid 70s up to the 80s

A

ELDERLY

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35
Q

people who are old but gracefully able to function as useful citizens at home and in the community and an exemplar in fidelity to prayer life

A

GERONE

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36
Q

act of giving, sharing, emblem of honesty and feeling of fulfillment and motivation

A

LEGACY

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37
Q

endurance of cells and tissues to withstand the wear-to-tear phenomenon of the human body

Some individuals are gifted with the strong genetic affinity to stay young for a long period of time

A

physiological stage

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38
Q

set of shared expectations focused upon a particular position

may include beliefs about what goals or values the position incumbent is to pursue and the norms that will govern his behavior.

set shared expectations from the retirees’ socialization experiences and the values internalized while preparing for the position

A

role

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39
Q

individual who has left the position occupied for the past years of productive life because he/she has reached the prescribed retirement age or has completed required years of service

A

retiree

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40
Q

interruption in the line of status enjoyed or performed. The interruption may be brought about by an accident, emergency, and change of position or retirement

A

role discontinuity

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41
Q

interventions or measures applied to solve a problematic situation or state in order to restore or maintain equilibrium and normal functioning

A

coping approaches

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42
Q

6 components of PREPARE me theory

A 
Presence
Reminisce Therapy
Prayer
Relaxation-Breathing
Meditation
Values Clarification
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43
Q

set of behaviors determined by Divinagracia that are to be demonstrated by advanced nurse practitioners to see how it would affect the recovery of the patients in the Coronary Care Unit of the Philippine Heart Center. Through this, holism is guaranteed to the patient.

A

Composure Behavior

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44
Q

give the meaning of COMPOSURE in COMPOSURE model

A 
Competence
Presence and Prayer
Open-Mindedness
Stimulation
Understanding
Respect
Relaxation
Empathy
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45
Q

psycho-spiritual model which is a Three-Fold Transformation Leadership Concept rolled into one, comprising the following elements:

  1. Servant-Leader Spirituality
  2. Self-Mastery expressed in a vibrant care complex
  3. Special Expertise level in the nursing field one is engaged in
A

The CASAGRA Transformative Leadership Model

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46
Q

Technological competency as caring is the skilled demonstration of intentional, deliberate, and authentic activities by experienced nurses who practice in environments requiring technological expertise

A

Technological Competency as Caring in Nursing

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47
Q

employing the servant leader model on the nursing faculty’s leadership behavior, the caring complex in the nursing faculty’s personality is highly associated to their leadership behavior

A

CASAGRA Leadership Model

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48
Q

components of Physiological Outcomes in Composure Model

A

vital signs
chest pain
hemoglobin

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49
Q

components of Behavioral Outcomes in Composure Model

A

physical
emotional
spiritual
intellectual

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50
Q

viewing the patient as a whole person living experiences through his or her environment

A

The Human Becoming Theory of Nursing - PARSE

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51
Q

human is coexistent while co-constituting rhythmical patterns with the universe

human is open, freely choosing meaning in a situation, as well as bearing responsibility for decisions made

human is unitary, continuously co-constituting patterns of relating

human is transcending multidimensionally with the possible

A

The Human Becoming Theory of Nursing

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52
Q

guide that is desired for the modern educational process designed to form the millennium professional nurse. A person with a dynamic care complex is the cornerstone of nursing leadership. Expertise is the practice of caring and proactiveness in face of challenges for the profession go hand-in-hand

A

transformative teaching

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53
Q

defined as; multifaceted concepts that encompasses an individual’s capacities and abilities to enrich life, when life can no longer be prolonged. This includes taking adequate care of one’s body, mind, and spirit despite the limits imposed by their current situation. The patient’s numerous dimensions are used to assess his or her quality of life

A

quality of life (PREPARE me theory)

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54
Q

mental state of fear or nervousness about what might happen

A

Anxiety (Theory of Nursing Practice and Career) - LAURENTE

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55
Q

Person to person contact between the client and the nurses

A

Presence (Theory of Nursing Practice and Career) - LAURENTE

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56
Q

Development in the time though mutual trust between the nurse
and the patient

A

Concern (Theory of Nursing Practice and Career) - LAURENTE

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57
Q

id-driven lower needs on Maslow’s hierarchy.

biological requirements for human survival.

