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TFN - Midterm > Module 3: Conceptual Models > Flashcards

Module 3: Conceptual Models Flashcards

1
Q

Proponent of Conservation Model

A

Myra Estrin Levine

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2
Q

*Private Duty Nurse (1944)
*Civilian Nurse U.S Army (1945)
*Preclinical Instructor of Physical Sciences at Cook Country
*School of Nursing (1947-1950)
*Director Drexel Home in Chicago (1950-1951)
*Surgical Supervisor at University of Chicago Clinics (1951-1952)
*Surgical Supervisor at Henry Ford Hospital in Detroit (1956- 1962)

A

Myra Estrin Levine

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3
Q
  • Bryan Memorial Hospital in Lincoln, Nebraska (1951)
    *Cook Country School of Nursing (1963-1967)
    *Loyola University (1967-1973)
    *Rush University (1974-1977)
    *University of Illinois (1962-1963, 1977-1987)
    *Graduate Nursing Program in Rush University (1974-1977)
    *Director, Department of Continuing Education at Evanson
    *Hospital (March to June 1974)
A

Myra Estrin Levine

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4
Q

*Associate Professor of Humanistic Studies at the University of Illinois (1981-1987)
*Professor Emerita,MS Nursing at the University of Illinois at Chicago
*Member, American Health Aid to Israel (1976)
*First recipient of the Elizabeth Russell Belford Award for Excellence in Teaching from Sigma Theta Tau (1977) American Journal of Nursing Book of the year Award (Introduction to Clinical Nursing)

A

Myra Estrin Levine

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5
Q

*Elected Fellow of the Institute of Medicine of Chicago (1987- 1991)
*Published a substantial enhancemment and clarification of her theory in “The Four Conservation Principles”: Twenty Years Later”

A

Myra Estrin Levine

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6
Q

December 12, 1921- DOB
March 20, 1996- Death

A

Myra Estrin Levine

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7
Q

Theoretical Sources of Conservation Model

A

BELAND’S (1971) theory of specific causation and multiple factors.

Gibson’s (1966) definition of perceptual systems

Erikson’s (1964,1968) differentiation between total and whole

Selye’s (1956) stress theory

Bate’s (1967) model of external environment

Rogers (1970) edited her 1st publication

Nightingale- “guardian activity”

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8
Q

“Conservation” means “______________”

A

to keep together

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9
Q

_______________ is a natural law which “describes the way complex systems are able to continue to function even when severely challenged”

A

Conservation

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10
Q

Conserving wholeness (health) and integrity with the adaptive capability of the individual critical for retaining organismic integrity in the midst of constant changes within the internal & external environments.

A

Adaption

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11
Q

3 Characteristic of Adaptation

A

Historicity
Specificity
Redundancy

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12
Q

genetics and patterns of life experiences

A

Historicity

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13
Q

response to specific environmental challenges

A

Specificity

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14
Q

availability of multiple adaptive responses

A

Redundancy

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15
Q

Integrated holistic response that involves the entire bio-pyscho-social-spiritual organism.

A

Organismic Response (Holistic Response)

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16
Q

4 LEVELS OF PROTECTIVE ORGANISMIC
RESPONSE

A

Response to fear (fight or flight)
Inflammatory-immune response
Response to stress
Sensory response

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17
Q

4 Conservation Principles

A

Conservation of Energy
Conservation of Structural Integrity
Conservation of Personal Integrity
Conservation of Social Integrity

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18
Q

typical of the natural defense against disease processes

A

Conservation of Energy

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19
Q

_____________ during acute illness demands nursing intervention which cautiously balances the individual’s resource with the expenditure he can safely afford” (Levine, 1967b, p.48)

A

Energy conservation

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20
Q

structure & function are strongly interrelated, complementary aspects of the human organism.

