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TFN - Midterm > Module 4 : Grand Nursing Theory > Flashcards

Module 4 : Grand Nursing Theory Flashcards

1
Q

Derived from conceptual models

A

Grand Theory

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2
Q

Most complex and widest in scope

A

Grand Theory

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3
Q

abstract and lack operational definitions

A

Concepts

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4
Q

abstract and not directly amenable to testing

A

Proposition

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5
Q

Provides a background of philosophical reasoning that allows nurse scientists to develop middle range theories

A

Grand Theory

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6
Q

Criteria of Grand Nursing Theories

A
  1. Background of the theorist
  2. Philosophical underpinnings
  3. Major assumptions, concepts and relationships
  4. Usefulness
  5. Testability
  6. Parsimony
  7. Value in extending nursing science
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7
Q

The theorist of Nursing Need Theory

A

Virginia Henderson

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8
Q

Received diploma in nursing from the Army
School of Nursing at Walter Reed Hospital in
1921

A well-known nursing educator and author

Wrote Harmer’s classic book of nursing and
added her personal definition of nursing

Created with other nursing scholars a
curriculum in which education was “patient
centered and organized around nursing
problems rather than medical diagnoses”

A

Virginia Henderson

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9
Q

Presents the patient as a sum of parts with biophysical needs and the patient is neither client nor consumer

A

Nursing Need Theory (Virginia Henderson)

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10
Q

Recognized the importance of increasing patient’s independence so that progress post-hospital would not be delayed

A

Nursing Need Theory (Virginia Henderson)

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11
Q

Assumption - Nursing Need Theory (Virginia Henderson)

A
  1. Nurses care for patients until patients can
    care for themselves once again
  2. Patients desire to return to health
  3. Nurses are willing to serve
  4. “Nurses will devote themselves to the
    patient day and night”
  5. Nurses should be educated at the
    university level in both arts and sciences
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12
Q

Assist the individual, sick or well, in
the performance of those activities contributing to health or its recovery that he
would perform unaided if he had the necessary strength, will or knowledge

A

Nurse - Nursing Need Theory (Virginia Henderson)

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13
Q

Someone who need nursing care, but did not limit nursing to illness care

A

Patient - Nursing Need Theory (Virginia Henderson)

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14
Q

maintaining a supportive environment as
part of the 14 activities

A

Environment - Nursing Need Theory (Virginia Henderson)

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15
Q

means balance in all realms of human life

A

Health - Nursing Need Theory (Virginia Henderson)

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16
Q

Anything that the individual may require “to maintain or sustain himself comfortably or capably in his situation

A

Need for help concept - Nursing Need Theory (Virginia Henderson)

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17
Q

If the individual do not see that they need help, they may not take any action to resolve the situation that affect health and wellness

A

Need for help concept - Nursing Need Theory (Virginia Henderson)

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18
Q

3 Levels of Nurse-Patient Relationship - Nursing Need Theory (Virginia Henderson)

A

Substitute for the patient
Helper to the patient
Partner with the patient

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19
Q

14 Need Components

A

Physiological Components
1. Breathe normally
2. Eat and drink adequately
3. Eliminate body wastes
4. Move and maintain desirable postures
5. Sleep and rest
6. Select suitable clothes – dress and undress
7. Maintain body temperature within normal range by adjusting clothing and modifying environment
8. Keep the body clean and well-groomed and protect the integument
9. Avoid dangers in the environment and avoid injuring others

Psychological Aspects of Communicating and Learning
10. Communicate with others in expressing emotions, needs, fears, or opinions.
14. Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities.

Spiritual and Moral
11. Worship according to one’s faith

Sociologically Oriented to Occupation and Recreation
12. Work in such a way that there is a sense of accomplishment
13. Play or participate in various forms of recreation

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20
Q

Theorist of Core, Care, Cure Model

A

Lydia Hall

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21
Q

*Born on September 21, 1906
*Worked as the first director of the Loeb
Center for Nursing in the elderly
* a rehabilitation nurse who argued that
follow-up or evaluative care is where
professional nursing is most important

A

Lydia Hall

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22
Q

Required when persons are not able to provide intimate bodily care for themselves. The nursing intent of this care is to comfort. Visualized 3 aspects of nursing process related to the patient, to supporting sciences and underlying philosophical dynamics

A

Nursing - Core, Care, Cure Model (Lydia Hall)

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23
Q

Has 3 aspects: the person, the body and the disease which overlaps and influence each other

A

Patient - Core, Care, Cure Model (Lydia Hall)

