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Theoretical Foundations in Nursing > Introduction to Nursing Theory: Its History and Significance > Flashcards

Introduction to Nursing Theory: Its History and Significance Flashcards

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1
Q

the beginning of nursing theory development can be traced to

A

Florence Nightingale

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2
Q

is the backbone of clinical care

A

nursing theory

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3
Q

highlights of significant events in this history

A

Florence Nightingale, The Columbia School (1950s), The Yale School (1960s), the 1970s, The 1980s, The 1990s

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4
Q

presents the first nursing theory that focuses on the manipulation of the environment for the benefit of the patient

A

Nightingale’s Notes on Nursing

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5
Q

The Eras of Nursing Knowledge

A

Curriculum Era, Research Era, Graduate Education Era, Theory Era, Theory Utilization era

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6
Q
  • is specific to academia
  • refers to a branch of education
  • department of learning
  • domain of knowledge
A

discipline

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7
Q
  • a specialized field of practice founded on the theoretical structure of the science of knowledge of the discipline and accompanying practice abilities.
A

profession

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8
Q

led to the recognition of nursing as an academic discipline and a profession

A

nursing theories

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9
Q

this era emphasizes on courses included in nursing programs

A

Curriculum Era 1900-1940

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10
Q

This era emphasizes role of nurses and what to research

A

Research Era 1950-1970

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11
Q

the goal is to develop specialized knowledge and higher education

A

Curriculum Era

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12
Q

(emerging goal) Isolated studies do not yield unified knowledge

A

Research Era

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13
Q

emphasis is caving out an advanced role and basis for nursing practice

A

Graduate Education Era (1950 - 1970)

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14
Q

(Emerging Goal) Focus graduate education on knowledge development.

A

Graduate Education Era

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15
Q

The emphasis is that there are many ways to think about nursing

A

Theory Era: 1980-1990s

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16
Q

emphasis is that nursing theory guides research, practice, education, and administration

A

Theory Utilization Era (21st century)

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17
Q

(Emerging Goal) Theories guide nursing research and practice.

A

(Emerging Goal) Theories guide nursing research and practice.

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18
Q

emerging goal for this era is that, nursing frameworks produce knowledge

A

Theory Utilization Era

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19
Q

the gratest significance of nursing theory is that

A

nursing was recognized as an academic discipline and profession.

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20
Q

the significance of theory for the discipline of nursing is tha

A

the discipline is dependent on theory for its continued existence — that is, nursing can be vocation, or nursing can be a discipline with a professional style of theory-based practice

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21
Q

regards reason as the chief source and test of knowledge

A

Rationalism

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22
Q

any view appealing to reason as a source of knowledge or justification

A

Rationalism

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23
Q

methodology or a theory “in which the criterion of truth is not sensory but intellectual and deductive”

A

rationalism

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24
Q

based on the central idea that scientific knowledge can be derived only from sensory experience (i.e seeing, feeling, hearing facts)

A

Empiricism

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25
Q

inductive inquiry (empiricism) uses

A

research-then-theory approach

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26
Q

deductive inquiry (rationalism) uses

A

theory-then-research approach

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27
Q

describes how we experience the objects of the external world and provides an explanation of how we construct objects of experience

A

Phenomenology

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28
Q

focuses on discovering patterns that may describe, explain, and predict phenomena.

A

Postpositivism

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29
Q

tends to promote understanding by addressing the meanings of the participant’s social interaction that emphasize the situation, context, and multiple cognitive constructions individuals create from everyday experiences

A

interpretative paradigm

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30
Q

views the biophysical, psychological, and sociological subsystems as related but separate; thus the whole is equal to the sum of the parts

A

Wholism nursing

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31
Q

multiple subsystem are in continuous interaction and that mind-body relationships do exist

A

holistic nursing

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32
Q

has a metaphysical component that implies that the natural world exists; there is no nonnatural supranatural realm.