A

Conservation of Structural Integrity

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21
Q

“Therefore, nursing interventions to ensure adequate energy to support the function of life processes must be balance by iinterventions to conserve the normal structure of the body”. (Levine, 1967b)

A

Conservation of Structural Integrity

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22
Q

valuing self-identity, self- worth, and self-respect, also reflecting the understanding that “the body does not exist separately from the mind, emotions, and soul” (Levine, 1967b, pp.53-54).

A

Conservation of Personal Integrity

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23
Q

To ____________________: Patient education; promoting patient participation (decision-making & informed consent for treatment; protection of patient privacy & personal possessions; support of cultural & religious practices.

A

conserve personal integrity

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23
Q

reflected in the dynamic relationships among human beings (Levine, 1967b)

A

Conservation of Social Integrity

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24
Q

Family is a critical social unit and the life of each individual is “woven in the fabric” of family, with the constitution of the social group that is “family” defined by each individual patient.

A

Conservation of Social Integrity

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25
Q

Major Assumptions

“A holistic approach to care of all people, well or sick” (p.151) and respect for the individuality of each person”.

A

Myra Estrin Levine ; Conservation Model

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26
Q

Major Assumptions

“Ultimately decisions for nursing
interventions must be based on the unique behavior of the individual patient..Patient centered nursing care means individualized nursing care..and as such he requires a unique constellation of skills, techniques, & ideas designed specifically for him”.

A

Myra Estrin Levine ; Conservation Model

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27
Q

The person can be understood only in the context of the environment (Levine 1973).

“Every self-sustaining system monitors its own behavior by conserving the use of the resources required to define its unique identity” (Levine, 1991, p.4).

Human beings respond in singular, yet integrated fashion (Levine, 1971c).

A

SCHAEFER(1996) Assumptions about the Model

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28
Q

“A human interaction” & as both a profession & a scientific discipline.

A

Nursing

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29
Q

is based on nursing’s unique knowledge and the scientific knowledge of other disciplines adjunctive to nursing knowledge (Levine, 1988).

A

Nursing practice

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30
Q

alternative for nursing diagnosis; use of scientific method to develop a nursing judgment.

A

Trophicognosis

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31
Q

“__________ is a profession as well as an academic discipline, always practiced and studied in concert with all of the disciplines that together form the health sciences”.

A

Nursing

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32
Q

Holistic being characterized by wholeness and integrity, identity, and self-worth.

A

Person

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33
Q

“System of systems, and its wholeness expresses the organization of all the contributing parts”.

A

Person

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34
Q

_________-“to suffer”; _________- “to follow”

A

Patient ; client

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35
Q

Ability to function in a reasonably normal manner.

A

Health

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36
Q

Not just an absence of pathological conditions; return to self.

A

Health

37
Q

_________ will change over time.

A

Health

38
Q

“It is important to keep in mind that health is also culturally determined- it is not an entity on its own, but rather a definition imparted by the ethos and beliefs of the groups to which individuals belong”. (M. Levine, personal communication, February 21, 1995)

A

Health

39
Q

Context in which individuals live their lives.

A

Environment

40
Q

All adaptations represent the accommodation that is possible between the internal and external _____________.

A

Environment

40
Q

“The process of the interaction is adaptation” (1989, p. 326)

A

Environment

41
Q

Levine used Bate’s (1967) description of the external environment having 3 components:

A
  1. Perceptual
  2. Operational
  3. Conceptual
42
Q
  1. “The goal of nursing is to promote _________ and maintain __________” (Levine, 1971a, p.258).
    2.”The nurse participates actively in every patient’s ____________ and much of what she does supports his adjustments as he struggles in the predicament of illness” (Levine, 1966a, p.2452).
A

adaptation ; wholeness

environment

43
Q
  1. “When nursing intervention influences adaptation favorably, or toward renewed social well-being, then the nurse is acting in a ____________________; when the response is unfavorable, the nurse provides _____________” (Levine, 1966a, p.2452).
  2. “Nursing principles are all “______________”. (1973, p.13).
A

therapeutic sense ; supportive care

conservation principles

44
Q

Proponent of Unitary Human Beings

A

Martha E. Rogers

45
Q

*Eldest of the 4 children of Bruce Taylor Rogers &
Lucy Mulholland Keener Rogers (May 12, 1914) in Dallas, Texas.
*Studied Science at the University of Tennessee (1931- 1933).
*Received nursing diploma from Knoxville General Hospital of Nursing (1936).

