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TFN > WEEK 1-4 > Flashcards

WEEK 1-4 Flashcards

1
Q

something such as a thought or conception, that potentially or actually exists in the mind as a product of mental activity. Therefore, these are anything we think, any product of our mind, any mental activity.

A

IDEA

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2
Q

are the vehicles of thought that involves images these are impression received by sensing our environment.

A

CONCEPTS

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3
Q

the building blocks of a theory

A

CONCEPT

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4
Q

3 TYPES OF CONCEPT

A

EMPIRICAL, INFERENTIAL AND ABSTRACT CONCEPT

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5
Q

concepts that are indirectly observable, thus will be needing instruments to measure it.

A

INFERENTIAL CONCEPT

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6
Q

Concepts that easily be observed in real world; by using senses

A

EMPIRICAL CONCEPT

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7
Q

these are non- observable concepts

A

ABSTRACT CONCEPTS

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8
Q

group of set of concepts that should be interrelated to each other

A

THEORIES

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9
Q

group of set of concept with the purpose of explaining and predicting phenomena

A

THEORIES

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10
Q

Purpose and use of theory

A

DESCRIBE, EXPLAIN, PREDICT AND CONTROL

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11
Q

define to be as the core content of a discipline, stated in the most global or abstract terms. It functions to summarize the intellectual and social missions of the discipline and place a boundary on the subject matter of the discipline.

A

METAPARADIGM

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12
Q

are broad concepts that describe and define a discipline or profession.

A

METAPARADIGM

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13
Q

generally defined as the recipient of nursing of nursing care like the individuals, families, and communities

A

PERSON

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14
Q

defined as the internal and external aspects of life that influence the person

A

ENVIRONMENT

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15
Q

defined as the holistic level of wellness that the person experience, status of wellbeing of a person

A

HEALTH

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16
Q

defined as the autonomous and collaborative care of individuals of all ages, families, groups and communities, sick or well and in all settings.

A

NURSING

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17
Q

MAJOR CONCEPTS OR FOUR METAPARADIGMS

A

PERSON, ENVIRONMENT, HEALTH, NURSING

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18
Q

representation of interaction among and between concepts showing patterns; other termed it as paradigm or framework

A

MODELS

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19
Q

TWO TYPES OF MODELS

A

VERBAL AND SCHEMATIC MODELS

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20
Q

statements that explains the relationship between concepts. Also termed as propositions. Simply, this pertains to the narrative description of interrelationships of concepts in a theory.

A

VERBAL MODELS

21
Q

explains an idea by using symbols or physical visualization, maybe a diagram, drawing, graphs, or pictures that facilitate understanding.

A

SCHEMATIC MODELS

22
Q

Self evident truth. The underlying givens that are presumed to be true

A

ASSUMPTION

23
Q

basic given or accepted truth that are fundamental to theoretic reasoning

A

THEORETICAL ASSUMPTION

24
Q

2 TYPES OF ASSUMPTION

A

EXPLICIT AND IMPLICIT

25
Q

assumptions that are stated in the theory, thus easy to recognize

A

EXPLICIT ASSUMPTION

26
Q

assumptions are not stated in the theory, thus difficult to recognize

A

IMPLICIT

27
Q

2 FORMS OF ASSUMPTION

A

FACTUAL AND VALUE ASSUMPTIONS

28
Q

these are assumptions knowable or potentially knowable through experience.

A

FACTUAL ASSUMPTIONS

29
Q

these are the assumptions that imply what is right, good and ought to be

A

VALUE ASSUMPTIONS

30
Q

Are organized bodies of knowledge that define nursing is, what nurses do and why do they do it.

A

NURSING THEORY

31
Q

COMPONENTS OF NURSING THEORY

A

CONTEXT, CONTENT AND PROCESS

32
Q

The environment in which nursing act takes place.

A

CONTEXT

33
Q

The subject of the theory

A

CONTENT

34
Q

The method the nurse uses in applying the theory

A

PROCESS

35
Q

TYPES OF NURSING THEORY ACCORDING TO KNOWLEDGE STRUCTURE

A

METAPARADIGM, PHILOSOPHY, CONCEPTUAL MODELS, GRAND THEORY, THEORY, MIDDLE RANGE THEORY

36
Q

Most abstract level of knowledge; describes major concept of the discipline. In nursing, these pertains to person, health, nursing, and environment.

A

METAPARADIGM

37
Q

Specifies the definition of the metaparadigm concepts. Theories maybe formalized from these

A

PHILOSOPHY

38
Q

Provide different view of the discipline.

A

CONCEPTUAL MODEL

39
Q

This is broad as conceptual model, and they not only provide view or perspective buy also proposed testable truths.

A

GRAND THEORY

40
Q

This maybe broad but limited to the aspects of nursing they addressed.

A

THEORY

41
Q

Narrower focus than theory. It specifies things as situation or health condition, patient population or age group, location or area of practice, action of nurses and intervention.

A

MIDDLE RANGE THEORY

42
Q

TYPES OF NURSING THOERY ACCORDING TO FOCUS OF THE THEORY

A

CLIENT-CENTERED, CLIENT-NURSE DYNAMICS, CLIENT-NURSE ENVIRONMENT

43
Q

This theory focused on the patient or the recipient of nursing care.

A

CLIENT CENTERED

44
Q

This theory focused on the interaction of the nurses and the patient.

A

CLIENT-NURSE DYNAMICS

45
Q

This theory focuses on the how a nurse interrelates with patient on a specific scenario or environment

A

CLIENT-NURSE ENVIRONMENT

46
Q

Period of nursing where nursing was “untaught” and instinctive. It was
performed of compassion for others, out of the
wish to help others.

A

INTUITIVE NURSING PERIOD

47
Q

Period of nursing where nursing care was performed without any
formal education and by people who were
directed by more experienced nurses (on
the job training). This kind of nursing was
developed by religious orders of the
Christian Church.

A

APPRENTICE NURSING PERIOD

48
Q

Period where licensure of nurses started

A

CONTEMPORARY NURSING

49
Q

Period of nursing where nursing evolved as an art and science and formal nursing education and nursing service
begun

A

EDUCATED NURSING PERIOD

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