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24
Q

“Now when the patient reaches the point where we know he is going to live, he might be interested in learning how to live better before he leaves the hospital. But the one nurse who could teach him, the one nurse who has the background to make this a truly learning situation, is now busy with the new patients in a state of biological crisis

A

Core, Care, Cure Model (Lydia Hall)

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25
Aspect of nursing that is concerned with intimate bodily care (e.g., bathing, feeding, toileting, positioning, moving, dressing, undressing, and maintaining a healthful environment) belongs exclusively to nursing
Care - Core, Care, Cure Model (Lydia Hall)
26
An aspect of nursing that is shared with medicine. The nurse may assume medical functions, or help the patient with these through comforting and nurturing
Cure - Core, Care, Cure Model (Lydia Hall)
27
Aspect that emphasizes social, emotional, spiritual and intellectual needs of the patient in relation to family, institution, community and the world
Core - Core, Care, Cure Model (Lydia Hall)
28
The nurse who knows self by the same token can love and trust the patient enough to work with him professionally, rather than for him technically, or at him vocationally
Core - Core, Care, Cure Model (Lydia Hall)
29
Core - Core, Care, Cure Model (Lydia Hall) Classification
Professional Vocational Technical
30
Theorist of Health Promotion Model
Nola J. Pender
31
“the Experience of watching the nurses caring for my aunt in her illness created in me a fascination with the work of nursing” Born in 1941
Nola J. Pender
32
persons seek to _______________ of living through which they can express their unique human health potential
create conditions Health Promotion Model (Nola J. Pender)
33
Persons have the capacity for _________________, including assessment of their own competencies
reflective self-awareness Health Promotion Model (Nola J. Pender)
34
Persons _____________ in directions viewed as positive and attempt to achieve a personally acceptable balance between change and stability
value growth Health Promotion Model (Nola J. Pender)
35
Individuals seek to actively ________ their own ___________
regulate ; behavior Health Promotion Model (Nola J. Pender)
36
Individuals in all their biophycho-social complexity interact with the ______________, progressively transforming the environment and being transformed over time
environment Health Promotion Model (Nola J. Pender)
37
Health professionals constitute a part of the ______________________ which exerts influence on persons throughout their lifespans
interpersonal environment Health Promotion Model (Nola J. Pender)
38
______________ reconfiguration of person-environment interactive patterns is essential to behavioral change
Self-initiated Health Promotion Model (Nola J. Pender)
39
Individual Characteristics and Experiences - Health Promotion Model (Nola J. Pender)
Prior Related Behavior Personal Factors
40
Frequency of the same or similar behavior in the past
Prior Related Behavior
41
Personal Factors Classification
Biological Psychological Socio-cultural
42
age, gender, BMI, pubertal status, aerobic capacity
Biological
43
self-esteem, motivation, personal competence
Psychological
44
race, ethnicity, acculturation, education
Socio-cultural
45
Behavioral-specific cognitions and affects - Health Promotion Model (Nola J. Pender)
Perceived benefits of actions Perceived barriers to action Perceived self-efficacy Activity related affect
46
Anticipated positive outcomes resulting from health behavior
Perceived benefits of actions
47
Anticipated, imagined, real blocks and personal costs of undertaking a given behavior
Perceived barriers to action
48
Judgment of personal capability to organize and execute a health-promoting behavior
Perceived self-efficacy
49
Subjective positive or negative feelings that occur before, during and after behavior
Activity related affect
50
Influences - Health Promotion Model (Nola J. Pender)
Interpersonal Situational
51
Cognitions concerning behaviors, beliefs or attitudes [norms, social support, modeling]
Interpersonal
52
Personal perceptions and cognitions of any given situation or context that can facilitate or impede behavior
Situational
53
Behavioral Outcomes - Health Promotion Model (Nola J. Pender)
Commitment to a plan of action Immediate competing demands and preferences Health promoting behavior
54
Concept of intention and identification of planned strategy
Commitment to a plan of action
55
Alternative behaviors over which individuals have low control, due to environmental contingencies
Immediate competing demands and preferences
56
End point or action outcome that is directed toward attaining positive outcomes
Health promoting behavior
57
Theorist of Theory of Culture Care Diversity and Universality
Madeleine Leininger
58
Instrumental in demonstrating to nurses the importance of the impact of culture on health Conceptualize transcultural nursing in 1950s while working in anthropology Authored the first qualitative research book in nursing and developed the research method, “ethnonursing”
Madeleine Leininger
59
Uses research-based knowledge to provide safe, responsible, meaningful care to people of different cultures, supporting their health needs and dealing with illness, disabilities and death
Transcultural Nursing - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
60
Forms, expressions, patterns and processes of human care vary among all cultures of the world
Transcultural Nursing - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
61
Major Tenets - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
Commonalities Worldview and social structure factors Professional and Generic Care
62
Cultural care diversities and similarities exist within and between cultures
