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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
Q

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

A

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

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26
Q

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

A

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

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27
Q

Aspect that emphasizes social, emotional, spiritual and intellectual needs of the patient in relation to family, institution, community and the world

A

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

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28
Q

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

A

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

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29
Q

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

A

Professional
Vocational
Technical

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30
Q

Theorist of Health Promotion Model

A

Nola J. Pender

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31
Q

“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

A

Nola J. Pender

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32
Q

persons seek to _______________ of living through which they can express their unique human health potential

A

create conditions

Health Promotion Model (Nola J. Pender)

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33
Q

Persons have the capacity for _________________, including assessment of their own competencies

A

reflective self-awareness

Health Promotion Model (Nola J. Pender)

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34
Q

Persons _____________ in directions viewed as positive and attempt to achieve a personally acceptable balance between change and stability

A

value growth

Health Promotion Model (Nola J. Pender)

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35
Q

Individuals seek to actively ________ their own ___________

A

regulate ; behavior

Health Promotion Model (Nola J. Pender)

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36
Q

Individuals in all their biophycho-social complexity interact with the ______________, progressively transforming the environment and being transformed over time

A

environment

Health Promotion Model (Nola J. Pender)

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37
Q

Health professionals constitute a part of the ______________________ which exerts influence on persons throughout their lifespans

A

interpersonal environment

Health Promotion Model (Nola J. Pender)

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38
Q

______________ reconfiguration of person-environment interactive patterns is essential to behavioral change

A

Self-initiated

Health Promotion Model (Nola J. Pender)

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39
Q

Individual Characteristics and Experiences - Health Promotion Model (Nola J. Pender)

A

Prior Related Behavior
Personal Factors

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40
Q

Frequency of the same or similar behavior in the past

A

Prior Related Behavior

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41
Q

Personal Factors Classification

A

Biological
Psychological
Socio-cultural

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42
Q

age, gender, BMI, pubertal status, aerobic capacity

A

Biological

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43
Q

self-esteem, motivation, personal competence

A

Psychological

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44
Q

race, ethnicity, acculturation, education

A

Socio-cultural

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45
Q

Behavioral-specific cognitions and affects - Health Promotion Model (Nola J. Pender)

A

Perceived benefits of actions
Perceived barriers to action
Perceived self-efficacy
Activity related affect

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46
Q

Anticipated positive outcomes resulting from health behavior

A

Perceived benefits of actions

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47
Q

Anticipated, imagined, real blocks and personal costs of undertaking a given behavior

A

Perceived barriers to action

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48
Q

Judgment of personal capability to organize and execute a health-promoting behavior

A

Perceived self-efficacy

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49
Q

Subjective positive or negative feelings that occur before, during and after behavior

A

Activity related affect

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50
Q

Influences - Health Promotion Model (Nola J. Pender)

A

Interpersonal
Situational

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51
Q

Cognitions concerning behaviors, beliefs or attitudes [norms, social support, modeling]

A

Interpersonal

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52
Q

Personal perceptions and cognitions of any given situation or context that can facilitate or impede behavior

A

Situational

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53
Q

Behavioral Outcomes - Health Promotion Model (Nola J. Pender)

A

Commitment to a plan of action
Immediate competing demands and preferences
Health promoting behavior

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54
Q

Concept of intention and identification of planned strategy

A

Commitment to a plan of action

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55
Q

Alternative behaviors over which individuals have low control, due to environmental contingencies

A

Immediate competing demands and preferences

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56
Q

End point or action outcome that is directed toward attaining positive outcomes

A

Health promoting behavior

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57
Q

Theorist of Theory of Culture Care Diversity and Universality

A

Madeleine Leininger

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58
Q

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”

A

Madeleine Leininger

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59
Q

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

A

Transcultural Nursing - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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60
Q

Forms, expressions, patterns and processes of human care vary among all cultures of the world

A

Transcultural Nursing - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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61
Q

Major Tenets - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

A

Commonalities
Worldview and social structure factors
Professional and Generic Care

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62
Q

Cultural care diversities and similarities exist within and between cultures

A

Commonalities - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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63
Q

Includes religion, political and economic considerations are essential to understand and powerful influences on care outcomes

A

Worldview and social structure factors - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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64
Q

Care differences and similarities with professional and generic knowledge and practice influence health

A

Professional and Generic Care - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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65
Q