A

Martha E. Rogers

46
Q

*Obtained a Bachelor of Science degree from George Peabody College in Nashville, Tennessee (1937).
*Masters of Arts degree in Public Health Nursing in New York (1945).
*Doctor of Science degree from John Hopkins University in Baltimore (1954).

A

Martha E. Rogers

47
Q

May 12, 1914-DOB
March 13, 1944-Death

A

Martha E. Rogers

48
Q

*Publications include three books and more than 200 articles.
* Lecturer in various states (46).
* Formed the Society of Rogerian Scholars (SRS) & began to publish Rogerian Nursing Science News (1988).
* SRS began to publish refereed journal, Visions: The Journal of Rogerian Nursing Science (1993).

A

Martha E. Rogers

49
Q

Theoretical Sources of Unitary Human Beings

A

Nightingale’s proposal and statistical data, placing the human being within the framework of the natural world.

Newman (1997) describes Science of Unitary Human Beings (SUHB) as “the study of the moving, intuitive experience of nurses in mutual process with those they serve” (p.9).

50
Q

Fundamental unit of both the living and the nonliving.

A

Energy Field

51
Q

It has an inherent ability to create change

A

Energy Field

52
Q

2 fields of Energy Field:

A

human field & environmental field

53
Q

Holds that energy field are infinite, open, and integral with one another (Rogers, 1983).

A

Universe of Open System

54
Q

_________________________ are in continuous process & are open systems.

A

Human & Environmental fields

55
Q

Distinguishing characteristic of an energy field & is perceived as a single wave.

A

Pattern

56
Q

The nature of pattern changes continuously & innovatively & this changes give identity to the energy field.

A

Pattern

57
Q

Nonlinear domain without spatial or temporal attributes, or as Phillips (2010) notes: “essentially a spaceless and timeless reality” (p.56).

A

Pandimensionality

58
Q

Learned profession & is both a science & an art.

A

Nursing

59
Q

Focuses on concern with people and the world in which they live- a natural fit for nursing care, as it encompasses people and their environments.

A

Nursing

60
Q

The purpose of nursing is to promote health & well-being for all persons.

A

Nursing

61
Q

Open system in continuous process with the open system that is the environment.

A

Person

62
Q

an “irreducible, indivisible, pan dimensional energy field identified by pattern & manifesting characteristic that are specific to the whole”. (Rogers, 1992, p.29).

A

Unitary Human Being

63
Q

Passive ________ to symbolize wellness and the absence of disease & major illness (Rogers, 1970).

A

Health

64
Q

Defined by the culture or the individual.

A

Health

65
Q

Irreducible, pandimensional energy field identified by pattern and manifesting characteristics different from those of the parts.

A

Environmental

66
Q

Each ______________ field is specific to its given human field. Both change continuously & creatively.

A

Environmental

67
Q

Rogers identified the principles of change as:

A

Helicy
Resonancy
Integrality

68
Q

describes spiral development in continuous, nonrepeating, & innovative patterning.

A

Helicy

69
Q

patterning changes from with the development from lower to higher frequency, that is, with varying degrees of intensity.

A

Resonancy

70
Q

reflects the unity or wholeness of humans & their environment (Jarrin, 2012, p.14)

A

Integrality

71
Q

1.”Man is a _____________ possessing his own integrity & manifesting characteristics more
different from the sum of his parts”.
than and
2.”Man & environment are continuously exchanging _________ & _________ with one another”.