A

Naturalism

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33
Q

it is a methd for describing, explaining, and predicting causes or outcomes of interventions.

A

science is important because

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34
Q

two competing philosophical perspectives used in science are

A

rationalism and empiricism

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35
Q

a term or label that describes a phenomenon or group phenomena

A

concept

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36
Q

highest level of abstraction

A

metaparadigm

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37
Q

can be either observed or experienced through the senses

A

empirical concept

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38
Q

abstract concept

A

one that is not observable, such as hope or caring

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39
Q

the most global perspective of a discipline

A

metaparadigm

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40
Q

the global concepts that identify the phenomenon of central interest to a discipline, the global propositions that describe he concepts, and the global propositions that state the relations between or among the concepts

A

metaparadigm

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41
Q

he metaparadigm concepts for the discipline of nursing are as follows

A

person (human being), environment, health, nursing

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42
Q

individuals, families, communities, and other groups who are participants in nursing

A

human being or person

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43
Q

human being’s significant others and physical surroundings as well as local, regional, national and worldwide, cultural, social, political, and economic conditions that are associated with human being’s health.

A

Environment

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44
Q

human process of living and dying

A

health

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45
Q

the actions taken by the nurses in behalf of or in conjunction with human beings, and the goals or outcomes of nurisng actions; the process of which encompasses activities that are referred to as assessment, diagnosis (labeling), planning, ntervention, and evaluation

A

nursing

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46
Q

the actions taken by the nurses in behalf of or in conjunction with human beings, and the goals or outcomes of nurisng actions; the process of which encompasses activities that are referred to as

A

assessment, diagnosis (labeling), planning, intervention, and evaluation

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47
Q

set forth the general meaning of nursing and nursing phenomena through reasoning and the logical presentation of ideas

A

philosophies of nursing

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48
Q

are broad and address general ideas about nursing

A

philosophies

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49
Q

it contributes to the discipline by providing direction, clarifying values, and forming a foundation for theory development

A

philosophies

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50
Q

Conceptual Models of Nursing can also be called

A

Paradigms or Frameworks

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51
Q

are composed of abstract and general concepts and propositions that provide a frame of reference for members of the discipline

A

conceptual models

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51
Q

a set of concepts and statements that integrate the concepts into a meaningful configuration

A

conceptual model

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52
Q

are accepted as truth and represent the values and beliefs of the theory or concepts framework.

A

assumptions

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53
Q

form the basis for defining concepts and framing propositions

A

assumptions

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54
Q

is a statement about a concept or statement of the relation between two or more concepts

A

proposition

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55
Q

using a conceptual model or framework also helps to provide consistency in nursing by

A

facilitating communication and provides a mechanism for engaging in a systematic approach to nursing research, education and practice

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56
Q

a conceptualization of some aspect of reality (invented or discovered) that pertains to nursing

A

nusing theory

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57
Q

the primary distinction between a conceptual model and a theory is

A

level of abstraction

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58
Q

the theory that is broad in scope and highly abstract conceptually may be referred to as

A

grand theory

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58
Q

difference between conceptual models and nursing theories

A

a conceptual model is highly abstract system of global concepts and linking statements while a theory, in contrast, deals with one or more specific, concrete concepts and propositions.

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59
Q

the theory that has a narrow scope and is more concrete or practical may be referred to as

A

middle range theory

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60
Q

types of nursing theoretical works

A

nurisng philosophies, nursing conceptual models, nursing theories, grand theories, middle-range nursing theories

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61
Q

examples of philosophies in nursing

A

Nightingale’s Philosophy of Nursing (1946), Watson’s Philosophy of Nursing (1979), Benner’s Philosophy of Nursing (1984)

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62
Q

Nightingale provides an answer to the question “What is nursing?” in her work

A

“Nursing: What It Is and What It Is Not”

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63
Q

Nursing: What Is It and What It Is Not

A

distinguishes nursing from household servant of her day, draws a contrast between nursing and medicine, and specifies the concern of nursing to be healthy rather than illness

