FINALS Flashcards
1
Q
MARGARET NEWMAN
A
Theory of Health as Expanding Consciousness
2
Q
LAWRENCE KOHLBERG
A
theory of moral development
3
Q
COMPOSURE model
A
CARMELITA DIVINAGRACIA
4
Q
Synchronicity in Human-Space-Time theory of nursing engagement
A
FRESLYN LIM SACO
CLIFFORD MASAYON KILAT
ROZANNO LOCSIN
5
Q
ROSEMARIE PARSE
A
Human Becoming Theory
6
Q
Interpersonal Psychodynamic theory
A
HERBERT HARRY STACK SULLIVAN
7
Q
CARMENCITA ABAQUIN
A
PREPARE me theory
8
Q
KARL LUDWIG VON BERTALANFFY
A
System Theory
9
Q
Graceful Aging: Retirement and Role discontinues
A
LETTY KUAN
10
Q
ABRAHAM MASLOW
A
Human Need theory
11
Q
KURT LEWIN
A
Change theory (3-stage model)
12
Q
HELEN ERICKSON
A
Modeling & Role Modeling theory
13
Q
Technological Competency as Caring in Nursing
A
ROZANNO LOCSIN
14
Q
Theory of Nursing Practice & Career
A
CECILIE LAURENTE
15
Q
SR. CAROLINA AGRAVANTE
A
CASAGRA transformative leadership model
16
Q
pathological conditions can be considered a manifestation of the total pattern of the patient
A
Theory of Health as Expanding Consciousness (NEWMAN)
17
Q
Knowing/ caring through pattern recognition
A
Theory of Health as Expanding Consciousness (NEWMAN)
18
Q
Clients were viewed as participants in the transformative process
Persons as individuals are identified by their individual patterns of consciousness
A
Theory of Health as Expanding Consciousness (NEWMAN)
19
Q
focuses on how children develop morality and moral reasoning.
his theory suggests that moral development occurs in a series of six stages
A
theory of moral development (KOHLBERG)
20
Q
recognition of the distinction between good and evil or between right and wrong; respect for and obedience to the rules of right conduct; the mental disposition or characteristic of behaving in a manner intended to produce good results
A
morality
21
Q
three-stage model is based around a 3-step process that consists of unfreeze - change - refreeze.
A
Lewin’s Change Theory/ Kurt Lewin’s three-stage model
22
Q
“main disruptive force” in interpersonal relations
A
Anxiety
Interpersonal Psychodynamic Theory by SULLIVAN
23
Q
theory of motivation that states the five categories of human needs dictates an individual’s behavior. Physiological Needs, Safety Needs, Love and belongingness Needs, Esteem Needs, and Self actualization Needs
A
Maslow’s Human Need Theory
24
Q
state of utter well-being, intense excitement, and happiness
A
euphoria
Interpersonal Psychodynamic Theory by SULLIVAN
25
one of the most important dynamisms
Sullivan referred to it as a secondary dynamism (secondary here refers to a higher level of processing, not secondary in importance)
integrates the security operations, and serves to protect the individual from tension
self-system
26
Paradigm seeks to understand the interconnectedness of human communication rather than looking at just one part
SYSTEMS THEORY (Bertalanffy)
27
An interdisciplinary conceptual framework focusing on the wholeness, pattern, relationship, hierarchical order, integration, and organization of phenomena
GENERAL SYSTEM THEORY (GST) - Bertalanffy
28
fear of rejection by significant persons
Basic Anxiety - HERBERT “HARRY” STACK SULLIVAN
| Interpersonal Psychodynamic Theory
29
innovative process of nursing engagement expresses interpersonal relating technological knowing, rhythmically connecting, and transformational engagement
human science view of wholeness of persons while focusing on the inclusion of the coexistence between technology and caring in nursing
embraces caring engagement in a neo-modernist perspective that asserts that there is interconnectedness between human thoughts, synchronistic life events, and meaning of experiences, critical to living meaningfulness of human health and well-being in a community
Synchronicity in Human-Space-Time Theory of Nursing Engagement
30
FOUR (4) PRINCIPLES of HST
Interconnectivity
Equitability
Emancipation
Human transcendence
31
5 ELEMENTS OF CARING of HST
```
Dance caring persons
Caring movements
Expression of caring intentions
Responsive sensing
Technological competency
```
32
“Categorization of Nursing Activities as Observed in Medical-Surgical Ward Units in selected Government and Private Hospitals in Metro Manila.”
