STUDENT THEORY Flashcards
(93 cards)
1
Q
PURPOSE OF A THEORY
A
- DIRECTS THE NURSING PROFESSION
- IDENTIFIES STANDARDS
- IDENTIFIES RECIPIENTS OF CARE
- FOCUS OF A PRACTICE
2
Q
PHENOMENON
A
Designation ofan aspect of reality
3
Q
CONCEPTS
A
Identify, define, and establish structure for the ideas generated about a phenomenon.
4
Q
ASSUMPTION
A
Accepted knowledge of personal beliefs and values to explain the nature of concepts, definitions, purpose, relationships, and the structure of a theory
5
Q
METAPARADIGM
A
The subject matter of greatest interest to members of a discipline.
6
Q
CONCEPTS OF THE NURSING METAPARADIGM
A
- PERSON
- HEALTH
- ENVIRONMENT
- NURSING
7
Q
PERSON
NURSING METAPARADIGM
A
The recipient of nursing care, including a single person, families, kinship groups, communities, and cultures
8
Q
HEALTH
NURSING METAPARADIGM
A
ability to function independently; unity of mind body, and soul
9
Q
ENVIRONMENT
NURSING METAPARADIGM
A
Internal and external influences
10
Q
NURSING
NURSING METAPARADIGM
A
promotes harmony between the individual and environment to support the well being of individuals
11
Q
TYPES OF THEORIES
A
METATHEORY
GRAND THEORY
MIDDLE RANGE THEORY
PRACTICE THEORY
12
Q
METATHEORY
TYPES OF THEORIES
A
Broad theory focused on generating knowledge and theory development
13
Q
GRAND THEORY
TYPES OF THEORIES
A
Structural framework for general, global ideas about nursing.
14
Q
MIDDLE RANGE THEORY
TYPES OF THEORIES
A
Describe a specific phenomenon and reflects the relationship between the phenomena and practice.
15
Q
PRACTICE THEORY
TYPES OF THEORIES
A
Guide the nursing care of a specific patient population at a specific time
16
Q
GRAND THEORIES
OVERVIEW
A
Henderson’s Nursing Need Theory
Abdallah: Patient-Centered Approaches toNursing (21 Nursing Problems)
Orem Self Care Deficit
King Theory of Goal Attainment
Roy Adaptation Model of Nursing
Watson Transpersonal Caring
17
Q
MIDDLE RANGE THEORIES
A
Pender Health Promotion
Leininger Transcultural Nursing Theory
Swanson Theory of Caring
Kolbaca Comfort Theory
18
Q
DOROTHEA OREM
WHAT THEORY
A
Created the Self-care Deficit Theory in 1971
– Updated in 1980, 1995, & 2001
19
Q
ASSUMPTIONS 1-3
SELF CARE DEFICIT THEORY
A
- People should be self-reliant, and responsible for their care, as well as others in their family who need care
- People are distinct individuals
- Nursing is a form of action. It is an interaction between two or more people
20
Q
ASSUMPTIONS 4-6
SELF CARE DEFICIT THEORY
A
- Successfully meeting universal and development self-care requisites is an important component of primary care prevention and ill health.
- A person’s knowledge of potential health problems is needed for promoting self-care behaviors.
- Self-care and dependent care are behaviors learned within a socio-cultural context
21
Q
5 METHODS OF HELPING
SELF CARE DEFICIT THEORY
A
*Acting for and doing for others
*Guiding others
*Supporting another
*Providing an environment promoting personal development about meet future demands
*Teaching another
22
Q
WHAT DOES THE THEORY DELINEATE
SELF CARE DEFICIT THEORY
A
This theory delineates when nursing is needed. Nursing is required when an adult (or in the case of a dependent, the parent or guardian) is incapable of or limited in providing continuous effective self-care
23
Q
PERSON/CLIENT
SELF CARE DEFICIT THEORY
A
- “Men, women, and children cared for either singly or as social units”
- Are the “material object” of nurses and others who provide direct care
24
Q
NURSING
SELF CARE DEFICIT THEORY
A
- An art through which the practitioner of nursing gives specialized assistance to persons with disabilities which makes more than ordinary assistance necessary to meet needs for self-care.