A

Physiological needs

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58
Q

includes self-worth, accomplishment and respect.

ego-driven needs

A

Esteem needs

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59
Q

Physiological Needs, Safety Needs, Love and belongingness Needs and Esteem Needs are collectively called?

A

Deficiency needs

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60
Q

Self- Actualization Needs can make a person happier, but that person is not harmed when the needs go unfulfilled. Self- actualization needs become the priority when the deficiency needs are met

A

Growth needs

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61
Q

feelings associated with relief of anxiety, the point when all needs are met or a sense of total well-being

A

Interpersonal Security (Interpersonal Psychodynamic Theory) - SULLIVAN

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62
Q

collection of experiences or security measures to protect against anxiety. Composed of good me, bad me, not me

A

Self system (Interpersonal Psychodynamic Theory) - SULLIVAN

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63
Q

aspects of self that are so anxiety-provoking that the person does not consider them a part of the person. It contains feelings of horror or dread. This part of the self is primarily unconscious (dissociative coping).

A

NOT ME (Interpersonal Psychodynamic Theory) - SULLIVAN

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64
Q

represents what people like about themselves and is willing to share with others

A

GOOD ME (Interpersonal Psychodynamic Theory) - SULLIVAN

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65
Q

This theorist believed that all psychological disorders have an interpersonal origin and can be understood only with reference to the patient’s social environment.

A

HERBERT HARRY STACK SULLIVAN - Interpersonal Psychodynamic Theory

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66
Q

how people cope with the anxiety caused by the undesired traits

A

Selective Inattention - Interpersonal Psychodynamic Theory

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67
Q

possibility of action that may or may not be felt in awareness. It is the alternative state to euphoria. Many _____________ are felt, but not always on a conscious level, such as anxiety, premonitions, drowsiness, hunger, and sexual excitement

A

Tension

HERBERT HARRY STACK SULLIVAN - Interpersonal Psychodynamic Theory

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68
Q

tensions caused by biological imbalances between a person and his or her physiochemical environment, both inside and outside the organism. It is episodic

A

Needs

HERBERT HARRY STACK SULLIVAN - Interpersonal Psychodynamic Theory

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69
Q

Another important type of dynamism. A newborn infant cannot really understand who their mother is, or who they themselves are, so the infant develops an image of the mother, the father, themselves, etc.

A

Personification

HERBERT HARRY STACK SULLIVAN - Interpersonal Psychodynamic Theory

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70
Q

Does not consider the environmental factors on the organization

Overly focused on internal functions and behaviors

Does not use feedback effectively

A

Closed system - System Theory (KARL LUDWIG VON BERTALANFFY)

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71
Q

provides information on what is not going well on the
transformation on the inputs and outputs to provide corrective action, it is describe as a self-correcting control system that is sensitive to selective factor in the environment

A

Negative feedback loop

System Theory (KARL LUDWIG VON BERTALANFFY)

72
Q

provides information on what is going well on the transformation of the inputs and outputs to amplify the initial disturbance to improve the outcomes. An example is that the medication of the patient is working and the patient’s health is improving

A

Positive feedback loop

System Theory (KARL LUDWIG VON BERTALANFFY)

73
Q

asserts that when errors occur, one ought not focus solely on individual failings, but on the surroundings that allowed such events to transpire. It further asserts that outcomes can be influenced by smart interventions, developed after studying common patterns and behaviors across time

A

Causal Analysis based on Systems Theory

System Theory (KARL LUDWIG VON BERTALANFFY)

74
Q

generalized theory of systems with applications to numerous areas of study, emphasizing holism over reductionism, organism over mechanism

A

General System theory

System Theory (KARL LUDWIG VON BERTALANFFY)

75
Q

This model provides how to change a person or people

A

Lewin’s Change Theory/ Kurt Lewin’s three-stage model

76
Q

Forces that counter driving forces.

Hinder change because they push the person in the opposite direction

Cause a shift in the equilibrium which opposes change

A

Restraining forces

KURT LEWIN
Lewin’s Change Theory/ Kurt Lewin’s three-stage model

77
Q

Forces that push in a direction that causes change to
occur

Facilitate change because they push the person in the
desired direction.