Commonalities - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
63
Includes religion, political and economic considerations are essential to understand and powerful influences on care outcomes
Worldview and social structure factors - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
64
Care differences and similarities with professional and generic knowledge and practice influence health
Professional and Generic Care - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
65
Refers to a humanistic and scientific knowledge and practices focused on holistic CULTURE CARE phenomena and competencies
Transcultural Nursing - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
66
Three Modalities - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
1. Culture care preservation/ maintenance 2. Culture care accommodation/ negotiation 3. Culture care Restructuring or repatterning
67
To discover, document, analyze and interpret cultural and caring factors influencing human beings in health, sickness or dying
Purpose - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
68
use research-based knowledge to provide culturally congruent, safe and beneficial care to people of diverse or similar cultures for their health
Goal - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
69
is essential for human growth, development and survival and when facing death
Care - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
70
is essential for curing and healing
Care - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
71
Forms, expressions, patterns and process of human care vary among ___________
cultures - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
72
Every culture has generic ____ and __________ practice
care ; professional Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
73
Culture care values and beliefs are embedded in various __________________
cultural aspects Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
74
_________________________ can occur when client culture values are known and used explicitly to provide care
Therapeutic nursing care Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
75
__________________, ______, ____________________ are essential to health
Culturally congruent ; specific ; universal care modes Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
76
__________ is a transcultural care profession and discipline
Nursing Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)
77
Abstract and manifest phenomena with expressions of assistive, supportive, enabling and facilitating ways to help
Human care and caring
78
Patterned lifeways, values, beliefs, norms, symbols and practices that are learned, shared and transmitted
Culture
79
Synthesized and culturally assistive, supportive, enabling or facilitative caring acts toward self or others
Culture care
80
Cultural variability or differences in care beliefs, meaning, patterns, values, symbols and lifeways
Culture care diversity
81
Commonalities based on care meanings
Culture care universality
82
Way an individual or group looks out on and understands the world
Worldview
83
Cultural and social structure dimensions (5 Es)
Environmental context Ethnohistory Emic Etic Health
84
Developed to provide holistic and comprehensive conceptual picture of the major influences of CULTURE CARE Diversity and Universality
The sunrise enabler
85
Can be used as valuable guide for doing culturalogical health-care assessment of clients
The sunrise enabler
86
Theorist of The Theory of Human Becoming
Rosemarie Rizzo Parse
87
* Founder of the institute of human becoming * 21ST century nurse theorist *Goal of Nursing as discipline is to expand knowledge about human experiences through creative conceptualization and research
Rosemarie Rizzo Parse
88
Dimensions of Parse’s Theory (Themes)
Meaning Rhythmicity Transcendence
89
Human becoming is freely choosing personal meaning in situations in the intersubjective process of relating value priorities
Meaning Assumptions
90
Structuring meaning multi dimensionally is cocreating reality through the languaging of valuing and imaging
Meaning Principles
91
Illuminating meaning is shedding light through uncovering the what was is and will be as it is appearing now
Meaning Practice Dimensions
92
Human becoming is cocreating rhythmical patterns of relating in open interchange with the universe
Rhythmicity Assumptions
93
Cocreating rhythmical patterns of relating is living the paradoxical unity of revealing, concealing, enabling-limiting, while connecting-separating
Rhythmicity Principles
94
Synchronizing rhythms happens in dwelling with the pitch, yaw and roll of the interhuman cadence
Rhythmicity Practice Dimensions
95
Human becoming is transcending multidimensionally with the unfolding possibles
Transcendence Assumptions
96
Cotranscending with the possible is powering originating in the process of transforming
Transcendence Principles
97
mobilizing transcendence happens in moving beyond the meaning movement to what is not yet
Transcendence Dimensions
98
Theorists of The Caring: A model for Transforming Practice
Anne Boykin & Savina Schoenhofer
99
Dean and professor of CON at Florida Atlantic University Wrote numerous books and founded the center for Caring
Anne Boykin
100
Came from a family of musicians Spend 3 years in the Amazon in Brazil as a volunteer
Savina Schoenhofer
101
_______ are caring by virtue of their humanness
Persons Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
102
________ are whole and complete in the moment
Persons Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
103
_______ live caring from moment to moment
Persons Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
104
____________ is a way of living grounded in caring
Personhood Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
105
