Nursing Theories Flashcards
1
Q
Developed the science of unitary human beings in the 1980s and 1990s
A
Martha E. Rogers
2
Q
The ____________ is viewed as a unitary energy source within the larger universe, constantly interacting with the environment.
A
Individual
3
Q
The four primary characteristics of the science of unitary human beings theory include:
A
Energy field, openness, pattern, and pan- dimensionality
4
Q
This is basic to all living and nonliving things.
A
Energy Field (Science of Unitary Human Beings Theory)
5
Q
The individual and the environment exist together that allows a continuous exchange of energy
A
Openness (Science of Unitary Human Beings Theory)
6
Q
This energy wave distinguishes and identifies the source of energy
A
Pattern (Science of Unitary Human Beings Theory)
7
Q
This domain is nonlinear and not constrained by time or space, which are arbitrary means that people use to describe events
A
Pan - dimensionality (Science of Unitary Human Beings Theory)
8
Q
The holistic human cannot be predicted by parts but only by being viewed as a unified whole.
A
Unitary Human Being
9
Q
Good health and illness constitute part of the same continuum
A
Hemodynamics
10
Q
Developed the interpersonal relations of nursing in 1952.
A
Hildegard Peplau
11
Q
Focuses on the quality of the nurse - client interaction.
A
Interpersonal relations model of nursing
12
Q
Hildegard Paplau believed that the ____________ could affect the health in a positive or negative manner.
A
Environment
13
Q
Stresses the importance of collaboration between the patient and the nurse
A
Interpersonal Relations Model of Nursing - Hildegard Paplau
14
Q
The nurse - client relationship phases in Hildegard Paplau’s theory
A
Orientation, identification of the problem, explanation of potential solutions, and resolution of the problem
15
Q
Developed a General Theory of Nursing in 1959.
A
Dorothea Orem
16
Q
The goal of ____________ was to serve patients and assist them to provide self care.
A
Nursing
17
Q
Three steps to General Theory of Nursing
A
Identifying the reason a patient needs care, planning for delivery of care, and managing care.
18
Q
Orem’s Theory is a collection of theories including:
A
Self -care, Self -care deficit, and nursing systems
19
Q
There are two agents in the Self - care theory:
A
the Self -care agent (the individual) and the dependent care agent (the other caregiver)
20
Q
Three categories of needs in self - care theory:
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Universal needs (food, air), developmental needs (maturation or events), and health needs (illness, injury)
21
Q
This occurs if the self -care agent cannot provide his or her own care.
A
Self - Care deficit
22
Q
Nursing assists through give means in the self - care deficit theory:
A
Providing care, guiding, instructing, and adjusting the environment to help the patient in self-care.
23
Q
Actions to meet the patient’s self care needs may be completely compensatory ( patient is dependent), partly compensatory (patient provides some self - care), or supportive (patient needs assistance to provide self care).
A
Nursing Systems
24
Q
Developed the Total - Person Systems Model of Nursing in 1972.
A
Betty Neuman
25
The concentric circle of variables (physiology, psychological, sociacultural, spiritual, developmental) provides defenses for the individual.
Total- person systems model of nursing
26
This model focuses on how the individual reacts to stress, using defense mechanisms and resistance and how this feedback affects the individual's stability.
Total- Person systems model of nursing
27
Total - person systems model of nursing, stressors include
Interpersonal, Intrapersonal, and extrapersonal
28
Primary interventions of the Total person systems model of nursing include:
Health, promotion and education - preventive steps are taken before a reaction to a stressor develops
29
Secondary interventions of the Total Person systems model of nursing include:
To prevent damage of the central core by facilitating internal resistance and by removal of stressors
30
Tertiary interventions of the Total Person systems model of nursing include:
Efforts are made to promote reconstitution and reduce energy needs, supporting the client after secondary interventions.
31
Founder of Modern Nursing
Florence Nightingale
32
Created one of the first training schools for nurses
Florence Nightingale
33
Set standards for patient care that included sanitary conditions (cleanliness, improved ventilation, less crowding), adequate nutrition, and kindness.
Florence Nightingale
34
Developed the Nursing Process Theory in the late 1950's and publised them in 1961 in The Dynamic Nurse - Patient Relationship, based on her observations of what comprises good or bad nursing care.
Ida Jean Orlando
35
Ida Jean Orlando theorized that nursing process incudes the following:
Behavior of the patient, Nurse's reaction, and subsequent nursing actions
36
Developed the Crisis Theory of nursing
Lee Ann Hoff
37
Considers those stress - related events that are turning points in a person's life and can lead to danger or to opportunity.
Crisis Theory
38
Steps to Crisis care
Assessing the situation, making plans to resolve the crisis, implementing actions, and following up to ensure that the crisis has been resolved.
39
Devised the Information theory in 1948
Claude Shannon
40
Used to determine the effectiveness of communication systems, especially related to compressing, transmitting, and storing data
Information Theory
41
The essential factors in a system of Communication include:
source of the power, the bandwidth, the noise, and the decoder/ receiver
42
The three steps involved in communication include
Encoding a message (bits, words, icons), transmission through a channel of communication (voice, radio, computer), and decoding when reaching a destination.