Refers to a humanistic and scientific knowledge and practices focused on holistic CULTURE CARE phenomena and competencies

A

Transcultural Nursing - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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66
Q

Three Modalities - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

A
  1. Culture care preservation/ maintenance
  2. Culture care accommodation/ negotiation
  3. Culture care Restructuring or repatterning
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67
Q

To discover, document, analyze and interpret cultural and caring factors influencing human beings in health, sickness or dying

A

Purpose - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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68
Q

use research-based knowledge to provide culturally congruent, safe and beneficial care to people of diverse or similar cultures for their health

A

Goal - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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69
Q

is essential for human growth, development and survival and when facing death

A

Care - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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70
Q

is essential for curing and healing

A

Care - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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71
Q

Forms, expressions, patterns and process of human care vary among ___________

A

cultures - Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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72
Q

Every culture has generic ____ and __________ practice

A

care ; professional

Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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73
Q

Culture care values and beliefs are embedded in various __________________

A

cultural aspects

Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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74
Q

_________________________ can occur when client culture values are known and used explicitly to provide care

A

Therapeutic nursing care

Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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75
Q

__________________, ______, ____________________ are essential to health

A

Culturally congruent ; specific ; universal care modes

Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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76
Q

__________ is a transcultural care profession and discipline

A

Nursing

Theorist of Theory of Culture Care Diversity and Universality (Madeleine Leininger)

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77
Q

Abstract and manifest phenomena with expressions of assistive, supportive, enabling and facilitating ways to help

A

Human care and caring

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78
Q

Patterned lifeways, values, beliefs, norms, symbols and practices that are learned, shared and transmitted

A

Culture

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79
Q

Synthesized and culturally assistive, supportive, enabling or facilitative caring acts toward self or others

A

Culture care

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80
Q

Cultural variability or differences in care beliefs, meaning, patterns, values, symbols and lifeways

A

Culture care diversity

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81
Q

Commonalities based on care meanings

A

Culture care universality

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82
Q

Way an individual or group looks out on and understands the world

A

Worldview

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83
Q

Cultural and social structure dimensions (5 Es)

A

Environmental context
Ethnohistory
Emic
Etic
Health

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84
Q

Developed to provide holistic and comprehensive conceptual picture of the major influences of CULTURE CARE Diversity and Universality

A

The sunrise enabler

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85
Q

Can be used as valuable guide for doing culturalogical health-care assessment of clients

A

The sunrise enabler

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86
Q

Theorist of The Theory of Human Becoming

A

Rosemarie Rizzo Parse

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87
Q
  • 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
A

Rosemarie Rizzo Parse

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88
Q

Dimensions of Parse’s Theory (Themes)

A

Meaning
Rhythmicity
Transcendence

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89
Q

Human becoming is freely choosing personal meaning in situations in the intersubjective process of relating value priorities

A

Meaning Assumptions

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90
Q

Structuring meaning multi dimensionally is cocreating reality through the languaging of valuing and imaging

A

Meaning Principles

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91
Q

Illuminating meaning is shedding light through uncovering the what was is and will be as it is appearing now

A

Meaning Practice Dimensions

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92
Q

Human becoming is cocreating rhythmical patterns of relating in open interchange with the universe

A

Rhythmicity Assumptions

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93
Q

Cocreating rhythmical patterns of relating is living the paradoxical unity of revealing, concealing, enabling-limiting, while connecting-separating

A

Rhythmicity Principles

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94
Q

Synchronizing rhythms happens in dwelling with the pitch, yaw and roll of the interhuman cadence

A

Rhythmicity Practice Dimensions

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95
Q

Human becoming is transcending multidimensionally with the unfolding possibles

A

Transcendence Assumptions

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96
Q

Cotranscending with the possible is powering originating in the process of transforming

A

Transcendence Principles

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97
Q

mobilizing transcendence happens in moving beyond the meaning movement to what is not yet

A

Transcendence Dimensions

98
Q

Theorists of The Caring: A model for Transforming Practice

A

Anne Boykin & Savina Schoenhofer

99
Q

Dean and professor of CON at Florida Atlantic University
Wrote numerous books and founded the center for Caring