- Intelligently participates in the medical care the individual receives from the physician
25
HEALTH
| SELF CARE DEFICIT THEORY
* “Being structurally and functionally whole or sound”
* A state that encompasses both the health of individuals and of groups, and human health is the ability to reflect on one’s self, to symbolize experience, and to communicate with others
26
ENVIRONMENT
| SELF CARE DEFICIT THEORY
* Has physical, chemical, and biological features * Includes the family culture & community
27
Madeleine Leininger
CULTURAL CARE DIVERSITY AND UNIVERSALITY THEORY
28
Transcultural Nursing
“a substantive area of study and practiced focused on comparative cultural care (caring) values, beliefs, and practices of individuals or groups of similar or different cultures to provide culture-specific and universal nursing care practices in promoting health or well-being or to help people to face unfavorable human conditions, illness, or death in culturally meaningful ways.”
29
Culture Care Theory’ Assumptions
1-3
Different cultures perceive, know, and practice care differently, yet there are some commonalities about care among all world cultures.
* Values, beliefs, and practices for culturally related care are shaped by, and often embedded in, “the worldview, language, religious (or spiritual), kinship (social), political (or legal), educational, economic, technological, ethnohistorical, and environmental context of the culture.
* While human care is universal across cultures, caring may be demonstrated through diverse expressions, actions, patterns, lifestyles, and meanings
30
Culture Care Theory’ Assumptions
4-6
* Cultural care is the broadest holistic means to know, explain, interpret, and predict nursing care phenomena to guide nursing care practices.
* All cultures have generic or folk health care practices, that professional practices vary across cultures, and that there will be cultural similarities and differences between the care-receivers (generic) and the professional caregivers in any culture
.* Care is the distinct, dominant, unifying, and central focus of nursing, and while curing and healing cannot occur effectively without care, care may occur without a cure
31
Culture Care Theory’ Assumptions
7-8
Care and caring are essential for humans’ survival and their growth, health, well-being, healing, and ability to deal with handicaps and death.
* Nursing, as a transcultural care discipline and profession, has a central purpose of serving human beings in all areas of the world; that when culturally based nursing care is beneficial and healthy, it contributes to the well-being of the client(s) – whether individuals, groups, families, communities, or institutions – as they function within the context of their environments
32
Culture Care Theory’ Assumptions
9-10
Nursing care will be culturally congruent or beneficial only when the nurse knows the clients. The clients’ patterns, expressions, and cultural values are used in appropriate and meaningful ways by the nurse with the clients
.* If clients receive nursing care that is not at least reasonably culturally congruent (that is, compatible with and respectful of the clients’ lifeways, beliefs, and values), the client will demonstrate signs of stress, noncompliance, cultural conflicts, and/or ethical or moral concerns
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CARE
which assists others with real or anticipated needs in an effort to improve a human condition ofconcern, or to face death
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CARE AS A NOUN
those abstract and concrete phenomena related to assisting, supporting,or enabling experiences or behaviors toward or for others with evident or anticipated needs toameliorate or improve a human condition or lifeway
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CARE AS A VERB
actions and activities directed toward assisting, supporting, or enabling another individual or group with evident or anticipated needs to ameliorate or improve a human condition or lifeway or face death
36
CARING
is an action or activity directed towards providing care.
37
CULTURE
refers to learned, shared, and transmitted values, beliefs, norms, and lifeways to a specific individual or group that guide their thinking, decisions, actions, and patterned ways of living.
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CULTURE CARE
is the multiple aspects of culture that influence and help a person or group to improve their human condition or deal with illness or death.
39
CULTURE CARE DIVERSITY
refers to the differences in meanings, values, or acceptable forms of care in or between groups of people.
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CULTURE CARE UNIVERSALITY
refers to common care or similar meanings that are evident among many cultures
41
WORLDVIEW
is the way people tend to look at the world or universe in creating a personal view of what life is about
42
Cultural and Social Structure Dimensions
include factors related to spirituality, social structure, political concerns, economics, educational patterns, technology, cultural values, and ethnohistory that influence cultural responses of people within a cultural context.