____________ is enhanced through participation in nurturing relationships with caring others
Personhood Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
106
________ is both a discipline and a profession
Nursing Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
107
An altruistic, active expression of love and is the intentional and embodied recognition of value and connectedness
Caring Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
108
Nursing uniquely focuses on _______ as its central value, its primary interest and the direct intention of practice
Caring Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
109
Key Themes - Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
Focus and Intention of Nursing Nursing Situation Personhood Call for Nursing Nursing Response Caring Between Lived Meaning of Nursing as Caring
110
nurturing persons living and growing in caring
Focus Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
111
know persons as caring and to support and sustain them as they live caring
Intention Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
112
fundamentally, potentially and actually each person is caring even though every act might not be understood as caring
Person Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
113
shared, lived experience in which caring between nurse and nursed enhances personhood
Nursing Situation Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
114
process of living that is grounded in caring
Personhood Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
115
call for nurturance perceived in the mind of the nurse
Call for Nursing Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
116
when the nurse enters the world of the other person with the intention of knowing the other as a caring person
Caring Between Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
117
co-created in the immediacy of what truly matters and is a specific expression of caring nurturance to sustain and enhance the other
Nursing Response Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
118
Visual representation of the theoretical assertion that lived caring between the nurse and the nursed expresses underlying relationships
Dance of Caring Persons Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)
119
Theorist of The Transitions Theory
Afaf Ibrahim Meleis
120
I believe very strongly that, while knowledge is universal, the agents for developing knowledge must reflect the nature of the questions that are framed and driven by the different disciplines about the health and well-being of individuals or populations.”
Afaf Ibrahim Meleis
121
The first person in Egypt to obtain a BSN degree in Syracuse University A prominent nurse sociologist, and speaker of topics of women’s health, immigrant health care, international health care and theoretical development Her research focused on people who do not make healthy transitions and the discovery of interventions to facilitate healthy transitions
Afaf Ibrahim Meleis
122
Attempts to describe and attend the interactions between nurses and patients in which nurses are concerned with the experiences of people as they undergo transitions whenever health and wellbeing are the desired outcome
Transitions Theory (Afaf Ibrahim Meleis)
123
passage from one fairly stable state to another fairly stable state and it is a process triggered by change
Transitions Transitions Theory (Afaf Ibrahim Meleis)
124
any difficulty in the cognizance and/or performance of a role or of the sentiments and goals associated with the role behavior as perceived by the self or by significant others
Role Insufficiency Transitions Theory (Afaf Ibrahim Meleis)
125
any deliberate process through which role insufficiency or potential role insufficiency can be identified by the incumbent role and significant others
Role Supplementation Transitions Theory (Afaf Ibrahim Meleis)
126
Types of Transitions - Transitions Theory (Afaf Ibrahim Meleis)
Developmental transitions Situational transitions Health–illness transitions Organizational transition
127
birth, adolescence, menopause, aging, death
Developmental transitions
128
changes in educational and professional roles, changes in family situations (e.g., divorce, widowhood), or changes in living arrangements (e.g., move to a nursing home, homelessness)
Situational transitions
129
recovery process, hospital discharge, diagnosis of chronic illness
Health–illness transitions
130
changing environmental conditions that affect the lives of clients; may be social, political, or economic
Organizational transition
131
Include multiplicity and complexity Consider whether transitions Happen sequentially or simultaneous Degree of overlap among transitions Essence o associations among events
Patterns of Transitions Transitions Theory (Afaf Ibrahim Meleis)
132
Properties of Transition Experiences - Transitions Theory (Afaf Ibrahim Meleis)
Awareness Engagement Change and Difference Time Span Critical Points and Events
133
perception, knowledge and recognition of transition experience
Awareness
134
degree to which a person demonstrates involvement in the process inherent in the transition
Engagement
135
change is something that brings a sense of movement or direction to internal as well as external processes and differences includes dissimilar expectation, worldview etc
Change and Difference
136
characterized as flowing or moving over time
Time Span
137
markers such as birth, death, cessation of menstruation or diagnosis of illness, linked to intensifying awareness of changes
Critical Points and Events
138
Patterns of Response Process and Outcome Indicators - Transitions Theory (Afaf Ibrahim Meleis)
Process Indicators Outcome Indicators
139
direct clients into health or toward vulnerability and risk make nurses conduct early assessment and intervention to expedite healthy outcomes
Process Indicators Transitions Theory (Afaf Ibrahim Meleis)
140
