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TFN - Midterm > Module 3: Conceptual Models (Part 2) > Flashcards

Module 3: Conceptual Models (Part 2) Flashcards

1
Q

Concepts & their relationships that specify a perspective & produce evidence among phenomena specific to the discipline

A

Conceptual Models

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2
Q

Addresses broad meta paradigm concepts

A

Conceptual Models

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3
Q

Provide perspectives with different foci for critical thinking/theory development

A

Conceptual Models

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4
Q

“Theory is an abstraction that implies prediction based in research without some theoretical basis will not build scientific knowledge for a discipline”.

A

Conceptual System & Theory of Goal Attainment (Imogene M. King)

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5
Q

> Born January 30, 1923 in West Point, Iowa
Died December 24, 2007 in St. Petersburg,
Florida

A

Imogene M. King

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6
Q

Received diploma in Nursing from St. John‘s Hospital School of Nursing in St. Louis, Missouri (1945)

A

Imogene M. King

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7
Q

> Bachelor of Science in Nursing Education from St. Louis University (1948)
Master of Science in Nursing (1957)
Instructor & Assistant Director at St. John’s
Hospital School of Nursing (1947- 1958)
Dissertation Chair at Teachers College, Columbia University, New York & received her EdD (1961)
First theory article appeared in the Journal Nursing Science (1964)

A

Imogene M. King

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8
Q

> Assistant Chief of Research Grants Branch
Division of Nursing at US Department of Health,
Education (1966 & 1968)
Book “Toward a Theory for Nursing: General Concepts of
Human Behavior was published (1971)
“A systematic representation of nutrsing is required ultimately for developing a science to
accompany a century or more of art in the everyday world of nursing”.
Director of the School of Nursing at Ohio State
University Columbus (1968-1972)

A

Imogene M. King

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9
Q

> Member of the Defense Advisory Committee on
Women in ward 2 of Wood Dale, Illinois(1975-
1979)
Awarded Honorary PhD from Southern Illinois University (Mesmer, 2000)
Honorary Doctorate from Loyola University where her “Nursing Collection” is housed
Coordinator of Research in Clinical Nursing at
the Loyola Medical Center Department of
Nursing (1978-1980)

A

Imogene M. King

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10
Q

> Inducted into the FNA Hall of Fame & ANA Hall
of Fame (2004)
Fellow Virginia Henderson of Sigma Theta Tau
International (STTI) Elizabeth Russell Belford
Founders Award for Excellence in Education ( 1989)
Named an AAN Living Legend (2005)
Received Jessie M. Scott Award (1996)

A

Imogene M. King

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11
Q

Methods of Developing Theory - Conceptual System & Theory of Goal Attainment (Imogene M. King)

A
  1. Theory can be developed and then
    tested in research
  2. Research provides data from which
    theory may be developed
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12
Q

Conceptual System of Theory of Goal Attainment (Imogene M. King)

A

What is the goal of nursing?

What are the functions of nurses?

How can nurses continue to expand their knowledge to provide quality care?

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13
Q

“Dynamic life experiences of a human being, which implies continuous adjustment to stressors in the internal & external environment

A

Health - Conceptual System & Theory of Goal Attainment (Imogene M. King)

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14
Q

“Process of action, reaction, and interaction whereby nurses share information about their perceptions in the nursing situation”

A

Nursing - Conceptual System & Theory of Goal Attainment (Imogene M. King)

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15
Q

“Composite of thoughts and feelings which constitute a person’s awareness of his/her individual existence

A

Self - Conceptual System & Theory of Goal Attainment (Imogene M. King)

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16
Q

Observable behavior found in the health care systems in society. Goal is to maintain their health so they can function in their roles.

A

Nursing - Conceptual System & Theory of Goal Attainment (Imogene M. King)

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17
Q

Spiritual beings; they have the ability through their language and other symbols to record their history & preserve their culture. Capable of rational thinking & decision-making .

A

Person - Conceptual System & Theory of Goal Attainment (Imogene M. King)

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18
Q

Dynamic state in life cycle, whereas illness interferes with the process. Implies continuous continuous adjustment to stress in the internal &
external environment

A

Health - Conceptual System & Theory of Goal Attainment (Imogene M. King)

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19
Q

Interactions occur constantly between systems & the systems environment

A

Environment - Conceptual System & Theory of Goal Attainment (Imogene M. King)

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20
Q

_________________________ focuses on the interpersonal system and the interactions that take place between individuals, specifically in the NURSE-PATIENT relationship.