A

Anne Boykin

100
Q

Came from a family of musicians

Spend 3 years in the Amazon in Brazil as a volunteer

A

Savina Schoenhofer

101
Q

_______ are caring by virtue of their humanness

A

Persons

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

102
Q

________ are whole and complete in the moment

A

Persons

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

103
Q

_______ live caring from moment to moment

A

Persons

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

104
Q

____________ is a way of living grounded in caring

A

Personhood

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

105
Q

____________ is enhanced through participation in nurturing relationships with caring others

A

Personhood

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

106
Q

________ is both a discipline and a profession

A

Nursing

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

107
Q

An altruistic, active expression of love and is the intentional and embodied recognition of value and connectedness

A

Caring

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

108
Q

Nursing uniquely focuses on _______ as its central value, its primary interest and the direct intention of practice

A

Caring

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

109
Q

Key Themes - Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

A

Focus and Intention of Nursing
Nursing Situation
Personhood
Call for Nursing
Nursing Response
Caring Between
Lived Meaning of Nursing as Caring

110
Q

nurturing persons living and growing in caring

A

Focus

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

111
Q

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

A

Intention

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

112
Q

fundamentally, potentially and actually each person is caring even though every act might not be understood as caring

A

Person

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

113
Q

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

A

Nursing Situation

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

114
Q

process of living that is grounded in caring

A

Personhood

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

115
Q

call for nurturance perceived in the mind of the nurse

A

Call for Nursing

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

116
Q

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

A

Caring Between

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

117
Q

co-created in the immediacy of what truly matters and is a specific expression of caring nurturance to sustain and enhance the other

A

Nursing Response

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

118
Q

Visual representation of the theoretical assertion that lived caring between the nurse and the nursed expresses underlying relationships

A

Dance of Caring Persons

Caring: A model for Transforming Practice (Anne Boykin & Savina Schoenhofer)

119
Q

Theorist of The Transitions Theory

A

Afaf Ibrahim Meleis

120
Q

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.”

A

Afaf Ibrahim Meleis

121
Q

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

A

Afaf Ibrahim Meleis

122
Q

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

A

Transitions Theory (Afaf Ibrahim Meleis)

123
Q

passage from one fairly stable state to another fairly stable state and it is a process triggered by change

A

Transitions

Transitions Theory (Afaf Ibrahim Meleis)

124
Q

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

A

Role Insufficiency

Transitions Theory (Afaf Ibrahim Meleis)

125
Q

any deliberate process through which role insufficiency or potential role insufficiency can be identified by the incumbent role and significant others

A

Role Supplementation

Transitions Theory (Afaf Ibrahim Meleis)

126
Q

Types of Transitions - Transitions Theory (Afaf Ibrahim Meleis)

A

Developmental transitions
Situational transitions
Health–illness transitions
Organizational transition

127
Q

birth, adolescence, menopause, aging, death

A

Developmental transitions

128
Q

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)

A

Situational transitions

129
Q

recovery process, hospital discharge, diagnosis of chronic illness

A

Health–illness transitions

130
Q

changing environmental conditions that affect the lives of clients; may be social, political, or economic

A

Organizational transition

131
Q

Include multiplicity and complexity
Consider whether transitions
Happen sequentially or simultaneous
Degree of overlap among transitions
Essence o associations among events

A

Patterns of Transitions

Transitions Theory (Afaf Ibrahim Meleis)

132
Q

Properties of Transition Experiences - Transitions Theory (Afaf Ibrahim Meleis)

A

Awareness
Engagement
Change and Difference
Time Span
Critical Points and Events

133
Q

perception, knowledge and recognition of transition experience

A

Awareness

134
Q

degree to which a person demonstrates involvement in the process inherent in the transition

A

Engagement

135
Q

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

A

Change and Difference

136
Q

characterized as flowing or moving over time

A

Time Span

137
Q

markers such as birth, death, cessation of menstruation or diagnosis of illness, linked to intensifying awareness of changes

A

Critical Points and Events

138
Q

Patterns of Response Process and Outcome Indicators - Transitions Theory (Afaf Ibrahim Meleis)

A

Process Indicators
Outcome Indicators

139
Q

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

A

Process Indicators

Transitions Theory (Afaf Ibrahim Meleis)

140
Q

used to check whether a transition is a healthy one

A

Outcome Indicators

Transitions Theory (Afaf Ibrahim Meleis)

141
Q

an interdisciplinary effort and based on full understanding of the client

A

Assessment of Readiness

Transitions Theory (Afaf Ibrahim Meleis)

142
Q

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

A

Preparation for Transition

Transitions Theory (Afaf Ibrahim Meleis)

143
Q

use of education and practice to facilitate the transitional process

A

Role Supplementation

Transitions Theory (Afaf Ibrahim Meleis)

144
Q

Theorist of Health as Expanding Consciousness

A

Margaret A. Newman

145
Q

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

A

Margaret A. Newman

146
Q

__________ encompasses conditions heretofore described as illness or, in medical terms, pathology

A

Health

Health as Expanding Consciousness (Margaret A. Newman)

147
Q

These “____________” conditions can be considered a manifestation of the total pattern of the individual.