CECILIE LAURENTE
| Theory of Nursing Practice and Career
33
presents a framework for treating advanced cancer patients with a nonpharmacologic, non-surgical approach. The focus is not on curing the patient, but rather on aiding her in discovering her humanity and interior serenity as she faces the challenge of life and death.
➢ emphasizes holistic approach to nursing care
PREPARE me theory - ABAQUIN
34
classification of age group to any person reaching the mid 70s up to the 80s
ELDERLY
35
people who are old but gracefully able to function as useful citizens at home and in the community and an exemplar in fidelity to prayer life
GERONE
36
act of giving, sharing, emblem of honesty and feeling of fulfillment and motivation
LEGACY
37
endurance of cells and tissues to withstand the wear-to-tear phenomenon of the human body
Some individuals are gifted with the strong genetic affinity to stay young for a long period of time
physiological stage
38
set of shared expectations focused upon a particular position
may include beliefs about what goals or values the position incumbent is to pursue and the norms that will govern his behavior.
set shared expectations from the retirees' socialization experiences and the values internalized while preparing for the position
role
39
individual who has left the position occupied for the past years of productive life because he/she has reached the prescribed retirement age or has completed required years of service
retiree
40
interruption in the line of status enjoyed or performed. The interruption may be brought about by an accident, emergency, and change of position or retirement
role discontinuity
41
interventions or measures applied to solve a problematic situation or state in order to restore or maintain equilibrium and normal functioning
coping approaches
42
6 components of PREPARE me theory
```
Presence
Reminisce Therapy
Prayer
Relaxation-Breathing
Meditation
Values Clarification
```
43
set of behaviors determined by Divinagracia that are to be demonstrated by advanced nurse practitioners to see how it would affect the recovery of the patients in the Coronary Care Unit of the Philippine Heart Center. Through this, holism is guaranteed to the patient.
Composure Behavior
44
give the meaning of COMPOSURE in COMPOSURE model
```
Competence
Presence and Prayer
Open-Mindedness
Stimulation
Understanding
Respect
Relaxation
Empathy
```
45
psycho-spiritual model which is a Three-Fold Transformation Leadership Concept rolled into one, comprising the following elements:
1. Servant-Leader Spirituality
2. Self-Mastery expressed in a vibrant care complex
3. Special Expertise level in the nursing field one is engaged in
The CASAGRA Transformative Leadership Model
46
Technological competency as caring is the skilled demonstration of intentional, deliberate, and authentic activities by experienced nurses who practice in environments requiring technological expertise
Technological Competency as Caring in Nursing
47
employing the servant leader model on the nursing faculty's leadership behavior, the caring complex in the nursing faculty's personality is highly associated to their leadership behavior
CASAGRA Leadership Model
48
components of Physiological Outcomes in Composure Model
vital signs
chest pain
hemoglobin
49
components of Behavioral Outcomes in Composure Model
physical
emotional
spiritual
intellectual
50
viewing the patient as a whole person living experiences through his or her environment
The Human Becoming Theory of Nursing - PARSE
51
human is coexistent while co-constituting rhythmical patterns with the universe
human is open, freely choosing meaning in a situation, as well as bearing responsibility for decisions made
human is unitary, continuously co-constituting patterns of relating
human is transcending multidimensionally with the possible
The Human Becoming Theory of Nursing
52
guide that is desired for the modern educational process designed to form the millennium professional nurse. A person with a dynamic care complex is the cornerstone of nursing leadership. Expertise is the practice of caring and proactiveness in face of challenges for the profession go hand-in-hand
transformative teaching
53
defined as; multifaceted concepts that encompasses an individual's capacities and abilities to enrich life, when life can no longer be prolonged. This includes taking adequate care of one's body, mind, and spirit despite the limits imposed by their current situation. The patient's numerous dimensions are used to assess his or her quality of life
quality of life (PREPARE me theory)
54
mental state of fear or nervousness about what might happen
Anxiety (Theory of Nursing Practice and Career) - LAURENTE
55
Person to person contact between the client and the nurses
Presence (Theory of Nursing Practice and Career) - LAURENTE
56
Development in the time though mutual trust between the nurse
and the patient
Concern (Theory of Nursing Practice and Career) - LAURENTE
57
id-driven lower needs on Maslow's hierarchy.
biological requirements for human survival.