A

Theory of goal attainment

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21
Q

______________ is based on nurse’s assessment of client’s concern, problems & disturbances in health

A

Mutual goal setting

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22
Q

Contributed to the advancement of nursing knowledge through the development of her

A

Conceptual System & Theory of Goal Attainment (Imogene M. King)

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23
Q

Focused on all aspects of the nursing process.

A

Conceptual System & Theory of Goal Attainment (Imogene M. King)

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24
Q

“The use of models has changed the face of nursing and I think at this point in time we have enough validation and verifications of their importance”

A

Systems Model (Betty Neuman)

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25
Q

> Completed her initial nursing education with double honors at People‘s Hospital School of Nursing at Akron, Ohio (1947)
Baccalaureate degree in Public Health and
Psychology with honors (1957) & Master‘s
degree in mental health (1966)

A

Betty Neuman

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26
Q

> Completed Doctoral degree in clinical psychology
at Pacific Western University (1985)
Published her model during the early 1970‘s
1st edition of the Neuman Systems Model: Application to Nursing Education & Practice was published (1982)

A

Betty Neuman

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27
Q

> Fellow of the American Association of Marriage
& Family Therapy & American Academy of
Nursing.

A

Betty Neuman

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28
Q

Theoretical Sources of Systems Model (Betty Neuman)

A

Gestalt theory
Philosophical views of de Chardin and Marx
Selye‘s definition of stress

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29
Q

clients are viewed as wholes whose parts are in dynamic interaction

A

Wholistic Approach

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30
Q

continuous flow of input and process, output & feedback

A

Open System

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31
Q

client as a system exchanges energy, information & matter with the environment

A

Process/Function

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32
Q

Matter, energy & information that are exchanged between the client & the environment

A

Input/Output - Systems Model (Betty Neuman)

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33
Q

System output; serves as a feedback for future input for corrective action to change, enhance, or stabilize the system

A

Feedback - Systems Model (Betty Neuman)

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34
Q

Process of energy conservation that increases organization & complexity moving the system toward stability

A

Negentrophy - Systems Model (Betty Neuman)

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35
Q

Dynamic & desirable state of balance in which energy exchanges can take place without disruption of the character of the system

A

Stability - Systems Model (Betty Neuman)

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36
Q

Consists of both internal & external forces surrounding the client

A

Environment - Systems Model (Betty Neuman)

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37
Q

Developed unconsciously by the client to express system wholeness symbolically

A

Created Environment - Systems Model (Betty Neuman)

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38
Q

Composite of 5 variables (physiological, psychological, sociocultural, developmental, &
spiritual)

A

Client System - Systems Model (Betty Neuman)

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39
Q

The client as a system is composed of a central core surrounded by concentric rings

A

Basic Structure - Systems Model (Betty Neuman)

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40
Q

Represents resource factors that help the client defend against a stressor

A

Lines of Resistance - Systems Model (Betty Neuman)

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41
Q

Outer solid circle. It represents the adaptational level of health developed over the course of time & serves as a standard by which to measure wellness deviation determination

A

Normal Line of Defense - Systems Model (Betty Neuman)

42
Q

“Models outer broken ring” Protective buffer preventing stressors from breaking through the
usual wellness state

A

Flexible line of defense - Systems Model (Betty Neuman)

43
Q

Continuum of wellness to illness dynamic in nature that is constantly subject to change

A

Health - Systems Model (Betty Neuman)

44
Q

Stable condition in which system subparts are in harmony with the whole system

A

Wellness - Systems Model (Betty Neuman)

45
Q

Opposite end of continuum from wellness & represents instability & energy depletion

A

Illness - Systems Model (Betty Neuman)

46
Q

Environmental factors that have potential for disrupting system stability

A

Stressors - Systems Model (Betty Neuman)

47
Q

Degree of system instability resulting from stressor invasion of the normal line of defense

A

Degree of reaction - Systems Model (Betty Neuman)

48
Q

Purposeful actions to help the client retain, attain, or maintain system stability

A

Prevention as Intervention - Systems Model (Betty Neuman)

49
Q

Prevention - Systems Model (Betty Neuman)

A

Primary prevention
Secondary prevention
Tertiary prevention
Reconstitution

50
Q

Reduce possibility of encounter with stressors
Strengthen flexible line of defense

A

Primary prevention - Systems Model (Betty Neuman)

51
Q

Early case finding and Treatment of symptoms

A

Secondary prevention - Systems Model (Betty Neuman)

52
Q

Readaptation
Reeducation to prevent future occurrences
Maintenance of stability

A

Tertiary prevention - Systems Model (Betty Neuman)

53
Q

Could begin at any degree or level of reaction
Range of possibility may extend beyond normal line of defense

A

Reconstitution - Systems Model (Betty Neuman)

54
Q

Unique profession in that it is concerned with all of the variables affecting client’s in their
environment.