used to check whether a transition is a healthy one
Outcome Indicators Transitions Theory (Afaf Ibrahim Meleis)
141
an interdisciplinary effort and based on full understanding of the client
Assessment of Readiness Transitions Theory (Afaf Ibrahim Meleis)
142
education as the main modality for generating the best condition to be ready for a transition
Preparation for Transition Transitions Theory (Afaf Ibrahim Meleis)
143
use of education and practice to facilitate the transitional process
Role Supplementation Transitions Theory (Afaf Ibrahim Meleis)
144
Theorist of Health as Expanding Consciousness
Margaret A. Newman
145
Earned a bachelor’s degree in economics and English Earned another bachelor’s degree in nursing and doctorate in nursing science and rehabilitation Researching the relationship of movement, consciousness and development of her theory of health as expanding consciousness While caring for her mother who was experiencing restricted body movement d/t ALS, Newman became interested in nursing
Margaret A. Newman
146
__________ encompasses conditions heretofore described as illness or, in medical terms, pathology
Health Health as Expanding Consciousness (Margaret A. Newman)
147
These “____________” conditions can be considered a manifestation of the total pattern of the individual.
pathological Health as Expanding Consciousness (Margaret A. Newman)
148
The pattern of the individual that eventually manifests itself as __________ is primary and exists before structural or functional changes.
pathology Health as Expanding Consciousness (Margaret A. Newman)
149
Removal of the pathology in itself will __________ the pattern of the individual.
not change Health as Expanding Consciousness (Margaret A. Newman)
150
If becoming “___” is the only way an individual’s pattern can manifest itself, then that is health for that person.
ill Health as Expanding Consciousness (Margaret A. Newman)
151
Health encompasses conditions described as ______ or _________
illness ; pathology Health as Expanding Consciousness (Margaret A. Newman)
152
act of assisting people to use the power within them to evolve toward higher levels of consciousness; facilitates the process of pattern recognition by a rhythmic connecting of the nurse with the client
Nursing Health as Expanding Consciousness (Margaret A. Newman)
153
the expanding consciousness, evolving pattern of the whole of life; unitary and fluctuating pattern
Health Health as Expanding Consciousness (Margaret A. Newman)
154
dynamic pattern of energy and open system in interaction wit the environment
Person Health as Expanding Consciousness (Margaret A. Newman)
155
capacity of the system to interact and includes thinking, feeling, and processing the information
Consciousness Health as Expanding Consciousness (Margaret A. Newman)
156
increasing complexity of the living system resulting in transformation and discovery
Expanding consciousness Health as Expanding Consciousness (Margaret A. Newman)
157
natural condition of living creatures
Integration via movement Health as Expanding Consciousness (Margaret A. Newman)
158
a scheme, design or framework seen in person-environment interactions
Pattern Health as Expanding Consciousness (Margaret A. Newman)
159
temporal patterns that are specific to individuals and define their ways of being within their world
Time and space Health as Expanding Consciousness (Margaret A. Newman)
160
Theorists of Modeling and Role-Modeling
Helen C. Erickson Evelyn M. Tomlin Mary Ann P. Swain
161
dual master’s degree in psychiatric and medical-surgical nursing; doctorate in educational psychology
Helen C. Erickson
162
master’s degree in psychiatric nursing; served as a school nurse, in family nursing, a certified nurse midwife, mental health consultant and one of the first 16 nurses certified by American Critical Care Nurses
Evelyn M. Tomlin
163
educational background in psychology and was interested in health promotion research
Mary Ann P. Swain
164
Influenced by works of ______________ Theoretical Sources - Modeling and Role-Modeling (Erickson, Tomlin, Swain)
Maslow Piaget Engel Selye Milton Erickson
165
is defined as the need to be dependent on support systems while simultaneously maintaining independence from these support systems
Affiliated Individuation (AI)
166
Erickson’s clinical observation and lived experiences results in the conception of _______________________________________
Adaptive Potential Assessment Model (APAM)
167
This model focuses on individual’s ability to mobilize resources when confronted with stressors rather than adapt to them
Modeling and Role-Modeling (Erickson, Tomlin, Swain)
168
______________ is an innate drive toward holistic health, growth and development
Adaptation Modeling and Role-Modeling (Erickson, Tomlin, Swain)
169
___________, _________ and _________ and _________ are all instinctual despite the aging process or inherent malformations
Self-healing ; recovery ; renewal ; adaptation Modeling and Role-Modeling (Erickson, Tomlin, Swain)
170
__________ is assisting persons holistically to use their adaptive strengths to attain and maintain optimum biopsychosocial-spiritual functioning
Nursing Modeling and Role-Modeling (Erickson, Tomlin, Swain)
171
process the nurse uses as she or he develops an image and an understanding of the client’s world, development of a mirror image of the situation from the client’s perspective
Modeling Modeling and Role-Modeling (Erickson, Tomlin, Swain)
172
occurs when the nurse plans and implements interventions that are unique for the client
Role Modeling Modeling and Role-Modeling (Erickson, Tomlin, Swain)
173
holistic helping of persons with their self-care activities in relation to their health
Nursing Modeling and Role-Modeling (Erickson, Tomlin, Swain)
174
fuses and integrates cognitive, physiological and effective processes with the aim of assisting a client to move toward holistic health