Physiological needs
58
includes self-worth, accomplishment and respect.
ego-driven needs
Esteem needs
59
Physiological Needs, Safety Needs, Love and belongingness Needs and Esteem Needs are collectively called?
Deficiency needs
60
Self- Actualization Needs can make a person happier, but that person is not harmed when the needs go unfulfilled. Self- actualization needs become the priority when the deficiency needs are met
Growth needs
61
feelings associated with relief of anxiety, the point when all needs are met or a sense of total well-being
Interpersonal Security (Interpersonal Psychodynamic Theory) - SULLIVAN
62
collection of experiences or security measures to protect against anxiety. Composed of good me, bad me, not me
Self system (Interpersonal Psychodynamic Theory) - SULLIVAN
63
aspects of self that are so anxiety-provoking that the person does not consider them a part of the person. It contains feelings of horror or dread. This part of the self is primarily unconscious (dissociative coping).
NOT ME (Interpersonal Psychodynamic Theory) - SULLIVAN
64
represents what people like about themselves and is willing to share with others
GOOD ME (Interpersonal Psychodynamic Theory) - SULLIVAN
65
This theorist believed that all psychological disorders have an interpersonal origin and can be understood only with reference to the patient’s social environment.
HERBERT HARRY STACK SULLIVAN - Interpersonal Psychodynamic Theory
66
how people cope with the anxiety caused by the undesired traits
Selective Inattention - Interpersonal Psychodynamic Theory
67
possibility of action that may or may not be felt in awareness. It is the alternative state to euphoria. Many _____________ are felt, but not always on a conscious level, such as anxiety, premonitions, drowsiness, hunger, and sexual excitement
Tension
HERBERT HARRY STACK SULLIVAN - Interpersonal Psychodynamic Theory
68
tensions caused by biological imbalances between a person and his or her physiochemical environment, both inside and outside the organism. It is episodic
Needs
HERBERT HARRY STACK SULLIVAN - Interpersonal Psychodynamic Theory
69
Another important type of dynamism. A newborn infant cannot really understand who their mother is, or who they themselves are, so the infant develops an image of the mother, the father, themselves, etc.
Personification
HERBERT HARRY STACK SULLIVAN - Interpersonal Psychodynamic Theory
70
Does not consider the environmental factors on the organization
Overly focused on internal functions and behaviors
Does not use feedback effectively
Closed system - System Theory (KARL LUDWIG VON BERTALANFFY)
71
provides information on what is not going well on the
transformation on the inputs and outputs to provide corrective action, it is describe as a self-correcting control system that is sensitive to selective factor in the environment
Negative feedback loop
System Theory (KARL LUDWIG VON BERTALANFFY)
72
provides information on what is going well on the transformation of the inputs and outputs to amplify the initial disturbance to improve the outcomes. An example is that the medication of the patient is working and the patient’s health is improving
Positive feedback loop
System Theory (KARL LUDWIG VON BERTALANFFY)
73
asserts that when errors occur, one ought not focus solely on individual failings, but on the surroundings that allowed such events to transpire. It further asserts that outcomes can be influenced by smart interventions, developed after studying common patterns and behaviors across time
Causal Analysis based on Systems Theory
System Theory (KARL LUDWIG VON BERTALANFFY)
74
generalized theory of systems with applications to numerous areas of study, emphasizing holism over reductionism, organism over mechanism
General System theory
System Theory (KARL LUDWIG VON BERTALANFFY)
75
This model provides how to change a person or people
Lewin's Change Theory/ Kurt Lewin's three-stage model
76
Forces that counter driving forces.