Cause a shift in the equilibrium towards change

A

Driving forces

KURT LEWIN
Lewin’s Change Theory/ Kurt Lewin’s three-stage model

78
Q

The process to make or become different

Provide information that suspects proposed changes

Involve people in the process

This stage involves a process of change in thoughts, feeling, behavior, or all three, that is in some way more liberating or more productive

A

Change

KURT LEWIN
Lewin’s Change Theory/ Kurt Lewin’s three-stage model

79
Q

Continuous support for frontline nurses and technical support for all stakeholders should be provided until the change is deemed complete and all users are comfortable using the technology.

A

Refreeze

KURT LEWIN
Lewin’s Change Theory/ Kurt Lewin’s three-stage model

80
Q

Recognizing the need for change

Provide an explanation of the process of changing

Ensure that there is strong support, motivation, encouragement

The process which involves finding a method of making it possible for people to let go of an old pattern that was counterproductive in some way.

Necessary to overcome the strains of individual resistance and group conformity

A

Unfreeze

KURT LEWIN
Lewin’s Change Theory/ Kurt Lewin’s three-stage model

81
Q

Ensure that the change becomes permanent

Develop ways to sustain the change.

Provide support and training.

establishing the change as a new habit to become the
“standard operating procedure.”

Without this stage, it is easy to go back to the old ways

A

Refreezing

KURT LEWIN
Lewin’s Change Theory/ Kurt Lewin’s three-stage model

82
Q

occurs when a nurse plans and implements interventions that are unique for the client

The nurse facilitates and nurtures the individual in attaining, maintaining, or promoting health through purposeful interventions

It starts when the nurse moves from the analysis phase of the nursing process to the planning of nursing interventions

A

Role- Modeling

HELEN C. ERICKSON (Modeling & Role Modeling Theory)

83
Q

_________ offered that recognizes clients have knowledge and ability to understand what has made them sick, as well as what will make them well

A

Care

HELEN C. ERICKSON (Modeling & Role Modeling Theory)

84
Q

to gain an understanding of the client’s world from the client’s perspective. That is to build a “model” of the client’s world view.
__________ occurs as the nurse accepts and understands his/her clients.

__________recognizes that each person has a unique perspective (model) of his or her world

A

Modeling

HELEN C. ERICKSON (Modeling & Role Modeling Theory)

85
Q

2 Types of stress responses under theoretical underpinnings

A

Arousal- adequate resources available

Impoverishment- inadequate resources available (at great risk of stress = illness, disease, and/or physical death)

HELEN C. ERICKSON (Modeling & Role Modeling Theory)

86
Q

needs met, diminished stress, and new resources built

A

adaptation

HELEN C. ERICKSON (Modeling & Role Modeling Theory)

87
Q

Human beings are holistic persons with interacting subsystems (biophysical, psychological, social, and cognitive) and inherent genetic bases and spiritual drive

A

Person

HELEN C. ERICKSON (Modeling & Role Modeling Theory)

88
Q

Nurses in this theory facilitate, nurture, and accept the person unconditionally.

The Nurse model (assesses), role models (plans), intervenes in this interpersonal and interactive theory.

The focus of this theory is on the person

A

HELEN C. ERICKSON (Modeling & Role Modeling Theory)

89
Q

primarily focused on seeking and maintaining justice

A

moral logic

LAWRENCE KOHLBERG (Theory of Moral Development)

90
Q

proposes that there are three levels of moral development, with each level split into two stages

A

Kohlberg

91
Q

The individual is determined to obey the rules, focusing on the value that the law adds to human life. A person at this stage might argue that breaking the law is wrong because the law is designed to protect people. Stage #___ individuals focus on maintaining the social order and upholding cultural norms

A

Maintaining the Social Order (4)

LAWRENCE KOHLBERG (Theory of Moral Development)

92
Q

first level of moral development, and lasts until approximately age 9. At this level, children don’t have a personal code of morality, and instead moral decisions are shaped by the standards of adults and the consequences of following or breaking their rules

A

PRECONVENTIONAL MORALITY

LAWRENCE KOHLBERG (Theory of Moral Development)

93
Q

second level of moral development, and is characterized by an acceptance of social rules concerning right and wrong

A

CONVENTIONAL MORALITY

LAWRENCE KOHLBERG (Theory of Moral Development)

94
Q

Individuals are focused on fulfilling their own self-interests, while acknowledging that different people have different views

A

Individualism and exchange (2)

LAWRENCE KOHLBERG (Theory of Moral Development)

95
Q

The child is motivated to avoid punishment and has little or no independent moral reasoning

A

Obedience and punishment (1)

LAWRENCE KOHLBERG (Theory of Moral Development)

96
Q

At this stage, individuals are focused on upholding
principles of universal justice, fairness, and ethics.