Nurturance Modeling and Role-Modeling (Erickson, Tomlin, Swain)
175
being accepted as a unique, worthwhile, important individual and will facilitate the mobilization of resources needed as this individual strives for adaptive equilibrium
Unconditional Acceptance Modeling and Role-Modeling (Erickson, Tomlin, Swain)
176
How People are alike - Modeling and Role-Modeling (Erickson, Tomlin, Swain)
Holism Basic Needs Lifetime Development Affiliated Individuation
177
human beings with multiple interacting subsystems including genetic makeup and spiritual drive. Body, mind, emotion and spirit are a total unit
Holism Modeling and Role-Modeling (Erickson, Tomlin, Swain)
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all human beings have basic needs that can be satisfied, but only from within the framework of the individual (only satisfied when individual perceives that they are met)
Basic Needs Modeling and Role-Modeling (Erickson, Tomlin, Swain)
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includes both psychological stages and cognitive stages
Lifetime Development Modeling and Role-Modeling (Erickson, Tomlin, Swain)
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need to be able to depend on support systems while simultaneously maintaining independence from these support systems
Affiliated Individuation Modeling and Role-Modeling (Erickson, Tomlin, Swain)
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How People are different - Modeling and Role-Modeling (Erickson, Tomlin, Swain)
Inherent Endowment Adaptation Mind-Body-Emotion-Spirit Relationships
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genetic make-up and inherited characteristics influence growth and development
Inherent Endowment Modeling and Role-Modeling (Erickson, Tomlin, Swain)
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occurs as the individual responds to external and internal stressors in a health-directed and growth directed manner
Adaptation Modeling and Role-Modeling (Erickson, Tomlin, Swain)
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Adaptive Potential Assessment Model (APAM) identifies 3 different coping potential:
1. Arousal 2. Equilibrium 3. Impoverishment
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at some level, a person knows what has made him or her sick, lessened his or her effectiveness, or interfered with his or her growth
Self-care knowledge Modeling and Role-Modeling (Erickson, Tomlin, Swain)
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internal resources, as well as additional resources, mobilized through self-care action that help gain, maintain, and promote an optimum level of holistic health
Self-care resources Modeling and Role-Modeling (Erickson, Tomlin, Swain)
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development and utilization of self-care knowledge and self-care resources
Self-care action Modeling and Role-Modeling (Erickson, Tomlin, Swain)
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Theorist of 21 Nursing Problems
Faye G. Abdellah
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Recognized as a leader in the development of nursing research and nursing as a profession within the U.S. Public Health Service (PHS) Inducted into the ANA Hall of Fame for a lifetime of contributions to nursing and to honor her legacy of more than 60 years of accomplishments that live on nationally and globally Her book, Patient- Centered Approaches to Nursing, which is based on the problem- solving method, serves as a vehicle for delineating nursing (patient) problems as the patient moves toward a healthy outcome.
Faye G. Abdellah
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Abdellah's Typology of Twenty-One Nursing Problems
1. To maintain good hygiene and physical comfort. 2. To promote optimal activity: exercise, rest, sleep 3. To promote safety by preventing accidents, injuries, or other trauma and preventing the spread of infection. 4. To maintain good body mechanics and prevent and correct the deformity. 5. To facilitate the maintenance of a supply of oxygen to all body cells. 6. To facilitate the maintenance of nutrition for all body cells. 7. To facilitate the maintenance of elimination. 8. To facilitate the maintenance of fluid and electrolyte balance. 9. To recognize the physiologic responses of the body to disease conditions—pathologic, physiologic, and compensatory. 10. To facilitate the maintenance of regulatory mechanisms and functions. 11. To facilitate the maintenance of sensory function. 12. To identify and accept positive and negative expressions, feelings, and reactions. 13. To identify and accept interrelatedness of emotions and organic illness. 14. To facilitate the maintenance of effective verbal and nonverbal communication. 15. To promote the development of productive interpersonal relationships. 16. To facilitate progress toward achievement and personal spiritual goals. 17. To create or maintain a therapeutic environment. 18. To facilitate awareness of self as an individual with varying physical, emotional, and developmental needs. 19. To accept the optimum possible goals in the light of limitations, physical and emotional. 20. To use community resources as an aid in resolving problems that arise from an illness. 21. To understand the role of social problems as influencing factors in the cause of illness.
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(10) Nurses should do the following - 21 Nursing Problems (Faye G. Abdellah)