Hinder change because they push the person in the opposite direction
Cause a shift in the equilibrium which opposes change
Restraining forces
KURT LEWIN
Lewin's Change Theory/ Kurt Lewin's three-stage model
77
Forces that push in a direction that causes change to
occur
Facilitate change because they push the person in the
desired direction.
Cause a shift in the equilibrium towards change
Driving forces
KURT LEWIN
Lewin's Change Theory/ Kurt Lewin's three-stage model
78
The process to make or become different
Provide information that suspects proposed changes
Involve people in the process
This stage involves a process of change in thoughts, feeling, behavior, or all three, that is in some way more liberating or more productive
Change
KURT LEWIN
Lewin's Change Theory/ Kurt Lewin's three-stage model
79
Continuous support for frontline nurses and technical support for all stakeholders should be provided until the change is deemed complete and all users are comfortable using the technology.
Refreeze
KURT LEWIN
Lewin's Change Theory/ Kurt Lewin's three-stage model
80
Recognizing the need for change
Provide an explanation of the process of changing
Ensure that there is strong support, motivation, encouragement
The process which involves finding a method of making it possible for people to let go of an old pattern that was counterproductive in some way.
Necessary to overcome the strains of individual resistance and group conformity
Unfreeze
KURT LEWIN
Lewin's Change Theory/ Kurt Lewin's three-stage model
81
Ensure that the change becomes permanent
Develop ways to sustain the change.
Provide support and training.
establishing the change as a new habit to become the
"standard operating procedure."
Without this stage, it is easy to go back to the old ways
Refreezing
KURT LEWIN
Lewin's Change Theory/ Kurt Lewin's three-stage model
82
occurs when a nurse plans and implements interventions that are unique for the client
The nurse facilitates and nurtures the individual in attaining, maintaining, or promoting health through purposeful interventions
It starts when the nurse moves from the analysis phase of the nursing process to the planning of nursing interventions
Role- Modeling
HELEN C. ERICKSON (Modeling & Role Modeling Theory)
83
_________ offered that recognizes clients have knowledge and ability to understand what has made them sick, as well as what will make them well
Care
HELEN C. ERICKSON (Modeling & Role Modeling Theory)
84
to gain an understanding of the client’s world from the client’s perspective. That is to build a “model” of the client’s world view.
__________ occurs as the nurse accepts and understands his/her clients.
__________recognizes that each person has a unique perspective (model) of his or her world
Modeling
HELEN C. ERICKSON (Modeling & Role Modeling Theory)
85
2 Types of stress responses under theoretical underpinnings
Arousal- adequate resources available
Impoverishment- inadequate resources available (at great risk of stress = illness, disease, and/or physical death)
HELEN C. ERICKSON (Modeling & Role Modeling Theory)
86
needs met, diminished stress, and new resources built
adaptation
HELEN C. ERICKSON (Modeling & Role Modeling Theory)
87
Human beings are holistic persons with interacting subsystems (biophysical, psychological, social, and cognitive) and inherent genetic bases and spiritual drive
Person
HELEN C. ERICKSON (Modeling & Role Modeling Theory)
88
Nurses in this theory facilitate, nurture, and accept the person unconditionally.
The Nurse model (assesses), role models (plans), intervenes in this interpersonal and interactive theory.
The focus of this theory is on the person
HELEN C. ERICKSON (Modeling & Role Modeling Theory)
89
primarily focused on seeking and maintaining justice
moral logic
LAWRENCE KOHLBERG (Theory of Moral Development)
90
proposes that there are three levels of moral development, with each level split into two stages
Kohlberg
91
The individual is determined to obey the rules, focusing on the value that the law adds to human life. A person at this stage might argue that breaking the law is wrong because the law is designed to protect people. Stage #___ individuals focus on maintaining the social order and upholding cultural norms
Maintaining the Social Order (4)
LAWRENCE KOHLBERG (Theory of Moral Development)
92
first level of moral development, and lasts until approximately age 9. At this level, children don’t have a personal code of morality, and instead moral decisions are shaped by the standards of adults and the consequences of following or breaking their rules
PRECONVENTIONAL MORALITY
LAWRENCE KOHLBERG (Theory of Moral Development)
93
second level of moral development, and is characterized by an acceptance of social rules concerning right and wrong
CONVENTIONAL MORALITY
LAWRENCE KOHLBERG (Theory of Moral Development)
94
Individuals are focused on fulfilling their own self-interests, while acknowledging that different people have different views
Individualism and exchange (2)
LAWRENCE KOHLBERG (Theory of Moral Development)
95
The child is motivated to avoid punishment and has little or no independent moral reasoning
Obedience and punishment (1)
LAWRENCE KOHLBERG (Theory of Moral Development)
96
At this stage, individuals are focused on upholding
principles of universal justice, fairness, and ethics.