43
Refers to the amount of energy, code, or bits, required to communicate or store one symbol in the communication process - the lower the number, the more efficient the process of communication
Entropy
44
Developed the Transcultural Theory of Nursing in 1974, based on anthropological concepts
Madeline Leininger
45
Considers cultural issues as central to providing care and promotes study of cultural differences as they pertain to people's beliefs about illness, behavioral patters, and caring behavior as well as nursing behavior.
Transcultural Theory of Nursing
46
The goal of Transcultural nursing is to:
Identify and provide care that is both culture - specific and Universal
47
Developed the Philosophy of Human Caring in 1979.
Jean Watson
48
Watson's theory encompasses ten "methods of caring"
Having loving kindness and equanimity, being present and sustaining the spiritual beliefs of patient and self, cultivating personal spiritual practice, developing and maintaining a caring relationship, supporting both negative and positive feelings of the patient, being creative in caring, providing teaching - learning experiences within the patient's frame of reference, creating a physical and spiritual healing environment, providing for basic human needs, and being open to spiritual concepts related to life and death of self and the patient.
49
Discusses how children assimilate new experiences and deal with them through accommodation.
Jean Piaget's theory of cognitive development
50
Reflexes - sucking, rooting, grasping, crying - are primary
0-1 month of age
51
Reflexive behavior, replaced by voluntary behavior
1-4 months of age
52
Children develop a sense of causality, time and personal separateness. Imitation
4-8 months of age
53
Transitional stage with further intellectual development, including understanding hidden object is not gone. Climb over obstacles, wave bye.
9-12 months of age.
54
Newly acquired motor skills allow children to experiment and demonstrate the beginning of rationale judgment and reasoning. Cause and effect.
13-18 months of age
55
Preparation for more complex intellectual activities; children understand object permanence; begins to use language and engage in sex - role behavior.
18-24 months of age
56
From 2-4 years of age, children use language and symbols, have poor logical ability, and show egocentrism.
Preoperational stage
57
From 4-7 years of age, during the intuitive substage, children establish a concept of cause and effect, but may be faulty; magical thinking.
Preoperational stage
58
Cause and effect is better understood at 7-11 years of age. Children understand concrete objects and the concept of conversation.
Concrete operational
59
Children (ages 11 years - adult) exhibit mature thought processes and the ability to think abstractly.
Formal Operational
60
Covers the life span, focusing on conflicts at each stage and the virtue that is the outcome of finding a balance in the conflict.
Eric Erikson's psychosocial development model
61
Trust versus mistrust
Birth - 1 year
62
Autonomy versus shame/ doubt
1-3 years of age
63
Initiative versus guilt
3-6 years of age
64
Industry versus inferiority
6-12 years of age
65
Identify versus role confusion
12-18 years of age
66
Intimacy versus isolation
Young adulthood
67
Generativity versus stagnation
middle age
68
Ego integrity versus despair
older adulthood
69
States individuals attempt to escape dissonance and try to avoid inconsistencies between their beliefs and actions.
Leon Festinger's theory of cognitive dissonance
70
Developed theory known as attribution theory, which focuses on explaining behavior.
Bernard Wiener
71
This theory, focuses on the use of interactive technology, such as computerized programs, was developed by Rand J. Spiro, Paul J. Feltovitch, and Richard L. Coulson.
Theory of cognitive flexibility
72
Developed the theory of multiple intelligences, which states that there are at least seven categories of "intelligence" that people use to comprehend the world and to learn.
Howard Gardner
73
Method to detect ways to connect seemingly unrelated ideas or functions.
Systems theory
74
Systems that have not been created by human intervention
Natural Systems
75
Systems that may contain hybrids of human created and natural systems
Designed systems
76
Refers to the number of parts that are connected, embedded, and enlarged with one another.
Complexity
77
There are five elements in a system:
Input, throughput, output, evaluation, and feedback
78
This is what goes into the system in terms of energy and materials
Input
79
These are the actions that take place in order to transform input.
Throughput
80
This is the result of the interrelationship between input and processes
Output
81
This is monitoring success or failure
Evaluation
82
This is information that results from the process and can be used to evaluate the end result.
Feedback
83
Suggests that one must look at the person in terms of his or her family unit because the members of a family have different roles and behavioral patterns.
Murray Bowen's Family Systems theory
84
Two people comprise a basic unit, but when conflict occurs, a third person is drawn into the unit for stability with the resulting dynamic of two supporting one or two opposing one.
Triangle theory
85
People vary in their need for external approval
Self - differentiation
86
Marital conflict, one spouse dysfunctional, one or more children with problems, and emotional distance, constitute some familiar nuclear family patterns.
Nuclear family patterns
87
Problems (Emotional) are passed from parent to child.
Projection within a family
88
There are small differences in transmission from parent to child
Transmission
89
Reducing or eliminating family contact result in...
Emotional isolation
90
Sibling order can have a profound influence on behavior and development
Sibling order
91
Interactions in society result in regressive or progressive social movements
Emotional Process (Society)
92
Holds that complex systems are interdisciplinary systems with multiple components or agents that depend on interaction and adaptation as part of learning.
