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THEORETICAL FOUNDATIONS OF NURSING > Theories & Nursing theories > Flashcards

Theories & Nursing theories Flashcards

(august 23)

1
Q

Underscores the role of human imagination and vision in theory development. Also a rigorous, systematic, and disciplined.

A

Creative

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2
Q

open to revision as new evidence emerges.

A

tentative

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3
Q

it suggests a direction in how to view facts and events

A

purpose

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4
Q

organized system or supposition of ideas that is proposed to explain a given phenomenon of accepted knowledge intended to explain a set of fact, event, or phenomena

A

theory

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5
Q

give the four (4) components of a theory

A

concept
proposition
definition
assumption

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6
Q

specifically an idea, thought, or notion formulated or conceived in the mind or an experience periceved and observed
“Building blocks” of theories
e.g. justice, love, war, disease

A

concept

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7
Q

a statement that expresses or explains the relationships of different concepts and is capable of being tested, believed, or denied.

A

proposition

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8
Q

composed of various descriptions which convey a general meaning and reduces the vagueness in understanding the set of scopes.

A

definition

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9
Q

statement that specified the relationship or connection of factual concepts of phenomena.

A

assumption

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10
Q
  • simple but general broad in nature
  • logical in nature
  • can correlate concepts
  • contributes in enriching the general body of knowledge
  • can be source of hypothesis
  • can be used by practitioners to direct and enhance their practice
  • must be consistent with other validated theories, laws, and principles but will leave open unanswered issues that need to be tested.
A

Theory (its characteristics)

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11
Q
  • attempt to describe or explain the phenomenon nursing
  • articulated and communicated conceptualization of invented or discovered reality for the purpose of describing, explaining, and predicting or prescribing nursing care
A

Nursing theory

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12
Q

three components of nursing theory

A

context (environment)
content (subject)
process (method)

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13
Q
  • provides foundations of nursing practice
  • helps to decide what we know and what we need to know
  • aim to describe, predict, and explain the phenomenon in nursing
  • distinguish what should form the basis of practice
  • maintains professional boundaries
A

importance of nursing theory

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14
Q

give the three (3) basic processes in the development of nursing theories

A

general system theory
adaptation theory
developmental theory

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15
Q

describes how to break whole things into parts and then learn how the parts work together in systems

A

general system theory

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16
Q

the adjustment of living matter to other living things and to environmental conditions

A

adaptation theory

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17
Q

outlines the process of growth and development of humans as orderly and predictable, beginning with conception and ending with death.

A

developmental theory

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18
Q

give the four (4) classifications of nursing theories according to:

A

function
abstraction
Meleis
Alligood

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19
Q

GIVE THE 4 THEORIES ACCORDING TO FUNCTION

A

descriptive/ factor-isolating theories
explanatory/ factor-relating theories
predictive or situation-relating theories
prescriptive or situation-producing theories

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20
Q

Primary level of theory development; identifies and describes major concept of phenomena. Presents a phenomena based on 5 senses together with their meanings

A

descriptive/ factor-isolating theories

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21
Q

Present relationship among concept and propositions. Provides information on how and why concepts are related.

A

explanatory/ factor-relating theories

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22
Q

Relationships of concepts under a certain condition that describe future outcomes consistently. Generated and tested using experimental research.

A

predictive or situation-relating theories

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23
Q

Nursing action tests the validity and certainity of specific nursing intervention. Commonly used in testing new nursing interventions.

A

prescriptive or situation-producing theories

24
Q

THREE (3) MAJOR CATEGORIES ACCORDING TO ABSTRACTION

A

grand theories
middle-range nursing theories
practice-level nursing theories (micro-range theories)

25
Q
  • abstract, broad in scope, and complex; therefore requiring further research for clarification
  • do not provide guidance for specific nursing interventions
  • provide a general framework and ideas about nursing
  • nursing theorists develop their works based on their own experiences
  • addresses nursing metaparadigm components of person, nursing, health, and environment.
A

GRAND THEORIES

26
Q
  • more limited in scope and presents concepts and propositions at a lower level of abstraction
  • address a specific phenomenon in nursing
  • nursing scholars proposed using this level of theory
  • based on works of grand theorist
A

MIDDLE-RANGE NURSING THEORIES

27
Q
  • situation-specific theories that are narrow in scope and focuses on a specific patient population at a specific time
  • provide frameworks for nursing interventions and suggest outcomes or effects of nursing practice.
  • have a more direct effect on nursing practice.
A

PRACTICE-LEVEL NURSING THEORIES (MICRO-RANGE THEORIES)

28
Q

author of THEORETICAL NURSING: DEVELOPMENT AND PROGRESS that organizes the major nurse theories and models using the following headings: needs, interaction, and outcome theories.