They believe in the democratic process, but also endorse disobeying unjust law
Universal principles (6)
97
At this stage, individuals emphasize the importance of being kind to other people, engaging in “good” behavior and showing concern for others. This stage includes a strong emphasis on gaining approval
Good Interpersonal Relationships (3)
98
People at this stage of development focus on doing what is best for society as a whole and respecting individual rights. Civil disobedience would be endorsed by people in both stages of post-conventional morality
Social contract and Individual Rights (5)
99
third level of moral development, and is characterized by an individuals’ understanding of universal ethical principles
POST-CONVENTIONAL MORALITY
100
Removal of the pathology in itself will not change the pattern of the individual patient
MARGARET NEWMAN
| Theory of Health as Expanding Consciousness
101
informational capacity of the system or the system’s ability to interact with the environment
Consciousness
| MARGARET NEWMAN
Theory of Health as Expanding Consciousness
102
basic unit of movement/pattern, powerful interpersonal relations and communications
Rhythm
| MARGARET NEWMAN
Theory of Health as Expanding Consciousness
103
key toward allowing patients to gain a deeper understanding of themselves as part of a greater consciousness and thus add greater meaning to their lives
also gives nurses a greater understanding of themselves and their practice as a part of a greater consciousness
Pattern recognition
| MARGARET NEWMAN
Theory of Health as Expanding Consciousness
104
making a conscious effort to view the patient holistically and acknowledging disease and illness as a necessary part of the patient's pattern of meaning
MARGARET NEWMAN
| Theory of Health as Expanding Consciousness
105
1) Know and use the nursing frameworks and theories
2) Be available to others
3) Value the other as a human presence
4) Respect differences in view
5) Own what you believe and be accountable for your actions
6) Move on to the new and untested
7) Connect with others
8) Take pride in self
9) Like what you do
10) Recognize the moments of joy in the struggles of living
11) Appreciate mystery and be open to new discoveries
12) Be competent in your chosen area
13) Rest and begin anew
FUNDAMENTALS OF PRACTICING THE ART OF NURSING
| ROSEMARIE PARSE
The Human Becoming Theory of Nursing
106
human beings are co-creating rhythmic patterns of
| associating with the universe in a cooperative process
Rhythmicity
| ROSEMARIE PARSE
The Human Becoming Theory of Nursing
107
human becoming is multidimensionally co-transcending with developing possibilities. It refers to pushing over and beyond one’s personal boundaries, as well as the ongoing transformation of one’s self
Transcendence
| ROSEMARIE PARSE
The Human Becoming Theory of Nursing
108
Three major assumptions about Human Becoming
Meaning
Rhythmicity
Transcendence
109
4 postulates of Human Becoming
Illimitability
Paradox
Freedom
Mystery
110
liking for detailed rhythm expressed as a pattern. ________ are lived rhythms, not opposites to be reconciled or challenges to be resolved
Paradox
111
person (man) as an open being who is more than and different from the sum of the parts.
environment is everything in the person and his or her experiences. It is inseparable from the person, as well as complementary to and evolving with the person.
Health is the open process of being and becoming and involves the synthesis of values.
Nursing is described as a human science and art that uses an abstract body of knowledge to help people.