A

pathological

Health as Expanding Consciousness (Margaret A. Newman)

148
Q

The pattern of the individual that eventually manifests itself as __________ is primary and exists before structural or functional changes.

A

pathology

Health as Expanding Consciousness (Margaret A. Newman)

149
Q

Removal of the pathology in itself will __________ the pattern of the individual.

A

not change

Health as Expanding Consciousness (Margaret A. Newman)

150
Q

If becoming “___” is the only way an individual’s
pattern can manifest itself, then that is health for that person.

A

ill

Health as Expanding Consciousness (Margaret A. Newman)

151
Q

Health encompasses conditions described as ______ or _________

A

illness ; pathology

Health as Expanding Consciousness (Margaret A. Newman)

152
Q

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

A

Nursing

Health as Expanding Consciousness (Margaret A. Newman)

153
Q

the expanding consciousness, evolving pattern of the whole of life; unitary and fluctuating pattern

A

Health

Health as Expanding Consciousness (Margaret A. Newman)

154
Q

dynamic pattern of energy and open system in interaction wit the environment

A

Person

Health as Expanding Consciousness (Margaret A. Newman)

155
Q

capacity of the system to interact and includes thinking, feeling, and processing the information

A

Consciousness

Health as Expanding Consciousness (Margaret A. Newman)

156
Q

increasing complexity of the living system resulting in transformation and discovery

A

Expanding consciousness

Health as Expanding Consciousness (Margaret A. Newman)

157
Q

natural condition of living creatures

A

Integration via movement

Health as Expanding Consciousness (Margaret A. Newman)

158
Q

a scheme, design or framework seen in person-environment interactions

A

Pattern

Health as Expanding Consciousness (Margaret A. Newman)

159
Q

temporal patterns that are specific to individuals and define their ways of being within their world

A

Time and space

Health as Expanding Consciousness (Margaret A. Newman)

160
Q

Theorists of Modeling and Role-Modeling

A

Helen C. Erickson
Evelyn M. Tomlin
Mary Ann P. Swain

161
Q

dual master’s degree in psychiatric and medical-surgical nursing; doctorate in educational psychology

A

Helen C. Erickson

162
Q

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

A

Evelyn M. Tomlin

163
Q

educational background in psychology and was interested in health promotion research

A

Mary Ann P. Swain

164
Q

Influenced by works of ______________

Theoretical Sources - Modeling and Role-Modeling (Erickson, Tomlin, Swain)

A

Maslow
Piaget
Engel
Selye
Milton Erickson

165
Q

is defined as the need to be dependent on support systems while simultaneously
maintaining independence from these support systems

A

Affiliated Individuation (AI)

166
Q

Erickson’s clinical observation and lived experiences results in the conception of
_______________________________________

A

Adaptive Potential Assessment Model (APAM)

167
Q

This model focuses on individual’s ability to mobilize resources when confronted with stressors rather than adapt to them

A

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

168
Q

______________ is an innate drive toward holistic health, growth and development

A

Adaptation

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

169
Q

___________, _________ and _________ and _________ are all instinctual despite the aging process or inherent malformations

A

Self-healing ; recovery ; renewal ; adaptation

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

170
Q

__________ is assisting persons holistically to use their adaptive strengths to attain and maintain optimum biopsychosocial-spiritual functioning

A

Nursing

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

171
Q

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

A

Modeling

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

172
Q

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

A

Role Modeling

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

173
Q

holistic helping of persons with their self-care activities in relation to their health

A

Nursing

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

174
Q

fuses and integrates cognitive, physiological and effective processes with the aim of assisting a client to move toward holistic health

A

Nurturance

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

175
Q

being accepted as a unique, worthwhile, important individual and will facilitate the mobilization of resources needed as this individual strives for adaptive equilibrium