A

Nursing - Systems Model (Betty Neuman)

55
Q

May be an individual, family, group, community, or social issue.

A

Person - Systems Model (Betty Neuman)

56
Q

“Wellness model” Continuum from wellness to
illness that is dynamic in nature & is constantly changing.

A

Health - Systems Model (Betty Neuman)

57
Q

Internal & external forces surrounding the client,
influencing & being influenced by the client.

A

Environment - Systems Model (Betty Neuman)

58
Q

> Focused on a client as a system
(includes five variables), as an individual,
family, group, or community, and on
client’s responses to stressors.

A

Systems Model (Betty Neuman)

59
Q

Proposes three levels of nursing intervention (primary, secondary & tertiary prevention)

A

Systems Model (Betty Neuman)

60
Q

“God is intimately revealed in the diversity of creation and is common destiny of creation; persons use human creative abilities of awareness, enlightenment, and faith; and persons are accountable for the process of deriving, sustaining, and transforming the universe”.

A

Adaptation Model (Sister Callista Roy)

61
Q

> Member of the Sisters of Saint Joseph of Carondolet
Born October 14, 1939 in LA
Completed Bachelor’s degree in
Nursing from Mount Saint Mary’s College in LA (1966)
Masters & Doctorate degree in sociology from the University of California (1973 & 1977)

A

Sister Callista Roy

62
Q

Roy’s adaptation model was first presented in the ________________________: ”Adaptation: A Conceptual Framework for Nursing”. (1970)
>Associate Professor & chairperson of the Department of Nursing at Mount Saint Mary‘s College (1982)

A

literature in Nursing Outlook

63
Q

> Rank professor at Mount Saint Mary’s College & University of Portland, Oregon (1983)
Robert Wood Postdoctoral fellow at the University of California (1983-1985)
Member, Sigma Theta Tau & received the National Founder’s award for excellence (1981)

A

Sister Callista Roy

64
Q

> Honorary Doctorate of Humane Letters from Averno College (1984)
American Journal Nursing award for Essentials of the Roy Adaptation Model (1986)
Fellow of the American Academy of Nursing (1978)

A

Sister Callista Roy

65
Q

Theoretical Sources of Adaptation Model (Sister Callista Roy)

A

Harry Helson’s adaptation theory
Rapoport’s
Dohrenwend, Lazarus, Mechanic & Selye

66
Q

Sets of parts connected to function as a whole

A

System - Adaptation Model (Sister Callista Roy)

67
Q

Constantly changing point

A

Adaptation Level - Adaptation Model (Sister Callista Roy)

68
Q

Difficulties related to the indicators of positive adaptation

areas of concern for the nurse

A

Adaptation problems - Adaptation Model (Sister Callista Roy)

69
Q

Major coping process involving 4 cognitive-emotive channels

A

Cognator Subsystem - Adaptation Model (Sister Callista Roy)

70
Q

4 cognitive-emotive channels

A

perceptual information
processing
learning
judgment
emotion

71
Q

Those that promote integrity in terms of the goals of human systems

A

Adaptive responses - Adaptation Model (Sister Callista Roy)

72
Q

Those that do not contribute to integrity in terms of the goals of the human system

A

Ineffective responses - Adaptation Model (Sister Callista Roy)

73
Q

Adaptation levels at which the structures & functions of a life process are working as a whole to meet human needs

A

Integrated Life process - Adaptation Model (Sister Callista Roy)

74
Q

Associated with physical & chemical processes involved in the function & activities of living organisms

5 needs identified

A

Physiological-Physical mode - Adaptation Model (Sister Callista Roy)

75
Q

Five Needs - Adaptation Model (Sister Callista Roy)

A

Oxygenation
Nutrition
Elimination
Activity
Rest

76
Q

Focuses on the psychological & spiritual aspects of the human system

A

Self-concept group identity mode - Adaptation Model (Sister Callista Roy)

77
Q

Focuses on the roles the person occupies in the society

A

Role function mode - Adaptation Model (Sister Callista Roy)

78
Q

Roles the person occupies in the society

A

Primary role
Secondary role
Tertiary role

79
Q

Willingness & ability to give to others and accept from them aspects of all that one has to offer

A

Interdependence mode - Adaptation Model (Sister Callista Roy)

80
Q

Interpretation of a stimulus and the conscious appreciation of it

A

Perception - Adaptation Model (Sister Callista Roy)

81
Q

Health care profession that focuses on human life processes and patterns and emphasizes promotion of health for individuals, families, groups, and society as a whole.