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64
Q

Watson provides a unique approach to nursing in her work

A

“Nursing: The Philosophy and Science of Caring”

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65
Q

She called for a return to earlier values of nursing, which emphasize its caring aspects

A

Watson

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66
Q

In this philosophical work, she sets forth theoretical proposotions for the human-to-human relationships of nursing and specifies ten carative factors to guide its application in nursing practice

A

“Nursing: The Philosophy and Science of Caring”

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67
Q

provides a philosophical view of nursing practice that is focused on how the knowledge of practice is aqcquaired and how it develops overtime.

A

Benner’s Philosophy of Nursing

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68
Q

Examples of Nursing Models

A

Johnson’s Behavioral System Model, King’s Conceptual System, LEvine’s Conservation Model, Neuman’s System Model, Orem’s Conceptual Model, etc.

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69
Q

Examples of Nursing Theories

A

Orlando’s Theory of Nursing Process, Modeling and Role-Modeling Nursing Theory, Mercer’s Theory of Becoming a Mother

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70
Q

are methods used to study nursing theoretical works critically

A

analysis, critique and evaluation

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71
Q

is carried out to acquire knowledge of theoretical adequacy

A

analysis of theory

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72
Q

it is an important process and the first step in applying nursing theoretical works to education, research, administration or practice

A

analysis of theory

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73
Q

is an important process for learning, for developing research projects, and for expanding the science associated with theoretical works of nurisng in he future

A

analysis

74
Q

the criteria that are used for analysis of nursing conceptual models and theories are as follows:

A
  1. Clarity
  2. Simplicity
  3. Generality
  4. Accessibility
  5. Importance
75
Q

Refers to consistency in terms of terminology and structure

A

Clarity”

76
Q

“How clear is the theory?”

A

Clarity

77
Q

a word should be defined specifically according to the frameowrk within which it is used

A

clarity

78
Q

are facilitated with diagrams and examples

A

clarity

79
Q

the logical developmet and type of structure used should be clear, and assumptions should be stated clearly and be consistent with the goal of theory

A

clarity

80
Q

A theory should be sufficiently comprehensive presented at a level f abstraction to provide guidance, and have as few concepts as possible with as simplistic elation as possible to aid clarity

A

Simplicity

81
Q

“How simple is the theory?”

A

Simplicity

82
Q

Refers to the scopes of the concepts and the purpose of the theory

A

Generality

83
Q

“How general is this theory?”

A

Generality

84
Q

Addresses the extent to which empiric indicators for the concepts can be indentified and to what extent the purpose of the theory can be attained

A

Accessibility (Empirical Precision)

85
Q

is vital to developing nursing research to test a theory

A

accessibility

86
Q

facilitates testing because the empirical indicators provide linkage to practice for testability and ultimate use of a theory to describe and test aspects of practice

A

Accessibility

87
Q

“How accessible is this theory?”

A

Accessibility

88
Q

“Does this theory create understanding that is important to nursing?”

A

Importance (Derivable Consequences)

89
Q

“How important is this theory?”

A

Importance

90
Q

steps on Evaluation of Theory

A
  1. an explanation of the origins of the model and examination of statements
  2. exploration of the comprehensiveness of the content of the model
  3. consider whether the structure of the model is logical
  4. consider whether the modell will lead to further theory generation
  5. focus on the credibility of the model for use in practice
  6. a determination is made as to the contributions of the model to the discipline pf nursing
91
Q

considerss whether special education is required to use the model in practice

A

social utility

92
Q

considers whether the model will lead to nursing activities that meet the expectations of the public

A

social congruence

93
Q

considers whether the model makes differences in the health conditons of the public

A

social significance

94
Q

an organized, coherent, and systematic articulation of a set of statements related to significant questions in a discipline that are communicated in a meaningful whole…. discovered or invented for describing, prediciting or prescribing events or relationships