They believe in the democratic process, but also endorse disobeying unjust law

A

Universal principles (6)

97
Q

At this stage, individuals emphasize the importance of being kind to other people, engaging in “good” behavior and showing concern for others. This stage includes a strong emphasis on gaining approval

A

Good Interpersonal Relationships (3)

98
Q

People at this stage of development focus on doing what is best for society as a whole and respecting individual rights. Civil disobedience would be endorsed by people in both stages of post-conventional morality

A

Social contract and Individual Rights (5)

99
Q

third level of moral development, and is characterized by an individuals’ understanding of universal ethical principles

A

POST-CONVENTIONAL MORALITY

100
Q

Removal of the pathology in itself will not change the pattern of the individual patient

A

MARGARET NEWMAN

Theory of Health as Expanding Consciousness

101
Q

informational capacity of the system or the system’s ability to interact with the environment

A

Consciousness

MARGARET NEWMAN
Theory of Health as Expanding Consciousness

102
Q

basic unit of movement/pattern, powerful interpersonal relations and communications

A

Rhythm

MARGARET NEWMAN
Theory of Health as Expanding Consciousness

103
Q

key toward allowing patients to gain a deeper understanding of themselves as part of a greater consciousness and thus add greater meaning to their lives

also gives nurses a greater understanding of themselves and their practice as a part of a greater consciousness

A

Pattern recognition

MARGARET NEWMAN
Theory of Health as Expanding Consciousness

104
Q

making a conscious effort to view the patient holistically and acknowledging disease and illness as a necessary part of the patient’s pattern of meaning

A

MARGARET NEWMAN

Theory of Health as Expanding Consciousness

105
Q

1) Know and use the nursing frameworks and theories
2) Be available to others
3) Value the other as a human presence
4) Respect differences in view
5) Own what you believe and be accountable for your actions
6) Move on to the new and untested
7) Connect with others
8) Take pride in self
9) Like what you do
10) Recognize the moments of joy in the struggles of living
11) Appreciate mystery and be open to new discoveries
12) Be competent in your chosen area
13) Rest and begin anew

A

FUNDAMENTALS OF PRACTICING THE ART OF NURSING

ROSEMARIE PARSE
The Human Becoming Theory of Nursing

106
Q

human beings are co-creating rhythmic patterns of

associating with the universe in a cooperative process

A

Rhythmicity

ROSEMARIE PARSE
The Human Becoming Theory of Nursing

107
Q

human becoming is multidimensionally co-transcending with developing possibilities. It refers to pushing over and beyond one’s personal boundaries, as well as the ongoing transformation of one’s self

A

Transcendence

ROSEMARIE PARSE
The Human Becoming Theory of Nursing

108
Q

Three major assumptions about Human Becoming

A

Meaning
Rhythmicity
Transcendence

109
Q

4 postulates of Human Becoming

A

Illimitability
Paradox
Freedom
Mystery

110
Q

liking for detailed rhythm expressed as a pattern. ________ are lived rhythms, not opposites to be reconciled or challenges to be resolved

A

Paradox

111
Q

person (man) as an open being who is more than and different from the sum of the parts.

environment is everything in the person and his or her experiences. It is inseparable from the person, as well as complementary to and evolving with the person.

Health is the open process of being and becoming and involves the synthesis of values.

Nursing is described as a human science and art that uses an abstract body of knowledge to help people.