A

Unconditional Acceptance

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

176
Q

How People are alike - Modeling and Role-Modeling (Erickson, Tomlin, Swain)

A

Holism
Basic Needs
Lifetime Development
Affiliated Individuation

177
Q

human beings with multiple interacting subsystems including genetic makeup and spiritual drive. Body, mind, emotion and spirit are a total unit

A

Holism

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

178
Q

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)

A

Basic Needs

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

179
Q

includes both psychological stages and cognitive stages

A

Lifetime Development

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

180
Q

need to be able to depend on support systems while simultaneously maintaining independence from these support systems

A

Affiliated Individuation

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

181
Q

How People are different - Modeling and Role-Modeling (Erickson, Tomlin, Swain)

A

Inherent Endowment
Adaptation
Mind-Body-Emotion-Spirit Relationships

182
Q

genetic make-up and inherited characteristics influence growth and development

A

Inherent Endowment

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

183
Q

occurs as the individual responds to external and internal stressors in a health-directed and growth directed manner

A

Adaptation

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

184
Q

Adaptive Potential Assessment Model (APAM) identifies 3 different coping potential:

A
  1. Arousal
  2. Equilibrium
  3. Impoverishment
185
Q

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

A

Self-care knowledge

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

186
Q

internal resources, as well as additional resources, mobilized through self-care action that help gain, maintain, and promote an optimum level of holistic health

A

Self-care resources

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

187
Q

development and utilization of self-care knowledge and self-care resources

A

Self-care action

Modeling and Role-Modeling (Erickson, Tomlin, Swain)

188
Q

Theorist of 21 Nursing Problems

A

Faye G. Abdellah

189
Q

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.

A

Faye G. Abdellah

190
Q

Abdellah’s Typology of Twenty-One Nursing Problems

A
  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.
191
Q

(10) Nurses should do the following - 21 Nursing Problems (Faye G. Abdellah)

A

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.

192
Q

Theorist of The Symphonological Bioethical Theory

A

Gladys L. Husted, James H. Husted

193
Q

began practice in public health and acute in-patient medical-surgical care; developed an ethics committee, educating staff and management and providing guidance

A

Gladys L. Husted

194
Q

while in the army, he became interested in ethics through conversations with an ethics professor, joined the high IQ societies, Mensa and Intertel

A

James H. Husted

195
Q

“the study of agreements and the elements necessary to forming agreements”

A

Symphonology

Symphonological Bioethical Theory (Husted & Husted)

196
Q

In health care, it is the study of agreements between health care professionals and patients

A

Symphonology

Symphonological Bioethical Theory (Husted & Husted)

197
Q

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

A

Symphonological Bioethical Theory

198
Q

__________ is “a system of standards to motivate, determine, and justify actions directed to the pursuit of vital and fundamental goals”

A

Ethics

Symphonological Bioethical Theory (Husted & Husted)

199
Q

______________ 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.

A

Bioethics

Symphonological Bioethical Theory (Husted & Husted)

200
Q

This model is meant to provide nurses and other health care professionals with a logical method of determining appropriate ethical actions

A

Symphonological Bioethical Theory

201
Q

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

A

Nursing

Symphonological Bioethical Theory (Husted & Husted)

202
Q

individual with a unique character structure possessing the right to pursue vital goals (concerned with survival and enhancement of life) as he chooses

A

Person

Symphonological Bioethical Theory (Husted & Husted)

203
Q

concept applicable to every potential of a person’s life

A

Health

Symphonological Bioethical Theory (Husted & Husted)

204
Q

established by symphonology and formed by agreement

A

Environment

Symphonological Bioethical Theory (Husted & Husted)

205
Q

capacity of an agent to initiate action toward a chosen goal

A

Agency

Symphonological Bioethical Theory (Husted & Husted)

206
Q

interweaving of the relevant facts of a situation

A

Context

Symphonological Bioethical Theory (Husted & Husted)

207
Q

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

A

Agreement

Symphonological Bioethical Theory (Husted & Husted)

208
Q

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

A

Rights

Symphonological Bioethical Theory (Husted & Husted)

209
Q

Bioethical Standards - Symphonological Bioethical Theory (Husted & Husted)

A

Autonomy
Beneficence
Fidelity
Freedom
Objectivity

210
Q

every person has the right to act on his/her unique and independent purposes

A

Autonomy

Symphonological Bioethical Theory (Husted & Husted)