ROSEMARIE PARSE
| The Human Becoming Theory of Nursing
112
it states that man is a combination of biological, psychological, sociological and spiritual factors
Totality Paradigm
113
it states that man is a unitary being in continuous, mutual interaction with the environment
Simultaneity Paradigm
114
color that represents opposite paradox significant to the ontology of human becoming
black and white colors
| ROSEMARIE PARSE
The Human Becoming Theory of Nursing
115
color that represents hope
green
116
represents the human-universe co-creation as an ongoing process of becoming
green and black swirls intertwining
117
Replacing parts to re-formulate the ideal human being
Technology as completing human beings
| ROZZANO LOCSIN
Technological Competency as Caring in Nursing
118
coevality of technology and caring in nursing. The combination of technology and caring in nursing gives the practice of nursing within the context of modern healthcare and acknowledges that these concepts can co-exist
ROZZANO LOCSIN
| Technological Competency as Caring in Nursing
119
Single, concrete concept that is operationalized
Scope Characteristic
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
120
Deduced from middle range theory or grand theory or
| derived from practice
Source of Development
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
121
Focuses on a narrow view of reality, simple and straightforward
Complexity/ Abstractness, Scope
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
122
consists of three parts that correspond to the three concepts of the CASAGRA transformative leadership model: care complex primer, retreat- workshop, and a seminar-workshop
Servant-leader Formula
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
123
Nursing faculty's perceived behavior as demonstrated by their ability to model servant leadership qualities to students. It includes the ability to bring out the best in students, competence in nursing skills, commitment to the nursing profession, and sense of collegiality with others.
Servant-leadership Behavior
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
124
Force within the nursing profession that establishes the vision for its practitioners, defines responsibilities and functions, and impacts the profession's direction.
Nursing Leadership
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
125
Referred to as Reflective teaching which is a broad word that encompasses concepts like mindful instruction, teacher research, teacher narrative, and teacher empowerment.
Transformative Education
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
126
Prescribed to run concurrently to the transformative leadership model's general parts
Servant-Leadership Spirituality
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
127
Vibrant care complex, which is possessed to varying degrees by all who have completed formal studies in a care-giving profession such as nursing
The Self-Mastery
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
128
Demonstrated by the nurse faculty's creative, caring, critical, contemplative, and collegial teaching, who is intimately involved in the establishment of the nursing profession
The Special-Expertise Level
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
129
required to be administered as a stimulant in the performance of leadership activities. The faculty's leadership conduct after applying the servant leadership formula was much greater in the two post-test periods than it was during the pre-test. It improved the nursing faculty's leadership conduct in both groups
care complex
| SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
130
Graduate of BS in Nursing
Licensed and has clinical experience of at least 2 years in the clinical area
Has undergone special training in the critical area
Advanced Nurse Practitioner
| ```
CARMELITA DIVINAGRACIA
Composure Model
```
131
Adult cardiac care patients admitted and confined at the Coronary Care Unit of the Philippine Heart Center
Study Population
| ```
CARMELITA DIVINAGRACIA
Composure Model
```
132
Harmonious relationship of students and teacher
Unified concept and implementation
Intra-organizational Coordination
| ```
CARMELITA DIVINAGRACIA
Composure Model
```
133
Collegial Relationship
Consultative Relationship
Balance/ Synergy between Theory and Practice
Inter-organizational Coordination
| ```
CARMELITA DIVINAGRACIA
Composure Model
```
134
Views on leadership capabilities
Community-based vs. hospital-based learning
Facilitating process
Reciprocal Interdependence
| ```
CARMELITA DIVINAGRACIA
Composure Model
```
135
Goes hand in hand with economic security that generates decent compensation
Work status
| ```
LETTY KUAN
Graceful Aging Theory: Retirement and Role Discontinues
```
136
type of family composition described as either close knit or extended family where three more generations of family members live under one roof
Family Constellation
| ```
LETTY KUAN
Graceful Aging Theory: Retirement and Role Discontinues
```
137
individual who has left the position occupied for the past years of productive life because he/she has reached the prescribed retirement age or has completed required years of service
Retiree
| ```
LETTY KUAN
Graceful Aging Theory: Retirement and Role Discontinues
```
138
Encourages an elicit kind of relaxation with the goal of shifting the patient's state of awareness by focusing on an image or idea/thoughts in order to facilitate inner sight, which aids in the establishment of a connection and relationship with God. It can be done by listening to music or using other relaxing techniques.