A

Afaf Ibrahim Meleis

29
Q

4 classification according to Meleis

A

needs theory
interaction theory
outcome theory
humanistic theory

30
Q

based around helping individuals to fulfill their physical and mental needs

A

needs theory

31
Q

revolve around the relationship of nurses with their patients.

A

interaction theory

32
Q

nurse as a changing force, who enables the individual to adapt or to cope with ill-health.

A

outcome theory

33
Q

in response to the psychoanalytic thought that a person’s destiny was determined in early life.

A

humanistic theory

34
Q

Categorized nursing theories into four (4) headings: nursing philosophy, conceptual models, grand theories, and middle-range theories.

A

Alligood

35
Q

give four (4) nursing theories according to Alligood

A

Nursing Philosophy
Nursing Conceptual Models
Grand Nursing theories
Middle-range theories

36
Q

most abstract type, sets forth the meaning of nursing phenomena through analysis, reasoning, and logical presentation. Works of NIGHTINGALE, WATSON, RAY, & BENNER

A

nursing philosophy

37
Q

comprehensive nursing theories that are regarded by some as pioneers of nursing. Addresses the nursing metaparadigm and explain the relationship between them. Works of LEVINE, ROY, ROGERS, KING & OREM.

A

nursing conceptual models

38
Q

Are works derived from nursing philosophies, conceptual models, and other grand theories that are generally not as specific as middle-range theories. Works of
LEVINE, ROGERS, OREM, and KING

A

Grand Nursing theories

39
Q

Precise and answer specific nursing practice questions. They address the specifics of nursing situations within the perspective of the model or theory from which they are derived. Examples of are that of MERCER, REED, MISHEL, and BARKER

A

Middle-range theories

40
Q
  • Information, skills and expertise acquired by a person through various life experiences, or
    through formal/informal learning
  • abstract or workable understanding of a subject or idea
  • What is known in a particular field of discipline or study
  • Facts and information or awareness or familiarity gained by experience of a fact or situation
A

KNOWLEDGE

41
Q

give the three (3) sources of knowledge

A

Traditional Knowledge
Authoritative knowledge
Scientific knowledge

42
Q

Nursing practice which is passed down from generation to generation

A

Traditional Knowledge

43
Q

An idea by a person of authority which is perceived as true because of his or her expertise

A

Authoritative knowledge

44
Q

Came from a scientific method through research wherein new ideas are tested and measured systematically using objective criteria

A

Scientific knowledge

45
Q

give the four (4) ways of knowing

A

Empirical
Ethical
Esthetic
Personal knowledge

46
Q

described four “patterns of knowing” within nursing

A

(1978) Carper

47
Q

From Prehistoric times among primitive tribes up to the early Christian Era

Nursing is untaught, by instinct

Performed out of compassion

For women only, viewed as nurturing job (expected to take good care of the children, the sick and the age)

Primitive men believe that it was bad spirit

A

PERIOD OF INTUITIVE NURSING

48
Q

Extends from the founding of religious nursing orders in the crusades which began in the 11th century and ended in 1836

Nursing care was provided by monks and nuns

Period of “on-the-job training”.

Dark period of Nursing

From the 17th century up to the 19th century

A

PERIOD OF APPRENTICE NURSING (MIDDLE AGES)

49
Q

Began on June 15, 1860 when Florence Nightingale School of Nursing opened at St. Thomas Hospital in London

Sir Sidney Herbert of British War Department - Florence nightingale was asked by him to recruit female nurses to provide care for the sick and injured in Crimean war

A

PERIOD OF EDUCATED NURSING (NIGHTINGALE ERA)

50
Q

Specific to academia and refers to a branch of education, a department of learning or domain of knowledge

A

Nursing discipline definition

51
Q

Provides framework to structure curriculum content or to guide the teaching of nursing practice in nursing programs

Focus on knowledge about how nurses’ function which concentrated on the nursing process

A

Significance of nursing theory

52
Q

specialized field of practice

founded by upon the theoretical structure of the science or knowledge of the discipline and the accompanying practice ability

A

SIGNIFICANCE TO PROFESSION

53
Q

use of both logical reasoning and empiricism became prevalent during this era in the discovery of truth for the development of science

A

Positivism

54
Q

growth of scientific knowledge commenced. This is evident with the emergence of radical thinking

A

rationalism and empiricism

55
Q

use of reason gained thru expert study, tested theory and established facts to evidently prove something

DEDUCTIVE

general to specific knowledge

A

Rationalism

56
Q

use of objective and tangible data or those that are perceived by the senses

to formulate general knowledge

INDUCTIVE

A

Empiricism

THEORETICAL FOUNDATIONS OF NURSING (3 decks)

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