Learn to know the patient. Sort out relevant and significant data. Make generalizations about available data in relation to similar nursing problems presented by other patients. Identify the therapeutic plan. Test generalizations with the patient and make additional generalizations. Validate the patient’s conclusions about his or her nursing problems. Continue to observe and evaluate the patient over a period of time to identify any attitudes and clues affecting his or her behavior. Explore the patient’s and family’s reaction to the therapeutic plan and involve them in the plan. Identify how the nurse feels about the patient’s nursing problems. Discuss and develop a comprehensive nursing care plan.
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Theorist of The Symphonological Bioethical Theory
Gladys L. Husted, James H. Husted
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began practice in public health and acute in-patient medical-surgical care; developed an ethics committee, educating staff and management and providing guidance
Gladys L. Husted
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while in the army, he became interested in ethics through conversations with an ethics professor, joined the high IQ societies, Mensa and Intertel
James H. Husted
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“the study of agreements and the elements necessary to forming agreements”
Symphonology Symphonological Bioethical Theory (Husted & Husted)
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In health care, it is the study of agreements between health care professionals and patients
Symphonology Symphonological Bioethical Theory (Husted & Husted)
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The development of this theory has led to the construction of a practice-based decision-making model that assists in determining when and what actions are appropriate for health care professionals and patients
Symphonological Bioethical Theory
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__________ is “a system of standards to motivate, determine, and justify actions directed to the pursuit of vital and fundamental goals”
Ethics Symphonological Bioethical Theory (Husted & Husted)
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______________ is concerned with the ethics of interactions between a patient and a health care professional, what ought to be done to preserve and enhance human life within the health care arena.
Bioethics Symphonological Bioethical Theory (Husted & Husted)
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This model is meant to provide nurses and other health care professionals with a logical method of determining appropriate ethical actions
Symphonological Bioethical Theory
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act as the agent of the patient; the nurse’s ethical responsibility is to encourage and strengthen those qualities in the patient that serve life, health and well-being through their interaction
Nursing Symphonological Bioethical Theory (Husted & Husted)
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individual with a unique character structure possessing the right to pursue vital goals (concerned with survival and enhancement of life) as he chooses
Person Symphonological Bioethical Theory (Husted & Husted)
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concept applicable to every potential of a person’s life
Health Symphonological Bioethical Theory (Husted & Husted)
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established by symphonology and formed by agreement
Environment Symphonological Bioethical Theory (Husted & Husted)
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capacity of an agent to initiate action toward a chosen goal
Agency Symphonological Bioethical Theory (Husted & Husted)
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interweaving of the relevant facts of a situation
Context Symphonological Bioethical Theory (Husted & Husted)
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shared state of awareness based on which interaction occurs; every agreement is aimed toward a final value to be attained through interactions made possible by understanding
Agreement Symphonological Bioethical Theory (Husted & Husted)
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the product of an implicit agreement among rational beings, by virtue of their rationality, not to obtain actions or the product of actions from others except through voluntary consent, objectively gained
Rights Symphonological Bioethical Theory (Husted & Husted)
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Bioethical Standards - Symphonological Bioethical Theory (Husted & Husted)
Autonomy Beneficence Fidelity Freedom Objectivity
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every person has the right to act on his/her unique and independent purposes
Autonomy Symphonological Bioethical Theory (Husted & Husted)
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capability to act to acquire desired benefits and necessary life requirements
Beneficence Symphonological Bioethical Theory (Husted & Husted)
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individual’s faithfulness to his/her own uniqueness
Fidelity Symphonological Bioethical Theory (Husted & Husted)
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capability and right to take action based on the agent’s own evaluation of the situation
Freedom Symphonological Bioethical Theory (Husted & Husted)
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right to achieve and sustain the exercise of objective awareness
Objectivity Symphonological Bioethical Theory (Husted & Husted)
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Theorist of The Theory of Human Becoming
Rosemarie Rizzo Parse
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Founder and editor of Nursing Science Quarterly Founded the Institute of Human Becoming Honored the Martha Roger Golden Slinky Award
Rosemarie Rizzo Parse
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A ____________ perspective focused on living quality and human dignity from the perspective of patients, families and communities