Meditation
| CARMENCITA ABAQUIN
“PREPARE ME” Theory
139
To aid adaptation to the present situation, recollect past experiences, feelings, and thoughts
Reminisce Therapy
| CARMENCITA ABAQUIN
“PREPARE ME” Theory
140
is the key when getting nurses to engage patients and
| families in their care
Communication
| CECILIE LAURENTE
Theory of Nursing Practice and Career
141
between patients and caregivers can occur when hospitals do not address the issues that patients think are most important. Another factor is the availability of few tools to give health providers insight to patient's needs and concerns
Communication gaps
| CECILIE LAURENTE
Theory of Nursing Practice and Career
142
Nurse stimulation through words tops the powerful resources of energy of a person for healing
Stimulation
| CECILIE LAURENTE
Theory of Nursing Practice and Career
143
```
defined in these models as factors that exert their effects prior to a behavior occurring, by increasing or decreasing a person or population’s motivation to undertake that particular behavior
➢ Age
➢ Sex
➢ Civil Status
➢ Educational background
➢ Length of Work
➢ Experience
```
PREDISPOSING FACTORS
| CECILIE LAURENTE
Theory of Nursing Practice and Career
144
➢ One’s caring experience, beliefs and attitude
➢ Feeling good about work
➢ Learning at school
➢ What patients tell about the nurse coping mechanism to problems encountered
➢ Communication
ENHANCING FACTORS
| CECILIE LAURENTE
Theory of Nursing Practice and Career
145
manifesting intentions such as creating, holding, and expressing thoughts, feelings, images, beliefs, desires, will, purpose, and action that affirm possibilities for human health and healing
Expression of caring intentions
Synchronicity in Human-Space-Time Theory of Nursing Engagement
146
focal point in the pace and time in which human beings interact with their respective life histories, coming together with the creation of shared experience and meaningful connections
Caring movements
Synchronicity in Human-Space-Time Theory of Nursing Engagement
147
connectedness of beings and systems
hope for a consequential feature of globalization in health care
to further advance the social mandate of equitable caring of humanity
Interconnectivity
Synchronicity in Human-Space-Time Theory of Nursing Engagement
148
principle of empowering others to deal with their present problems, have hope for the future, and holistically perceive each other
essential response to the extant multi-realities of globalization in health care
Emancipation
Synchronicity in Human-Space-Time Theory of Nursing Engagement
149
ability to go beyond the limits of the human space time boundaries or the transformation of persons beyond their biological nature, social norms, and universal perspective
indicates personal growth of person and professional growth among nurses
Human transcendence
Synchronicity in Human-Space-Time Theory of Nursing Engagement
150
ability to create and use a particular field of technology effectively, which is gained through extensive experimentation and learning in its research, development and employment in production
Technological competency
Synchronicity in Human-Space-Time Theory of Nursing Engagement
151
person’s fantasy perception of another person’s attributes without consideration important personality differences
Parataxic Distortion
| HERBERT “HARRY” STACK SULLIVAN
Interpersonal Psychodynamic Theory
152
GIVE THE NAMES OF 8 FILIPINO THEORISTS
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ROZZANO LOCSIN
SR. CAROLINA AGRAVANTE
CARMELITA DIVINAGRACIA
LETTY KUAN
CARMENCITA ABAQUIN
CECILIA LAURENTE
FRESLYN LIM-SACO
CLIFFORD MASAYON
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Requirements:
Graduate of BS in Nursing
Licensed and has clinical experience of at least 2 years in the clinical area
Has undergone special training in the critical area
Advanced Nurse Practitioner
CARMELITA DIVINAGRACIA (COMPOSURE Model)
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Study population of COMPOSURE Model
adult cardiac care patients at the Coronary Care Unit of the Philippine Heart Center
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Prescribed to run concurrently to the transformative leadership model's general parts
Servant-Leadership Spirituality
SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
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Vibrant care complex, which is possessed to varying degrees by all who have completed formal studies in a care-giving profession such as nursing
The Self-Mastery
SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
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Demonstrated by the nurse faculty's creative, caring,
critical, contemplative, and collegial teaching, who is intimately involved in the establishment of the nursing
profession
The Special Expertise Level
SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
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Goals or outcomes defined and testable
Testability
SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
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Deduced from middle range theory or grand theory or derived from practice
Source of Development
SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
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Linked to a specific population or a specific field of practice
Generalizability/ Specificity
SR. CAROLINA S. AGRAVANTE
The CASAGRA Transformative Leadership Model