A

ROSEMARIE PARSE

The Human Becoming Theory of Nursing

112
Q

it states that man is a combination of biological, psychological, sociological and spiritual factors

A

Totality Paradigm

113
Q

it states that man is a unitary being in continuous, mutual interaction with the environment

A

Simultaneity Paradigm

114
Q

color that represents opposite paradox significant to the ontology of human becoming

A

black and white colors

ROSEMARIE PARSE
The Human Becoming Theory of Nursing

115
Q

color that represents hope

A

green

116
Q

represents the human-universe co-creation as an ongoing process of becoming

A

green and black swirls intertwining

117
Q

Replacing parts to re-formulate the ideal human being

A

Technology as completing human beings

ROZZANO LOCSIN
Technological Competency as Caring in Nursing

118
Q

coevality of technology and caring in nursing. The combination of technology and caring in nursing gives the practice of nursing within the context of modern healthcare and acknowledges that these concepts can co-exist

A

ROZZANO LOCSIN

Technological Competency as Caring in Nursing

119
Q

Single, concrete concept that is operationalized

A

Scope Characteristic

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

120
Q

Deduced from middle range theory or grand theory or

derived from practice

A

Source of Development

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

121
Q

Focuses on a narrow view of reality, simple and straightforward

A

Complexity/ Abstractness, Scope

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

122
Q

consists of three parts that correspond to the three concepts of the CASAGRA transformative leadership model: care complex primer, retreat- workshop, and a seminar-workshop

A

Servant-leader Formula

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

123
Q

Nursing faculty’s perceived behavior as demonstrated by their ability to model servant leadership qualities to students. It includes the ability to bring out the best in students, competence in nursing skills, commitment to the nursing profession, and sense of collegiality with others.

A

Servant-leadership Behavior

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

124
Q

Force within the nursing profession that establishes the vision for its practitioners, defines responsibilities and functions, and impacts the profession’s direction.

A

Nursing Leadership

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

125
Q

Referred to as Reflective teaching which is a broad word that encompasses concepts like mindful instruction, teacher research, teacher narrative, and teacher empowerment.

A

Transformative Education

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

126
Q

Prescribed to run concurrently to the transformative leadership model’s general parts

A

Servant-Leadership Spirituality

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

127
Q

Vibrant care complex, which is possessed to varying degrees by all who have completed formal studies in a care-giving profession such as nursing

A

The Self-Mastery

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

128
Q

Demonstrated by the nurse faculty’s creative, caring, critical, contemplative, and collegial teaching, who is intimately involved in the establishment of the nursing profession

A

The Special-Expertise Level

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

129
Q

required to be administered as a stimulant in the performance of leadership activities. The faculty’s leadership conduct after applying the servant leadership formula was much greater in the two post-test periods than it was during the pre-test. It improved the nursing faculty’s leadership conduct in both groups

A

care complex

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

130
Q

Graduate of BS in Nursing

Licensed and has clinical experience of at least 2 years in the clinical area

Has undergone special training in the critical area

A

Advanced Nurse Practitioner

```
CARMELITA DIVINAGRACIA
Composure Model
~~~

131
Q

Adult cardiac care patients admitted and confined at the Coronary Care Unit of the Philippine Heart Center

A

Study Population

```
CARMELITA DIVINAGRACIA
Composure Model
~~~

132
Q

Harmonious relationship of students and teacher

Unified concept and implementation

A

Intra-organizational Coordination

```
CARMELITA DIVINAGRACIA
Composure Model
~~~

133
Q

Collegial Relationship
Consultative Relationship
Balance/ Synergy between Theory and Practice

A

Inter-organizational Coordination

```
CARMELITA DIVINAGRACIA
Composure Model
~~~

134
Q

Views on leadership capabilities
Community-based vs. hospital-based learning
Facilitating process

A

Reciprocal Interdependence

```
CARMELITA DIVINAGRACIA
Composure Model
~~~

135
Q

Goes hand in hand with economic security that generates decent compensation

A

Work status

```
LETTY KUAN
Graceful Aging Theory: Retirement and Role Discontinues
~~~

136
Q

type of family composition described as either close knit or extended family where three more generations of family members live under one roof

A

Family Constellation

```
LETTY KUAN
Graceful Aging Theory: Retirement and Role Discontinues
~~~

137
Q

individual who has left the position occupied for the past years of productive life because he/she has reached the prescribed retirement age or has completed required years of service

A

Retiree

```
LETTY KUAN
Graceful Aging Theory: Retirement and Role Discontinues
~~~

138
Q

Encourages an elicit kind of relaxation with the goal of shifting the patient’s state of awareness by focusing on an image or idea/thoughts in order to facilitate inner sight, which aids in the establishment of a connection and relationship with God. It can be done by listening to music or using other relaxing techniques.

