jean watson Flashcards
1
Q
she was born on june 10 1940
A
jean watson
2
Q
she was born in welch west virginia USA,
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jean watson
3
Q
jean watson graduated in what year
A
1961
4
Q
she married douglas and moved to colorado has 2 daughters: jennifer and julie
A
jean watson
5
Q
on what year jean watson lost her left eye
A
1997
6
Q
on what year jean watson lost her husband
A
1998
7
Q
BSN on 1964
A
jean watson
8
Q
on what year did jean watson masters in science in psychiatric and mental health nursing
A
1973
9
Q
attempting to integrate these
wounds into my life and work.
One of the gifts through the
suffering was the privilege of
experiencing and receiving my
own theory through the care from
my husband and loving nurse
friends and colleagues.”
A
jean watson
10
Q
Ph.D. in educational
psychology and
counseling in 1973
A
jean watson
11
Q
went to University of Colorado at
Boulder
A
jean watson
12
Q
faculty and administrative
positions in the School of
Nursing faculty
University of Colorado
Health Sciences Center in
Denver.
A
jean watson
13
Q
In 1981 & 1982, she pursued
international sabbatical studies in these country
A
new zealand
australia
india
taiwan
thailand
14
Q
Established in the 1980s by Watson &
colleagues
A
Center for Human Caring
15
Q
● University of Colorado
● the nation’s first interdisciplinary center
committed to using human caring
knowledge for clinical practice,
scholarship, administration,&leadership
A
Center for Human Caring
16
Q
in what year did jean watson do sabbatical for a walking
pilgrimage in the
Spanish El Camino
A
2005
17
Q
jean watson created a non-profit
foundation: Watson
Caring Science Institute in what year
A
2008
18
Q
concerned with how
nurses express care to
their patients
A
Philosophy & Science of Caring
19
Q
stresses the humanistic aspects
of nursing as they intertwine
with scientific knowledge and
nursing practice.
A
Watson’s theory
20
Q
nursing is concerned with promoting health, preventing illness, caring for the sick, and restoring health.
A
watson nursing model
21
Q
caring is central to
nursing practice and
promotes health
better than a simple
medical cure
A
watson’s theory
22
Q
she believe that a holistic aproach to health care is central to the practice of caring in nursing.
A
watson
23
Q
a valued person in and of themselves to be cared for, respected, nurtured, understood, and assisted.
A
jean watson view of
HUMAN
24
Q
a fully functional integrated
self
A human is viewed as
greater than and different
from the sum of his or her
parts
A
jean watsoncview of
HUMAN
25
the absence of illness
the presence of efforts leading to the absence of illness
watson's view of
HEALTH
26
a high level of overall
physical, mental, and social
functioning
a general adaptivemaintenance level of daily
functioning
watson's view of
HEALTH
27
a science of persons and
health-illness experience
mediated by professional,
personal, scientific, and
ethical care interactions.
watson's view of
NURSING
28
She does not define the
fourth metaparadigm
concept of
the environment
jean watson
29
hierarchy of needs
survival needs
functional needs
integrative needs
growth seeking needs
30
nursing process
assessment
planning
intervention
evaluation
31
Watson contends that caring can help the
persons
gain control
become knowledgeable
promote healthy changes
32
Practice of lovingkindness and equanimity
within the context of
caring consciousness.”
The formation of a
humanistic-altruistic
system of values.
33
Being authentically
present and enabling and
sustaining the deep belief
system and subjective lifeworld of self and one
being cared for.”
The instillation of faithhope.
34
Cultivation of one’s own
spiritual practices and
transpersonal self going beyond
the ego-self
The cultivation of sensitivity
to one’s self and others
35
Development of a helpingtrust relationship” became
“development of a helpingtrusting, human caring relation
Developing and sustaining a
helping trusting, authentic caring
relationship.”