nursing Theory of Human Becoming (Rosemarie Rizzo Parse)
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Principles - Theory of Human Becoming (Rosemarie Rizzo Parse)
1. Structuring meaning is the imaging and valuing of languaging. 2. Cocreating rhythmic patterns of relating is living the paradoxic unity of revealing concealing and enabling-limiting while connecting-separating 3. Co-transcending with the possible is powering unique ways of originating in the process of transforming
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Explains that humans choose the meaning of their own realities and the choosing occurs is not always a conscious undertaking.
Principles #1: Structuring meaning is the imaging and valuing of languaging. Theory of Human Becoming (Rosemarie Rizzo Parse)
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choosing the meaning of their realities
Structuring Meaning Theory of Human Becoming (Rosemarie Rizzo Parse)
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is an individual’s view of reality
Imaging Theory of Human Becoming (Rosemarie Rizzo Parse)
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process by which a person confirms his/her beliefs
Valuing Theory of Human Becoming (Rosemarie Rizzo Parse)
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process by which humans express their reality
Languaging Theory of Human Becoming (Rosemarie Rizzo Parse)
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process that humans use to express their personal values and meanings through the creation of patterns
Cocreating Theory of Human Becoming (Rosemarie Rizzo Parse)
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process humans use to show or hide their personal evolution or becoming
Revealing-Concealing Theory of Human Becoming (Rosemarie Rizzo Parse)
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refers to the opportunities or restrictions that occur daily. Making choices and living with the consequences
Enabling-Limiting Theory of Human Becoming (Rosemarie Rizzo Parse)
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joining and separating from something
Connecting-Separating Theory of Human Becoming (Rosemarie Rizzo Parse)
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humans engaging with and choosing how to be and the attitudes and approaches they select
Co-Transcending Theory of Human Becoming (Rosemarie Rizzo Parse)
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relates to the struggle humans display when confronted with hardships and threats
Powering Theory of Human Becoming (Rosemarie Rizzo Parse)
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uniqueness of humans
Originating Theory of Human Becoming (Rosemarie Rizzo Parse)
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creating deliberate change and the way humans view themselves
Transforming Theory of Human Becoming (Rosemarie Rizzo Parse)
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Theorist of Theory of Interpersonal Relationship
Hildegard E. Peplau
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Mother of psychiatric nursing Served as the executive director and president of American Nurses Association (ANA) She stressed the importance of the nurse’s ability to understand their own behavior to help others identify perceived difficulties
Hildegard E. Peplau
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a significant, therapeutic, interpersonal process.
Nursing Theory of Interpersonal Relationship (Hildegard E. Peplau)
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It functions cooperatively with other human processes that make health possible for individuals in communities
Nursing Theory of Interpersonal Relationship (Hildegard E. Peplau)
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______________ is an educative instrument, a maturing force that aims to promote forward movement of personality in the direction of creative, constructive, productive, personal, and community living.
Nursing Theory of Interpersonal Relationship (Hildegard E. Peplau)
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The nurse must consciously observe - Theory of Interpersonal Relationship (Hildegard E. Peplau)
1. His or her own behaviors 2. The behaviors demonstrated by the patient 3. The type and quality of relations that occur between nurse and patient
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Theorist of Theory of Deliberative Nursing Process
Ida Jean Orlando
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Grew up during Depression Received a degree in public health nursing and master’s degree in mental health consultation First nursing leaders to recognize the importance of patient participation and intelligent nurse deliberation
Ida Jean Orlando
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Nursing Process Theory - Theory of Deliberative Nursing Process (Ida Jean Orlando)
1. The nursing process is set in motion by patient behavior. It may be verbal or nonverbal. 2. Patient behavior stimulates a nurse reaction, which is the start of the nursing process. 3. A nurse may act in one of two ways when providing care: automatic or deliberative.
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Professional Nursing Actions - Theory of Deliberative Nursing Process (Ida Jean Orlando)
Deliberative actions are: 1. Result from the correct identification of patient needs by validation of the nurse’s reaction to patient behavior 2. The nurse explores the meaning of the action with the patient and its relevance to meeting their needs 3. The nurse validates the action’s effectiveness immediately after completion 4. The nurse is free of stimuli unrelated to the patient’s need

TFN - Midterm (4 decks)

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