A

Meditation

CARMENCITA ABAQUIN
“PREPARE ME” Theory

139
Q

To aid adaptation to the present situation, recollect past experiences, feelings, and thoughts

A

Reminisce Therapy

CARMENCITA ABAQUIN
“PREPARE ME” Theory

140
Q

is the key when getting nurses to engage patients and

families in their care

A

Communication

CECILIE LAURENTE
Theory of Nursing Practice and Career

141
Q

between patients and caregivers can occur when hospitals do not address the issues that patients think are most important. Another factor is the availability of few tools to give health providers insight to patient’s needs and concerns

A

Communication gaps

CECILIE LAURENTE
Theory of Nursing Practice and Career

142
Q

Nurse stimulation through words tops the powerful resources of energy of a person for healing

A

Stimulation

CECILIE LAURENTE
Theory of Nursing Practice and Career

143
Q 
defined in these models as factors that exert their effects prior to a behavior occurring, by increasing or decreasing a person or population’s motivation to undertake that particular behavior
➢ Age
➢ Sex
➢ Civil Status
➢ Educational background
➢ Length of Work
➢ Experience
A

PREDISPOSING FACTORS

CECILIE LAURENTE
Theory of Nursing Practice and Career

144
Q

➢ One’s caring experience, beliefs and attitude
➢ Feeling good about work
➢ Learning at school
➢ What patients tell about the nurse coping mechanism to problems encountered
➢ Communication

A

ENHANCING FACTORS

CECILIE LAURENTE
Theory of Nursing Practice and Career

145
Q

manifesting intentions such as creating, holding, and expressing thoughts, feelings, images, beliefs, desires, will, purpose, and action that affirm possibilities for human health and healing

A

Expression of caring intentions

Synchronicity in Human-Space-Time Theory of Nursing Engagement

146
Q

focal point in the pace and time in which human beings interact with their respective life histories, coming together with the creation of shared experience and meaningful connections

A

Caring movements

Synchronicity in Human-Space-Time Theory of Nursing Engagement

147
Q

connectedness of beings and systems

hope for a consequential feature of globalization in health care

to further advance the social mandate of equitable caring of humanity

A

Interconnectivity

Synchronicity in Human-Space-Time Theory of Nursing Engagement

148
Q

principle of empowering others to deal with their present problems, have hope for the future, and holistically perceive each other

essential response to the extant multi-realities of globalization in health care

A

Emancipation

Synchronicity in Human-Space-Time Theory of Nursing Engagement

149
Q

ability to go beyond the limits of the human space time boundaries or the transformation of persons beyond their biological nature, social norms, and universal perspective

indicates personal growth of person and professional growth among nurses

A

Human transcendence

Synchronicity in Human-Space-Time Theory of Nursing Engagement

150
Q

ability to create and use a particular field of technology effectively, which is gained through extensive experimentation and learning in its research, development and employment in production

A

Technological competency

Synchronicity in Human-Space-Time Theory of Nursing Engagement

151
Q

person’s fantasy perception of another person’s attributes without consideration important personality differences

A

Parataxic Distortion

HERBERT “HARRY” STACK SULLIVAN
Interpersonal Psychodynamic Theory

152
Q

GIVE THE NAMES OF 8 FILIPINO THEORISTS

A 
ROZZANO LOCSIN
SR. CAROLINA AGRAVANTE
CARMELITA DIVINAGRACIA
LETTY KUAN
CARMENCITA ABAQUIN
CECILIA LAURENTE
FRESLYN LIM-SACO
CLIFFORD MASAYON
153
Q

Requirements:
Graduate of BS in Nursing
Licensed and has clinical experience of at least 2 years in the clinical area
Has undergone special training in the critical area

A

Advanced Nurse Practitioner

CARMELITA DIVINAGRACIA (COMPOSURE Model)

154
Q

Study population of COMPOSURE Model

A

adult cardiac care patients at the Coronary Care Unit of the Philippine Heart Center

155
Q

Prescribed to run concurrently to the transformative leadership model’s general parts

A

Servant-Leadership Spirituality

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

156
Q

Vibrant care complex, which is possessed to varying degrees by all who have completed formal studies in a care-giving profession such as nursing

A

The Self-Mastery

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

157
Q

Demonstrated by the nurse faculty’s creative, caring,
critical, contemplative, and collegial teaching, who is intimately involved in the establishment of the nursing
profession