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WHAT DOES ONE'S WORLDVIEW INFLUENCE
1. THE WAYS ONE PRACTICES OR EXPRESSES THEIR HEALTH CARE (REGULAR EXERCISE)
2. VIEWS ON HEALTH, ILLNESS, AND DEATH
3. THE WAYS IN WHICH ILLNESS ARE MANAGED (GENERIC (FOLK) CARE, CARE PROVIDED BY NURSES, PROFESSIONAL MEDICAL CARE)
44
3 Modes of Nursing Care Decisions & Actions
Cultural Care Preservation (Maintenance)
Cultural Care Accommodation (Negotiation)
Cultural Care Re-Patterning (Restructuring)
45
Person / Client
| TRANSCULTURAL NURSING
Believed to be caring and capable of being concerned about others’ needs, well-being, and survival.
Should focus beyond traditional nurse-patient interactions and dyads to include families, groups, communities, total cultures, and institutions
46
NURSING
| TRANSCULTURAL NURSING
Care is the essence of nursing
Learned scientific and humanistic profession that focuses on human care phenomena and caring activities in order to help, support, facilitate, or enable patients to maintain or regain health in culturally meaningful ways, or to help them face handicaps or death.
47
HEALTH
| TRANSCULTURAL NURSING
State of well-being that is culturally defined and valued by a designated culture
It reflects individuals’ (or groups) ‘ ability to perform their daily role activities in culturally expressed, beneficial, and patterned lifeways
48
ENVIRONMENT
| TRANSCULTURAL NURSING
Leininger did not define these terms; she speaks instead of worldview, social structure, and environmental context.
– Worldview
– Cultural & Social Structure Dimensions
– Environmental Context
49
NOLA PENDER
HEALTH PROMOTION MODEL
1982
50
THEORY UNDERPINNINGS
| HEALTH PROMOTION MODEL
Developed after seeing professionals intervening only after patients developed acute or chronic health problems.
Pender was convinced that patients’ quality of life could be improved by the prevention of problems before this occurred, and health care dollars could be saved by the promotion of healthy lifestyles.
Models at the time focused on negative motivation. This model focused on positive motivation.
51
ASSUMPTIONS
1-3
| HEALTH CARE PROMOTION MODEL
1. People try to create conditions of living through which they can express their unique human potential.
2. People have the capacity for reflective self-awareness, including assessment of their own competencies.
3. People value positive growth and strive to find a balance between stability and change.
52
ASSUMPTIONS
4-5
| HEALTH CARE PROMOTION MODEL
4. People seek to actively regulate their own behavior.
5. People interact with their environment, transforming it and themselves over time
53
ASSUMPTIONS
6-7
| HEALTH CARE PROMOTION MODEL
6. Nurses and other health professionals make up a part of the interpersonal environment, which exerts influence on people throughout their lifespan
7. Self-initiated reconfiguration of the interactive patterns between people and their environments is necessary for a change in behavior
54
PATIENT/CLIENT
| HEALTH CARE PROMOTION MODEL
Biophysical organism shaped by the environment
Individual characteristics and life experiences shape behaviors
55
NURSING
| HEALTH CARE PROMOTION MODEL
Collaborate with patients ,families, and communities to create the best conditions for the expression of optimal health and high-level well-being
56
HEALTH
| HEALTH CARE PROMOTION MODEL
The actualization of human potential through goal-directed behavior, self-care, and relationships with others withnecessary adjustments made to maintain relevant environments
57
ENVIRONMENT
| HEALTH CARE PROMOTION MODEL
Social, cultural, and physical context in which life unfolds
Can be manipulated by the individual to create a positive context of cues and facilitators for health-enhancing behaviors