A

5 Assumptions in Unitary Human Being

unified whole

matter ; energy

72
Q
  1. “The life process evolves irreversibly & unidirectionally along the _________ continuum”.
  2. __________ & __________ identify man & reflect his innovative wholeness”.
A

5 Assumptions in Unitary Human Being

space-time

Pattern ; organization

73
Q
  1. “Man is characterized by the capacity for __________ and __________, language & thought, sensation, & emotion.
A

5 Assumptions in Unitary Human Being

abstraction ; imagery

74
Q

Understanding the concepts and principles of the SUHB requires a foundation in general education, a willingness to let go of ____________, and an ability to perceive the world in a new and creative way.

A

traditional

75
Q

This model provides a challenging framework from which to provide nursing care.

A

Unitary Human Being

76
Q

Proponent of Self-Care Deficit Theory of Nursing

A

Dorothea E. Orem

77
Q

*Born in Baltimore, Maryland (1914)
*Studied at Providence Hospital School of Nursing in Washington, DC (1930’s)
*Bachelor of Science degree in Nursing from Catholic University of America (CUA) (1939)
*Master of Science degree in Nursing Education same University (1946)

A

Dorothea E. Orem

78
Q

*Director of Nursing School & The Department of Nursing at Providence Hospital, Detroit (1940-1949) *Curriculum Consultant at the Office of Education, U.S. Department of Health, Education, and Welfare (1958- 1960)
*Editor (NDCG) Nursing Development Conference Group (1973,1979)

A

Dorothea E. Orem

79
Q

*Received (CUA) Catholic University Award Alumni Association Award for Nursing Theory (1980)
*Honorary Doctor of Science Incarnate Word College (1980)
*Linda Richards Award, National League for Nursing (1991)
*Honorary Fellow of the American Academy of Nursing (1992)

A

Dorothea E. Orem

80
Q
  • Awarded the Doctor of Nursing from the University of Missouri (1998)
A

Dorothea E. Orem

81
Q

June 15, 1914- DOB
June 22, 2007- Death

A

Dorothea E. Orem

82
Q



Theoretical Sources of Self-Care Deficit Theory of Nursing

A

The primary source for Orem’s ideas about nursing was her EXPERIENCE in nursing.

The condition that indicates the need for nursing assistance is the “inability of persons to provide continuously fro themselves the amount & quality of required SELF-CARE because of situations of personal health”. (Orem, 2001, p.20).

83
Q

Set of Foundational Nursing Sciences:

A
  1. Science of self-care
  2. Science of the development & exercise of the self- care agency in the absence or presence of limitations from deliberate action
  3. Science of human assistance for persons with health-associated self-care deficits
84
Q

The self-care deficit nursing theory is a general theory composed of the following four related theories:

A

1.Theory of self-care
2. Theory of dependent care
3. Theory of self-care deficit
4. Theory of nursing systems

85
Q

Practice of activities that maturing and mature persons initiate and perform, within time frames.

A

Self-Care

86
Q

Care that is provided to person who, because of age or related factors, is unable to perform self-care needed to maintain life, healthful functioning, continuing personal development, and well-being.

A

Dependent Care

87
Q

Formulated and expressed insight about actions to be performed that are known to hypothesized to be necessary in the regulation of an aspect of human functioning & development.

A

Self-Care Requisites

88
Q

Universally required goals are to be met through self-care or dependent-care.

A

Universal Self-Care Requisites

89
Q

Eight Self-care requisites:

A
  1. Maintenance of a sufficient intake of air
  2. Maintenance of a sufficient intake of food
  3. Maintenance of a sufficient intake of water
  4. Provision of care associated with elimination processes and excrements
  5. Maintenance of balance between activity and rest
  6. Maintenance of balance between solitude and social interaction

7.Prevention of hazards to human life, human functioning, and human well-being

  1. Promotion of human functioning & development within social groups

TFN - Midterm (4 decks)

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