A

The Special Expertise Level

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

158
Q

Goals or outcomes defined and testable

A

Testability

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

159
Q

Deduced from middle range theory or grand theory or derived from practice

A

Source of Development

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

160
Q

Linked to a specific population or a specific field of practice

A

Generalizability/ Specificity

SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model

161
Q

A perspective of unity

From the idea that people are known as wholes by virtue of philosophical truths and realities

It allows the recognition of humans as complete in their being without reference to composition of parts

allows the nurse to see nursing as an experience between themselves and their patient instead of focusing on just fixing or completing the person

A

Persons are whole or complete in the moment

ROZZANO LOCSIN
Technological Competency as Caring in Nursing

162
Q

widely recognized for his psychosocial development theory and the identity crisis notion

His findings were a significant departure in thinking regarding personality; rather than solely focusing on early childhood events, his psychosocial theory considers how social forces shape our personalities throughout our lives

believed that each person progressed through eight stages of development

emphasized that the environment played a major role in self-awareness, adjustment, human development, and identity

A

Erik Erikson: Theory of Psychosocial Development

163
Q

Infants are uncertain about the world, they are dependent on adults or caregivers for everything they need to survive such as food, safety, love, warmth and nurturing and if these things are constantly received by the infant

A

Trust vs. Mistrust

Infancy (from birth to 18 months)

164
Q

This stage is focused on the development of the children’s greater sense of personal control. At this point they start to gain a little independence by making simple decisions on what they prefer and start to perform basic actions like putting on clothes and playing with toys. By allowing children to make choices, allowing them to explore their abilities and maintaining an environment

A 
Autonomy vs. Shame and Doubt 
Early childhood (18 months to 3 years of age)
165
Q

In this stage children interacts with other children in school by playing, in this way they will have the opportunity to explore their interpersonal skills and at this stage the child will start to ask a lot of questions because of his or her thirst for knowledge

A 
Initiative vs. Guilt 
Preschool years (3-5 years old)
166
Q

In this stage children will start to develop a sense of pride in their abilities and accomplishments. By receiving recognitions from parents and teachers or from others will develop competence and trust in their skills. While the failure to receive accomplishments will result in feelings of inferiority and may develop doubt on their abilities

A 
Initiative vs. Guilt 
Preschool years (3-5 years old)
167
Q

This stage plays an important role in developing a sense of personality which will continue to influence the whole life of a person. Adolescence explores their independence to develop a sense of self, during this stage adolescence will re-evaluate their identity to know exactly who he or she is

A

Identity vs. Role Confusion

Adolescence (12-18 years old)

168
Q

In this stage people explore personal relationships, the major conflict during this stage is establishing intimate relationships, Erikson believed that a sense of personal identity is important in developing intimate relationships. Poor sense if self tends to have less committed relationships

A 
Intimacy vs. Isolation 
Early adulthood (19-40 years old)
169
Q

During this stage people will develop a sense of being part of the bigger picture, adults will raise children, be more productive, more involvement in community activities and organizations.

Success leads to the feeling of usefulness and will lead to the virtue of care, while failure results in feeling unproductive and uninvolved.

A

Generativity vs. Stagnation

Adulthood (40-65 years old)

170
Q

This stage focuses on reflecting in our lives, if we feel guilt, dissatisfaction in our life it will develop despair and usually leads to bitterness, despair and hopelessness.

When an individual looks back on his or her life and feels satisfied, it will result in the virtue of wisdom. Wisdom allows a person to look back without negative emotions but with a sense of closure and completeness and accepts death without fear.

A

Ego Integrity vs. Despair

65 years old until death

171
Q

virtue of Trust v.s. Mistrust

A

HOPE

172
Q

Virtue of Early Childhood (Autonomy vs. shame & doubt)

A

WILL

173
Q

Virtue of Industry vs. Inferiority (School age)

A

CONFIDENCE

174
Q

Virtue of Initiative vs. guilt

A

PURPOSE

175
Q

What psychological stage has the virtue of LOVE?

A

Young/ early adulthood

176
Q

Virtue of adolescence

A

FIDELITY

177
Q

Virtue of maturity (ego integrity vs. despair)

A

WISDOM

THEORETICAL FOUNDATIONS OF NURSING (3 decks)

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