A

theory

95
Q

the vital role of ______________ in professional nursing is greatly recognized in this theory utilization era

A

critical thinking

96
Q

is the intellectually discipline process of acticely and skillfully conceptualizing, applying, anbalyzing, synthesizing, and evaluating information gathered from, or generated by observation, experience, reflection, reasoning, and communication as a guide to belief and action

A

Critical thinking

97
Q

is the most recognized name in the field of nursing

A

Florence Nightingale

98
Q

changed the face of nursing to create sanitary conditions for patients to get care

A

Environmental Theory

99
Q

when and where was Forence Nightingale born?

A

May 12, 1820 in Florence, Italy

100
Q

where did Florence Nightingale study nursing?

A

Kaisersworth, Germany in the Institution of Deaconesses

101
Q

Florence Nightingale served the wounded soldiers during the

A

Crimean War

102
Q

Florence Nightingale’s writing, which included philosophy and directions were inspired from

A

a need to define nursing and reform hospital environments

103
Q

Because of Forlence Nightingale’s works in reforming nursing, she was given the title

A

Founder of Modern Nursing

104
Q

Florence Nightingale established

A

a school of nursing at St. Thomas Hospital in England

105
Q

Nightingale strongly advocated that

A

nursing knowledge is distinct from medical knowdledge

106
Q

Nightingale’s philosophy in nursing is

A

environement-oriented

107
Q

Nightingale believed that the person is a ________________ and thus had a spiritual dimension

A

holistic individual

108
Q

Nightingale recognized

A

nursing of the sick (nursing proper) and nursing of the well (nursing general)

109
Q

In using Nightingale’s theory, the nurse must consider

A

Nightingale’s 13 Canons, health promotion and spiritual distress

110
Q

Nightingale viewed the ________________________________________________ as a major component of nursing care

A

manipulation of the physical environment

111
Q

She defined the following aspects as amjor areas of the physical, social, and psychological environment that the nurse could control:

A

health of houses, ventilation and warming, light, noise, variety, bed and bedding, cleanliness of rooms and walls, personal cleanliness, nutrition and taking food, chattering hopes and advices, observation of the sick, petty management

112
Q

the social and psychological environment that affect the physical environemnt are

A

variety, chattering hopes and advices, and petty management

113
Q

is closely related to the presence of pure air, pure water, efficient drainage, cleanliness and light

A

Health of Houses

114
Q

Nightingale believed that it was essential to “keep the air he breathes as pure as the external air, without chilling him”

A

Ventilation and Warming

115
Q

Nightingale also belived that “noxious air” or “effluvia” or foul odor affects the client’s health

A

Ventilation and warming

116
Q

other words for foul odor

A

noxious air or effluvia

117
Q

Nightingale also emphazised the ______________. The patient should not be too warm or too cold.

A

importance of room temperature

118
Q

Nightingale advocated that the sick needs both fresha ir and light — direct sunlight was what clients wanted

A

Light

119
Q

has quite real and tangible effects upon the human body

A

light

120
Q

NICU

A

Neonatal Intensive Care Unit

121
Q

ICCU

A

Intensive Coronary Care Unit

122
Q

PACU

A

Post Anesthesia Care Unit

123
Q

Nightingale belived that patients should never be waked intentionally or accidentally during the first part of sleep

A

Noise

124
Q

In these modern times, noises that may irritate patients are

A

jewelries worn by nurses, keys that jingle, snapping of rubber gloves, the clank of the stethoscope against metal bed rails, radios, TV’s, telephones ringing, machines that beep or alarm, etc.