211
Q

capability to act to acquire desired
benefits and necessary life requirements

A

Beneficence

Symphonological Bioethical Theory (Husted & Husted)

212
Q

individual’s faithfulness to his/her own uniqueness

A

Fidelity

Symphonological Bioethical Theory (Husted & Husted)

213
Q

capability and right to take action based on the agent’s own evaluation of the situation

A

Freedom

Symphonological Bioethical Theory (Husted & Husted)

214
Q

right to achieve and sustain the exercise of objective awareness

A

Objectivity

Symphonological Bioethical Theory (Husted & Husted)

215
Q

Theorist of The Theory of Human Becoming

A

Rosemarie Rizzo Parse

216
Q

Founder and editor of Nursing Science Quarterly
Founded the Institute of Human Becoming
Honored the Martha Roger Golden Slinky Award

A

Rosemarie Rizzo Parse

217
Q

A ____________ perspective focused on living quality and human dignity from the perspective of patients, families and communities

A

nursing

Theory of Human Becoming (Rosemarie Rizzo Parse)

218
Q

Principles - Theory of Human Becoming (Rosemarie Rizzo Parse)

A
  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
219
Q

Explains that humans choose the meaning of their own realities and the choosing occurs is not always a conscious undertaking.

A

Principles #1: Structuring meaning is the imaging and valuing of languaging.

Theory of Human Becoming (Rosemarie Rizzo Parse)

220
Q

choosing the meaning of their realities

A

Structuring Meaning

Theory of Human Becoming (Rosemarie Rizzo Parse)

221
Q

is an individual’s view of reality

A

Imaging

Theory of Human Becoming (Rosemarie Rizzo Parse)

222
Q

process by which a person confirms his/her beliefs

A

Valuing

Theory of Human Becoming (Rosemarie Rizzo Parse)

223
Q

process by which humans express their reality

A

Languaging

Theory of Human Becoming (Rosemarie Rizzo Parse)

224
Q

process that humans use to express their personal values and meanings through the creation of patterns

A

Cocreating

Theory of Human Becoming (Rosemarie Rizzo Parse)

225
Q

process humans use to show or hide their personal evolution or becoming

A

Revealing-Concealing

Theory of Human Becoming (Rosemarie Rizzo Parse)

226
Q

refers to the opportunities or restrictions that occur daily. Making choices and living with the consequences

A

Enabling-Limiting

Theory of Human Becoming (Rosemarie Rizzo Parse)

227
Q

joining and separating from something

A

Connecting-Separating

Theory of Human Becoming (Rosemarie Rizzo Parse)

228
Q

humans engaging with and choosing how to be and the attitudes and approaches they select

A

Co-Transcending

Theory of Human Becoming (Rosemarie Rizzo Parse)

229
Q

relates to the struggle humans display when confronted with hardships and threats

A

Powering

Theory of Human Becoming (Rosemarie Rizzo Parse)

230
Q

uniqueness of humans

A

Originating

Theory of Human Becoming (Rosemarie Rizzo Parse)

231
Q

creating deliberate change and the way humans view themselves

A

Transforming

Theory of Human Becoming (Rosemarie Rizzo Parse)

232
Q

Theorist of Theory of Interpersonal Relationship

A

Hildegard E. Peplau

233
Q

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

A

Hildegard E. Peplau

234
Q

a significant, therapeutic, interpersonal process.

A

Nursing

Theory of Interpersonal Relationship (Hildegard E. Peplau)

235
Q

It functions cooperatively with other human processes that make health possible for individuals in communities

A

Nursing

Theory of Interpersonal Relationship (Hildegard E. Peplau)

236
Q

______________ 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.

A

Nursing

Theory of Interpersonal Relationship (Hildegard E. Peplau)

237
Q

The nurse must consciously observe - Theory of Interpersonal Relationship (Hildegard E. Peplau)

A
  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
238
Q

Theorist of Theory of Deliberative Nursing Process

A

Ida Jean Orlando

239
Q

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

A

Ida Jean Orlando

240
Q

Nursing Process Theory - Theory of Deliberative Nursing Process (Ida Jean Orlando)

A
  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.
241
Q

Professional Nursing Actions - Theory of Deliberative Nursing Process (Ida Jean Orlando)

A

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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