Complex adaptive theory
93
Developed by Kurt Lewin and modified by Edgar Schein.
Change Theory
94
Three stages of the change theory
Unfreezing, unfrozen, refreezing
95
Dissatisfaction occurs when goals are not met, but as previous beliefs are brought into question, survival anxiety occurs.
Unfreezing - motivation to change
96
Dissatisfaction is strong enough to override defensive actions.
Unfrozen - Desire to change
97
The new behavior that has developed becomes habitual, often requiring a change in perceptions of self and establishment of new relationships
Refreezing - Development of permanent change
98
Developed in 1975 by Martin Fishbein and Icek Ajzen, is based on the premise that the actions people take voluntarily can be predicted, according to their personal attitude toward the action and their perception of how others will view their doing the action.
Theory of Reasoned action
99
Three concepts of the Theory of reasoned action include:
Attitudes, subjective norms, and behavioral intention
100
Developed by Icek Ajzen, evolved from the theory of reasoned action in 1985 when studies showed that behavioral intention does not necessarily result in action
Theory of planned behavior
101
These beliefs led to attitudes toward a behavior or action
Behavioral Beliefs
102
This belief leads to subjective norms.
Normative beliefs
103
These beliefs lead to perceived behavioral control
Control beliefs
104
This theory relates to the person's confidence, based on beliefs and social influence of others, that he or she can actually do an action and that the outcome of this action will be positive
Theory of planned behavior
105
This model of change works by focusing on the entire culture of the organization rather than trying to change individual behaviors.
Organizational Development Model (OD) of change
106
Three steps to Organizational Development model of change to be beneficial:
Organization is studied
Comprehensive strategic plan
Resources are obtained
Plan is put into place
107
Developed by George C> Homans, John Thibaut, and Harold Kelley, describes communication as an exchange system in which people attempt to negotiate a return on their "investment" in much the same way people engage in commerce.
Social Exchange Theory
108
Developed by Irwin Altman and Dalmas Taylor, describing the manner in which people use communication to develop closeness to others, proceeding from superficial communication to more explicit self- disclosure, which causes vulnerability but allows for a closer relationship.
Social Penetration Theory
109
Developed by Elisabeth Noelle- Neuman, looks at the role mass media has in influencing communication and suggests that people fear isolation so that they conform to public opinion as espoused by mass media and mute dissent.
Spiral of Science theory
110
Developed by Stella Ting - Toomey assumes that all cultures are concerned with maintaining face, and this affects conflict resolution.
Face - Negotiation Theory
111
Developed the Communication Accommodation Theory (CAT) to explain why people alter their communication styles.
Howard Giles
112
Developed the cultivation theory to explain the effect media, primarily television, have on cultivating ideas and beliefs related more to the media than to the real world.
George Gerbner
113
The theory of adult development expanded on Eric Erikson's stages of adult development
Robert Peck
114
In the theory of adult development, stated that there were a number of tasks that needed to be accomplished during each stage of development and that remaining active is important.
Robert Havighurst
115
His adult stages reflect stereotypical roles to some degree related to the 1960s when marrying young was more typical than now.
Robert Havighurst
116
Developed the theory of andragogy in relation to adult learners, who are more interested in the process than in information and content.
Malcolm Knowles
117
Provide overviews or summaries and examples
Practical & goal - oriented
118
Use collaborative discussions with problem solving exercises
Practical & goal - oriented
119
Remain organized with the goal in mind
Practical & goal - oriented
120
Provide active involvement, asking for input
Self - directed
121
Allow different options toward achieving goals
Self - directed
122
Give them responsibilities
Self - directed
123
Show respect for their life experiences or education.
Knowledgeable
124
Validate their knowledge and ask for feedback
Knowledgeable
125
Relate new material to information with which they are familiar
Knowledgeable
126
Explain how information will be applied
Relevancy - oriented
127
Clearly identify objectives
Relevancy - oriented
128
Provide certificates of achievement or some type of recognition for achievement
Motivated
129
Developed by Benjamin Bloom outlines behaviors that are necessary for learning
Bloom's Taxonomy
130
Three types of learning
Cognitive, Affective, and psychomotor
131
Gaining intellectual skills to master six categories of learning:
Knowledge, Analysis, Comprehensive, Synthesis, application, evaluation
Cognitive
132
Recognizing five categories of feelings and values:
Receiving phenomena, responding phenomena, values, organizing values, and internalizing values
Affective
133
Mastering six motor skills necessary for independence:
Perception, set, guided response, mechanism, complex overt response, adaptation, origination
Psychomotor
134
Developed the theory of social learning in the 19702, in which learning develops from observation, organizing, and rehearsing behavior that has been modeled.
Albert Bandura
135
Four conditions required for modeling in theory of social learning
Attention
Retention
Reproduction
Motivation
136
A method that combines six- sigma with concepts of "lean" thinking, focuses process improvement on strategic goals rather than on a project by project basis.
Lean Six- Sigma
137
Characteristics of Lean - six sigma:
Long term goals
Performance improvement
Cost Reduction
Incorporation of Improvement