125
Q

Nightingale stressed that variety in the environment was a critical aspect affecting the patient’s recovery

A

Variety

126
Q

Nightingale agreed that the __________ greatly affects the ___________

A

mind, body

127
Q

She believed that the bed should be placed in the lighte part of the room and placed so the patien could see out of the window

A

Bed and Bedding

128
Q

Nightingale emphasized that “the greater part of nursing consists in preserving cleanliness

A

Cleanliness of Rooms and Walls

129
Q

She believed that unwashed skin poisoned the patient and noted that bathing and rying the skin provided great relief to the patient

A

Personal Cleanliness

130
Q

She has proven that attention given to the patient affected how the patient ate

A

Nutrition and Taking Food

131
Q

Nightingale Percieved that falsely cheer the sick by making light of their illness and its danger is not helpful

A

Chattering Hopes and Advices

132
Q

She felt strongly about the importance of obtaining complete and accurate information about patients

A

Observation of the Sick

133
Q

“what you do when you are there, shall be done when you are not there”

A

Petty Management

134
Q

She believed that the house and the hospital needed to be ell-managed—– that is organized, clean, and with appropriate supplies

A

Petty Management

135
Q

Nightingale’s report of her experiences and data was submitted to the

A

British Royal Sanitary Commission in “Notes on Matters Affecting the Health, Efficiency, and Hospital Adminitration of the British Army Founded Chiefly on the Experience of the Late War”

136
Q

Nightingale’s concept of environment (surroundings) is

A

anything that can be manipulated to place a patient in the best possible condition for nature to act

137
Q

In most of Nightingale’s writings, she referred to the peron as

A

patient

138
Q

Nightingale defined _____________ as being well and using every power (resource) to the fullest extend in living life

A

Health

139
Q

is being responsible for someone’s health

A

Nursing

140
Q

when was Notes on Nursing published originally?

A

in 1859

141
Q

provide women with guidelines for caring for their loved ones at home and t gice advice on how to “think like a nurse”

A

Notes on Nursing

142
Q

Nightingale recommended two essential behaviors by the nurse in the area of assessment

A
  1. Ask the client what is needed or wanted
  2. Observation
143
Q

Nightingale belived that data should be used as the basis for forming any conclusion

A

Nursing Diagnoses

144
Q

is the patient’s responses to the environment and not the environmental problem

A

nursing diagnosis

145
Q

is focused on modifying the environment to enhance the client’s ability to repsond the disease process

A

Planning

146
Q

Takes place in the environment that affects the client and involves taking action to modify that environment

A

Implementation

147
Q

is based on the effect of the changes in the environment on the client’s ability to regain his/her health at the least expense of energy

A

Evaluation

148
Q

is the primary method of data collection used to evaluate the client’s response to the intervention

A

Observation

149
Q

Nightingale’s work addresses 3 major relationships:

A
  1. environment to patient
  2. nurse to environment
  3. nurse to patient
150
Q

Nightingale used ________________________ in the conceptualization of her philosophy based on her description of health and sanitary conditions in Crimea and England

A

empirical evidence

151
Q

__________________ is often a trait required of nurses

A

Compassion

152
Q

addresses how nurses care for their patients, and how that caring translates into better health plans to help patients get healthy

A

Jean Watson’s Philosophy and Science of Caring

153
Q

Maragaret Jean Watson was born and grew up in

A

Welch, West Virginia

154
Q

Jean Watson is the founder of the original

A

Center for Human Caring

155
Q

The foundation of Jean Watson’s theory of nursing was published in

A

1979: “Nursing: The Philosophy and Science of Caring”

156
Q

Watson believes that the main focus in nursing is on

A

carative factors

157
Q

Watson views nursing as

A

both as human science and an art

158
Q

According to Watson, the major elements of Watson’s Philosophy of her theory are

A

carative factors, the transpersonal caring relationship, the caring occasion/caring moment

159
Q

guide for the core of nursing

A

carative factors

160
Q

carative factors means

A

caring with love

161
Q

carative originated from the term __________ which means _________________________________

A

caritas; to cherish, appreciate and give special attention

162
Q

special kind of human care relationship – a union with another person - high regard for the whole person and their being-in-the-world