58
JEAN WATSON
THEORY OF HUMAN CARING
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ASSUMPTIONS 1-3
| THEORY OF HUMAN CARING
1. Caring can be effectively demonstrated and practiced only interpersonally.
2. Caring consists of carative factors that result in the satisfaction of certain human needs.
3. Effective caring promotes health and individual or family growth.
60
ASSUMPTIONS 4-5
| THEORY OF HUMAN CARING
4. Caring responses accept the patient as he or she is now, as well as what he or she may become.
5. A caring environment offers the development of potential while allowing the patient to choose the best action for themselves at a given point in time
61
ASSUMPTIONS 6-7
| THEORY OF HUMAN CARING
6. The science of caring is complementary to the science of curing.
7. The practice of caring is central to nursing
62
CARATIVE FACTORS
1-5
| HEALTH CARE PROMOTION
1. “The formation of a humanistic-altruistic system of values.”
2. “The instillation of faith-hope.”
3. “The cultivation of sensitivity to one’s self and others.”
4. “Development of a helping-trusting, human caring relation”
5. “The promotion and acceptance of the expression of positive and negative feelings.
63
CARATIVE FACTORS
6-10
| HEALTH CARE PROMOTION
6. “The systematic use of a creative problem-solving caring process”
7. “The promotion of transpersonal teaching-learning.”
8. “The provision of the supportive, protective, and (or) corrective mental, physical, societal, and spiritual environment.”
9. “The assistance with the gratification of human needs.”
10. “The allowance for existential-phenomenological spiritual forces”
64
Formation of Humanistic-Altruistic System of Values:
| The Carative Factors: Broken Down
Humanistic & altruistic values are learned early in life but can be influenced by nurse educators. It is the satisfaction through giving & extension of the sense of self.
65
Instillation of Faith-Hope:
| The Carative Factors: Broken Down
Facilitates the promotion of holistic nursing care & positive health within the patient population. Describes the nurses’ role in developing effective nurse-patient interrelationships & in promoting wellness by helping the patient adopt health-seeking behaviors.
66
Cultivation of Sensitivity to Self & Others:
| The Carative Factors: Broken Down
Recognition of feelings leads to self-actualization through self-acceptance. As nurses acknowledge their sensitivity/feelings, they become genuine, authentic, & sensitive to others
67
Development of Helping-Trust Relationship:
| The Carative Factors: Broken Down
Crucial for transpersonal caring. A trusting relationship promotes & accepts the expression of both positive & negative feelings. Involves congruence, empathy, nonpossessive warmth, & effective communication.
68
Promotion & Acceptance of the Expression of Positive & Negative Feelings:
| The Carative Factors: Broken Down
Sharing feelings is a risk-taking experience. Nurse must be prepared for positive or negative feelings & recognize that intellectual & emotional understandings of a situation differ.
69
Systematic Use of the Scientific Problem-Solving Method for Decision-making:
| The Carative Factors: Broken Down
The nursing process brings a scientific problem-solving approach to nursing care, dispelling the traditional image of a nurse as the doctor’s handmaiden.
70
Promotion of Interpersonal Teaching-Learning:
| The Carative Factors: Broken Down
Separates caring from curing. Nurse facilitates this process with teaching-learning techniques that enable patients to provide self-care, determine personal needs, & provide opportunities for personal growth.
71
Provision of Supportive, Protective, & Corrective Mental, Physical, Sociocultural, & Spiritual Environment
| The Carative Factors: Broken Down
Internal (mental & spiritual well-being, sociocultural beliefs) & external (comfort, privacy, safety, clean surroundings) environments influence health.
72
Assistance with Gratification of Human Needs:
| The Carative Factors: Broken Down
Nurse recognizes biophysical, psychophysical, psychosocial & interpersonal needs of the patient. Must satisfy lower order (food, elimination) before attaining higher order needs.
73
Allowance for Existential-Phenomenological Forces:
| The Carative Factors: Broken Down
Nurses have a responsibility to go beyond the 10 carative factors & facilitate patient’s development in the area of health-promotion through preventative health actions.
74
Caritas Processes
1-5
| health care promotion theory
Embrace (loving, kindness)
inspire (faith, hope)
Trust (transpersonal)
Nurture (relationship)
Forgive (all)
75
caritas processes
6-10
| health care promotion theory
Deepen (creative self)
Balance (learning)
Co-create (caritas field)
Minister (humanity)
Open (infinity
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“The formation of a humanistic-altruistic system of values.”
| carative factor to caritas process
Practice of loving-kindness and equanimity within the context of caring consciousness.”