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A perspective of unity
From the idea that people are known as wholes by virtue of philosophical truths and realities
It allows the recognition of humans as complete in their being without reference to composition of parts
allows the nurse to see nursing as an experience between themselves and their patient instead of focusing on just fixing or completing the person
Persons are whole or complete in the moment
ROZZANO LOCSIN
Technological Competency as Caring in Nursing
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widely recognized for his psychosocial development theory and the identity crisis notion
His findings were a significant departure in thinking regarding personality; rather than solely focusing on early childhood events, his psychosocial theory considers how social forces shape our personalities throughout our lives
believed that each person progressed through eight stages of development
emphasized that the environment played a major role in self-awareness, adjustment, human development, and identity
Erik Erikson: Theory of Psychosocial Development
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Infants are uncertain about the world, they are dependent on adults or caregivers for everything they need to survive such as food, safety, love, warmth and nurturing and if these things are constantly received by the infant
Trust vs. Mistrust
| Infancy (from birth to 18 months)
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This stage is focused on the development of the children’s greater sense of personal control. At this point they start to gain a little independence by making simple decisions on what they prefer and start to perform basic actions like putting on clothes and playing with toys. By allowing children to make choices, allowing them to explore their abilities and maintaining an environment
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Autonomy vs. Shame and Doubt
Early childhood (18 months to 3 years of age)
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In this stage children interacts with other children in school by playing, in this way they will have the opportunity to explore their interpersonal skills and at this stage the child will start to ask a lot of questions because of his or her thirst for knowledge
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Initiative vs. Guilt
Preschool years (3-5 years old)
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In this stage children will start to develop a sense of pride in their abilities and accomplishments. By receiving recognitions from parents and teachers or from others will develop competence and trust in their skills. While the failure to receive accomplishments will result in feelings of inferiority and may develop doubt on their abilities
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Initiative vs. Guilt
Preschool years (3-5 years old)
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This stage plays an important role in developing a sense of personality which will continue to influence the whole life of a person. Adolescence explores their independence to develop a sense of self, during this stage adolescence will re-evaluate their identity to know exactly who he or she is
Identity vs. Role Confusion
| Adolescence (12-18 years old)
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In this stage people explore personal relationships, the major conflict during this stage is establishing intimate relationships, Erikson believed that a sense of personal identity is important in developing intimate relationships. Poor sense if self tends to have less committed relationships
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Intimacy vs. Isolation
Early adulthood (19-40 years old)
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During this stage people will develop a sense of being part of the bigger picture, adults will raise children, be more productive, more involvement in community activities and organizations.
Success leads to the feeling of usefulness and will lead to the virtue of care, while failure results in feeling unproductive and uninvolved.
Generativity vs. Stagnation
| Adulthood (40-65 years old)
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This stage focuses on reflecting in our lives, if we feel guilt, dissatisfaction in our life it will develop despair and usually leads to bitterness, despair and hopelessness.
When an individual looks back on his or her life and feels satisfied, it will result in the virtue of wisdom. Wisdom allows a person to look back without negative emotions but with a sense of closure and completeness and accepts death without fear.
Ego Integrity vs. Despair
| 65 years old until death
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virtue of Trust v.s. Mistrust
HOPE
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Virtue of Early Childhood (Autonomy vs. shame & doubt)
WILL
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Virtue of Industry vs. Inferiority (School age)
CONFIDENCE
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Virtue of Initiative vs. guilt
PURPOSE
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What psychological stage has the virtue of LOVE?
Young/ early adulthood
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Virtue of adolescence
FIDELITY
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Virtue of maturity (ego integrity vs. despair)
WISDOM