A

Nursing - Adaptation Model (Sister Callista Roy)

82
Q

Holistic, adaptive systems: whole parts that function as a unity for some purpose.

A

Person - Adaptation Model (Sister Callista Roy)

83
Q

State & a process of being and becoming integrated and a whole person.

Reflection of adaptation

A

Health - Adaptation Model (Sister Callista Roy)

84
Q

All conditions, circumstances, and influences surrounding and affecting the development and behavior of persons or groups.

A

Environment - Adaptation Model (Sister Callista Roy)

85
Q

Persons are adaptive systems and the focus of
nursing

A

Adaptation Model (Sister Callista Roy)

86
Q

Internal & external environment consists of all phenomena that surround the human adaptive system and affect their development and behavior

A

Adaptation Model (Sister Callista Roy)

87
Q

Environment is a source of stimuli that either threaten or promote a person ’ s existence

A

Adaptation Model (Sister Callista Roy)

88
Q

“All of us scientists and practicing professionals, must turn our attention to practice and ask questions of that practice. We must be inquisitive and inquiring, seeking the fullest and truest possible understanding of the theoretical and practical problems we encounter ” .

A

Behavioral System Model (Dorothy Johnson)

89
Q

> Born August 21, 1919 in Savannah, Georgia Died: February 1999 (80 y/o)
Received Associate ’s degree from Armstrong Junior College (1938)
BS degree from Vanderbilt University in Nashville, Tennessee (1942)
Masters in Public Health from Harvard University (1948)

A

Dorothy Johnson

90
Q

> Instructor & Assistant professor in Pediatric Nursing at Vanderbilt University School of Nursing
Pediatric Nursing advisor assigned to the Christian Medical College School of Nursing in Vellore, South India
Chairperson, California Nurses Association (1965-1967)

A

Dorothy Johnson

91
Q

Theoretical Sources of Behavioral System Model (Dorothy Johnson)

A

Florence Nightingale
Parson’s Social Action Theory
Rapoport, Chin et.al Systems theory

92
Q

Output of intraorganismic structures & processes

A

Behavior - Behavioral System Model (Dorothy Johnson)

93
Q

is a whole that functions as a whole by virtue of the interdependence of its parts

A

System - Behavioral System Model (Dorothy Johnson)

94
Q

Patterned, repetitive, and purposeful ways of behaving

A

Behavioral System - Behavioral System Model (Dorothy Johnson)

95
Q

Minisystems with its own particular goal and function that can be maintained as long as its relationship top the other subsystems or the environment is not disturbed

A

Subsystem - Behavioral System Model (Dorothy Johnson)

96
Q

Goal is to maintain and restore the person ’ s behavioral system balance and stability to help the person achieve a more optimum level of balance & functioning.

A

Nursing - Behavioral System Model (Dorothy Johnson)

97
Q

Behavioral system with patterned, repetitive, and purposeful ways of behaving that link the person with the environment.

*Balance is essential for effective and efficient functioning of the person

A

Person - Behavioral System Model (Dorothy Johnson)

98
Q

Elusive, dynamic state influenced by biological, psychological, and social factors.

A

Health - Behavioral System Model (Dorothy Johnson)

99
Q

Source of the sustenance imperatives of protection, nurturance, and stimulation that are necessary prerequisites to maintain health.

A

Environment - Behavioral System Model (Dorothy Johnson)

100
Q

Structural components of the behavioral system describe how individuals are motivated to obtain specific goals using the individual’ s predisposition to act in certain ways.

A

Behavioral System Model (Dorothy Johnson)

101
Q

Imbalance and instability in the behavioral system occur when tension and stressors affect the relationship of the subsystems or the internal & external environments.

A

Behavioral System Model (Dorothy Johnson)

TFN - Midterm (4 decks)

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