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“The instillation of faith-hope.”
| carative factor to caritas process
“Being authentically present and enabling and sustaining the deep belief system and subjective life-world of self and one being cared for.
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“The cultivation of sensitivity to one’s self and others.”
| carative factor to caritas process
“Cultivation of one’s own spiritual practices and transpersonal self going beyond the ego-self
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“Development of a helping-trusting, human caring relation”
| carative factor to caritas process
Developing and sustaining a helping trusting, authentic caring relationship.”
80
The promotion and acceptance of the expression of positive and negative feelings.
| carative factor to caritas process
“Being present to, and supportive of, the expression of positive and negative feelings as a connection with deeper spirit and self and the one-being-cared for.
81
“The systematic use of a creative problem-solving caring process”
| carative factor to caritas process
“Creative use of self and all ways of knowing as part of the caring process; to engage in the artistry of caring-healing practices.
82
“The promotion of transpersonal teaching-learning.”
| carative factor to caritas process
“Engaging in genuine teaching-learning experience that attends to the unity of being and meaning, attempting to stay within others’ frame of reference.
83
“The provision of the supportive, protective, and (or) corrective mental, physical, societal, and spiritual environment.”
| carative factor to caritas process
Creating healing environment at all levels (physical as well as the nonphysical, subtle environment of energy and consciousness, whereby wholeness, beauty, comfort, dignity, and peace are potentiated)
84
“The assistance with the gratification of human needs.”
| carative factor to caritas process
“Assisting with basic needs, with an intentional caring consciousness, administering ‘human care essentials,’ which potentiate alignment of mind-body- spirit, wholeness, and unity of being in all aspects of care.
85
“The allowance for existential-phenomenological spiritual forces”
| carative factor to caritas process
Opening and attending to spiritual-mysterious and existential dimensions of one’s own life-death; soul care for self and the one-being-cared for
86
person/client
| theory of human caring
1. Human being, person, life, personhood & self
2. Valued person in and of themselves to be cared for, respected, nurtured, understood, and assisted; in general, a person’s philosophical view as a fully functional integrated self.
3. A human is viewed as greater than and different from the sum of his or her parts.
4. Holistic, interactive being – “unity of mind/body/spirit/nature”
5. An energy field
87
NURSING
| theory of human caring
1. Consists of knowledge, thought, values, philosophy, commitment, & action with some degree of passion.
2. A human caring science of persons and health-illness experience mediated by professional, personal, scientific, esthetic, and ethical human care connections and relationships.
3. Goes beyond tasks/procedures (trim of nursing) to creating a therapeutic outcomes as part of a transpersonal caring process (coreof nursing
88
HEALTH
| theory of human caring
1. A high level of overall physical, mental, and social functioning, a general adaptive-maintenance level of daily functioning, the absence of illness, or the presence of efforts leading to the absence of illness.
2. The unity and harmony within the mind, body, and soul
3. Associated with the degree of congruence between the self and the self as experienced.
89
ENVIRONMENT
| theory of human caring
1. Does not define the environment but the nurse’s role in an environment
2. Instead devised 10 caring needs specific carative factors critical to the caring human experience that need to be addressed by nurses with their patients when in a caring role.
90
Actual caring moment occasion
“involves actions and choice both by the nurse and the individual. The moment of becoming together in a caring moment occasions presents the 2 persons with the opportunity to decide how to be in the relationship– what to do in the moment”
91
Transpersonal caring moment
“includes the nurse’s consciousness, intentionality ,and unique energetic health presence....in which he or she transmits and reflects the person’s condition back to that person....in a way that allows for the release and flow of his/her inter-subjective feelings & thoughts and pent-up energy....it opens up shared access to spirit-filled source of infinity”
92
LIFE
“human life....defined as spiritually, mentally, emotionally, and physically being in the word as a unitary being which is continuous in time and space
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