36
Interpersonal
Relations
Theory
Hildegard Peplau
37
Hildegard Peplau born in
September 1, 1909
38
Hildegard Peplau died in
March 17, 1999
39
First nursing
theorist since
Florence
NIghtingale
Hildegard Peplau
40
Mother of Psychiatric
Nursing
Nurse of the Century
Hildegard Peplau
41
Hildegard Peplau was raised in
Reading, Pennsylvania
42
parents of Hildegard Peplau
Gustav and Otyllie Peplau
Father – illiterate but
persevering
Mother – perfectionist and
oppressive
43
what year did peplau Witnessed the devastating FLU EPIDEMIC that greatly influenced her understanding the impact of illness and death on families
1918
44
Schools were handled
by the hospitals
Formal “book learning”
was put down
1900
45
Considered by hospitals
and physicians as
SOURCE of FREE or
INEXPENSIVE LABOR
Women in
nursing
46
Widespread by nurse’s employers,
physicians and educational providers
Exploitation
47
peplau Graduated in Pennsylvania
School of Nursing on what year
1931
48
peplau Earned a Bachelor’s degree in
Interpersonal psychology at
Bennington College in
Vermont
1943
49
peplau Had a Master’s and Doctoral
degrees from Teachers
College, Columbia University on what year
1947
50
Staff nurse – New York City
➢School nurse - Bennington
College, Vermont
➢Army Nurse Corps – 312th
Field Station Hospital in
England (1943 – 1945)
➢American School of Military
Psychiatry was located
career of peplau
51
Mental Health
Worked to reshape the mental
health in the US
20th Century
Nursing has made great progress
from being an occupation to
becoming a professional
career of peplau after the war
52
national mental health law
1946
53
- Taught first class in
psychiatric nursing students
at Teachers College
1950
peplau
54
Member of the College of
Nursing faculty at Rutgers
University
(1954 - 1974)
peplau
55
Summer workshops
State psychiatric
hospitals
advisor of WHO
Interpersonal concepts
Individual
Family
Group therapy
Visiting Professor
Africa
Latin America
Belgium
USA
peplau
56
US Surgeon General
US Air Force
peplau
57
Only nurse who served as
executive director and
president
peplau
58
Served two terms as Board of
International Council of
Nurses
peplau
59
Living Legend
1996
American Academy
of Nursing
Hall of Fame
1998
ANA
Christiane
Reimann Prize
Nursing highest
honors
1997 - ICN
peplau
60
Interpersonal Relations Theory
1952
● Mainly influenced by:
1. Henry Stack Sullivan
2. Percival Symonds
3. Abraham Maslow
4. Neal Elgar Miller
peplau
61
Four components of the Interpersonal Relations theory
PERSON
Developing organism that
tries to reduce anxiety
caused by needs
ENVIRONMENT
Existing forces outside
of the person
HEALTH
A word symbol that implies
a forward movement
of personality
NURSING
A significant therapeutic
interpersonal
process
62
PEPLAU Seven Nursing Roles
Stranger role
Resource role
Teaching role
Counseling role
Surrogate role
Technical expert
63
Developing organism that
tries to reduce anxiety
caused by needs
person
64
A word symbol that implies
a forward movement
of personality
health
65
Existing forces outside
of the person
environment
66
A significant therapeutic
interpersonal
process
Nursing
67
acceptance & courtesy that the
nurse would respond to any
stranger
Stranger role
68
Providing specific answers to
questions
Resource role
69
Help client to learn formally
or informally
Teaching role
70
Expression of feelings
Counseling role
71
Serve as a substitute for
another
Surrogate role
72
Provide physical care and
operates equipment
Technical expert
73
peplau's stages of task of relationships
orientation
identification
exploitation
resulution
74
patients problems and needs are clarified
patient ask questions
hospital routines and expectations are explained
patient harness energy toward meeting problems
patient full participation is ilicited.
orientation
75
PX respond to persons he or she perceives as helpful
PX feels stronger
PX express feelings
interdependent work with the nurse occurs
roles of both PX and nurse are clarified
identification
76
PX makes full use of available services
goals such as going home and returning to work emerge
PX behavior fluctuate between dependence and independence
Exploitation
77
services are no longer needed by the PX
PX assumes power to meet own needs, set new goals, and so forth.
resolution
78
Problem defining phase
● Client meets nurse as a stranger
● Defining the problem
● Deciding the service needed
● Client asks assistance
● conveys needs
● Asks questions
● Shares preconceptions
● Expectations of past experiences
Orientation Phase
79
Clients works interdependently with the nurse
* Expresses feelings
* Begins to feel stronger
* Selection of appropriate professional
assistance
Patients
* Begin to have a feeling of belonging
* Capability of dealing with the problem
* Decreases the feeling of
* Helplessness
* Hopelessness
Identification Phase
80
clients
* Makes full use of the services offered
* Use of professional assistance for problem
solving alternatives
* Feels like an integral part of the helping
environment
Clients
* Make minor requests or attention-getting
techniques
* May fluctuate on independence
Nurse
* Must be aware of the various phases of
communication
* Aids the patient in exploiting all avenues of
help
* Progress is made towards the final phase
Exploitation Phase
81
Client
* no longer needs professional services
* Gives up dependent behavior
* * relationship ends
* *sometimes may be difficult for both as
psychological dependence persists
Resolution Phase
82
Four levels of anxiety
MILD
MODERATE
SEVERE
PANIC
83
Positive state of
heightened awareness
Person can take in stimuli
MILD ANXIETY
84
Decreased in perceptual field
Focus on immediate task only
MODERATE ANXIETY
85
Feelings of dread and terror
Has physiologic symptoms
SEVERE ANXIETY
86
Loss of rational thought
Delusions
Hallucinations
Complete physical immobility
muteness
PANIC
87
Health promotion and maintenance
were less emphasized
Interpersonal
Relations theory weakness
88
Phases provide simplicity on nurse
patient relationship
Interpersonal
Relations theory strength
89
Idea of nurse-client cooperation is
found narrow (unconsicous, paralyzed)
Interpersonal
Relations theory Conclusion
90
one of the greatest nursing theorists who developed the “Behavioral System Model.”