A

transpersonal caring relationship

163
Q

Watson’s 10 Carative Factors

A
  1. The formation of a humanistic-altruistic system of values
  2. The instillation of faith-hope
  3. The cultivation of sensitivity to one’s self and to others
  4. The development of a helping-trust relationship
  5. The promotion and acceptance of the expression of positive and negative feelings
  6. The systematic use of the scientific problem solving method for decision making
  7. The promotion of interpersonal teaching-learning
  8. The provision for a supportive, protective, and corrective mental, physical, sociocultural , and spiritual environment
  9. Assistance with the gratification of human needs
  10. The allowance of existencial-phenomenological forces; became “allowance for existential-phenomenological-spiritual forces”
164
Q

what forms the “philosophical foundation” for the science of caring

A
  1. The formation of a humanistic-altruistic system of values
  2. The instillition of faith-hope
  3. The cultivation of sensitivity to one’s self and to others
165
Q

defined as “an awareness and intentionality”

A

Caritas Consciousness

166
Q

practice of loving kindness and equanimity toward self and other within context of caritas consciousness

A

The formation of a humanistic-altruistic system of values

167
Q

Being authentically present, enabling, sustaining, and honoring faith, hope and deep belief system and the inner-subjective world of self/other

A

The instillation of faith-hope

168
Q

is essential to both the carative and the curative process

A

faith-hope

169
Q

Cultivation of one’s own spiritual practices and transpersonal self, going beyond ego self, opening to others with sensitivity and compassion

A

The cultivation of sensitivity to one’s self and to others

170
Q

the nurses promote health and higher level functioning only when they form

A

person-to-person relationship

171
Q

Developing and sustaining a helping-trusting, authentic caring relationship

A

establishing a helping-trust relationship

172
Q

Being present to, and supportive of, the expression of positive and negative feelings as a connection with deeper spirit of self and the one-being-cared for

A

the expression of feelings, both positive and negative

173
Q

Creative use of self and all ways of knowing as part of the caring process to engage in artistry of caring-healing practices/caritas

A

The systematic use of the scientific problem solving method for decision making

174
Q

Engaging in genuine teaching-learning experience that attends to unity of being and meaning, attempting to stay within others’ frames of reference

A

promotion of interpersonal teaching-learning

175
Q

Creating healing environment at all levels, subtle environement of energy and consciousness, whereby wholeness, beauty, comfort, dignity and peace are potentiated

A

provision for a supportive, protective, and corrective mental, physical, sociocultural , and spiritual environment

176
Q

Assisting with basic needs, with an intentional caring consciousness, administering “human care essentials” which potentiate alighnment of mind body spirit, wholeness, and unity of being in all aspects of care; tending to both the embodied spirit and evolving spiritual emergence

A

Assistance with the gratification of human needs

177
Q

Watson’s Ordering of Needs

A
  • lower order needs (biophysical needs)
  • lower order needs (psychophysical needs)
  • higher order needs (psychosocial needs)
  • higher order needs (intrapersonal-interpersonal need)
178
Q

Lower order needs (biophysical needs)

A
  • the need for food and fluid
  • the need for elimination
  • the need for ventilation
179
Q

Lower order needs (psychophysical needs)

A
  • the need for activity-inactivity
  • the need for sexuality
180
Q

higher order needs (psychosococial needs)

A
  • the need for achievement
  • the need for affiliation
181
Q

Higher order need (intrapersonal-interpersonal need)

A

the need for self-actualization

182
Q

Opening and attenting to spiritual —mysterious and existential dimensions of one’s own life-death; soul care for self and the one-being-cared-for

A

allowance of existencial-phenomenological forces; became “allowance for existential-phenomenological-spiritual forces”

183
Q

is the study of human existence using phenomenological analysis

A

allowance for existential-phenomenological-spiritual forces

184
Q

means to go beyond one’s own ego and patient’s comfort

A

transpersonal

Theoretical Foundations in Nursing (8 decks)

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