Dorothy E. Johnson (August 21, 1919 – February 1999)
91
Her theory of nursing defines nursing as “an external regulatory force which acts to preserve the organization and integration of the patient's behaviors at an optimum level under those conditions in which the behavior constitutes a threat to the physical or social health, or in which illness is found
Dorothy E. Johnson (August 21, 1919 – February 1999)
92
professional nursing career began in 1942 when she graduated from Vanderbilt University School of Nursing in in Nashville, Tennessee
Dorothy E. Johnson (August 21, 1919 – February 1999)
93
She was the top student in her class and received the prestigious Vanderbilt Founder’s Medal.
In 1948, she received her Masters in public health from Harvard University in Boston, Massachusetts.
Dorothy E. Johnson (August 21, 1919 – February 1999)
94
first proposed in 1968
Her nursing model states that “each individual has patterned, purposeful, repetitive ways of acting that comprises a behavioral system specific to that individual.”
Behavior System Model of Nursing
95
It advocates the fostering of efficient and effective behavioral functioning in the patient to prevent illness.
The patient is defined as a behavioral system composed of seven behavioral subsystems: affiliative, dependency, ingestive, eliminative, sexual, aggressive, and achievement.
Behavior System Model of Nursing
96
each subsystem also has three functional requirements which include?
protection from noxious influences
provision for nurturing environment
stimulation for growth
97
defined Nursing as “an external regulatory force which acts to preserve the organization and integration of the patient’s behaviors at an optimum level under those conditions in which the behavior constitutes a threat to the physical or social health, or in which illness is found.”
It also states that “each individual has patterned, purposeful, repetitive ways of acting that comprises a behavioral system specific to that individual.”
Dorothy Johnson’s theory
98
The goals of nursing are fourfold, according to the Behavior System Model:
The goals of nursing are fourfold, according to the Behavior System Model:
The goals of nursing are fourfold, according to the Behavior System Model:
To assist the patient who is able to benefit to the fullest extent during illness from the physician’s knowledge and skill.
To assist the patient whose behavior does not give evidence of unnecessary trauma as a consequence of illness.
99
having two major systems: the biological system and the behavioral system. It is the role of medicine to focus on the biological system, whereas nursing’s focus is the behavioral system.
The concept of human being was defined as a behavioral system that strives to make continual adjustments to achieve, maintain, or regain balance to the steady-state that is adaptation.
Johnson views human
100
Environment is not directly defined, but it is implied to include all elements of the surroundings of the human system and includes interior stressors.
johnson view of
environment
101
Health is seen as the opposite of illness, and defines it as “some degree of regularity and constancy in behavior, the behavioral system reflects adjustments and adaptations that are successful in some way and to some degree… adaptation is functionally efficient and effective.”
johnson view of
HEALTH
102
Nursing is seen as “an external regulatory force which acts to preserve the organization and integration of the patient’s behavior at an optimal level under those conditions in which the behavior constitutes a threat to physical or social health, or in which illness is found.”
johnson view of
103
the “social inclusion intimacy and the formation and attachment of a strong social bond.”
It is probably the most critical because it forms the basis for all social organization.
On a general level, it provides survival and security.
Its consequences are social inclusion, intimacy, and the formation and maintenance of a strong social bond
Attachment or affiliative subsystem
104
the “approval, attention or recognition and physical assistance.”
In the broadest sense, it promotes helping behavior that calls for a nurturing response.
Its consequences are approval, attention or recognition, and physical assistance.
Developmentally, dependency behavior evolves from almost total dependence on others to a greater degree of dependence on self.
A certain amount of interdependence is essential for the survival of social groups.
Dependency subsystem
105
the “emphasis on the meaning and structures of the social events surrounding the occasion when the food is eaten.”
should not be seen as the input and output mechanisms of the system
All subsystems are distinct subsystems with their own input and output mechanisms
The ingestive subsystem “has to do with when, how, what, how much, and under what conditions we eat.”
Ingestive subsystem
106
states that “human cultures have defined different socially acceptable behaviors for excretion of waste, but the existence of such a pattern remains different from culture to culture.
addresses “when, how, and under what conditions we eliminate.”
As with the ingestive subsystem, the social and psychological factors are viewed as influencing the biological aspects of this subsystem and may be, at times, in conflict with the this subsystem.
Eliminative subsystem
107
s both a biological and social factor that affects behavior
has the dual functions of procreation and gratification
Including, but not limited to, courting and mating
this response system begins with the development of gender role identity and includes the broad range of sex-role behaviors.
Sexual subsystem
108
relates to the behaviors concerning protection and self-preservation, generating a defense response when there is a threat to life or territory
Its function is protection and preservation.
Society demands that limits be placed on modes of self-protection and that people and their property be respected and protected.
Aggressive subsystem
109
provokes behavior that tries to control the environment
It attempts to manipulate the environment
Its function is control or mastery of an aspect of self or environment to some standard of excellence
Areas of achievement behavior include intellectual, physical, creative, mechanical, and social skills.
Achievement subsystem
110
