TFN Flashcards
(211 cards)
1
Q
A statement encompassing ontological claims about the phenomena of central interest to a discipline, epistemic claims about how those phenomena come to be known, and ethical claims about what the members of a disciplined value.
A
Philosophy
2
Q
A set of relatively abstract and general concepts that address the phenomena of central interest to a discipline, the propositions that broadly describe those concepts, and the propositions that state relatively abstract and general relations between two or more concepts (Fawcett, 2005).
A
CONCEPTUAL MODELS (Conceptual Framework, Conceptual System, Paradigm, Disciplinary Matrix)
3
Q
“A creative and rigorous structure of ideas that projects a tentative purposeful and systematic view of phenomena” (Chinn and Kramer, 1999 p.51)
A
Theory
4
Q
A group of related concepts that propose actions that guide practice.
A
Theory
5
Q
A set of concepts, definitions, relationships, assumptions that project a systematic view of a phenomena.
A
Theory
6
Q
Are often called the building blocks of theories
A
Concept
7
Q
Are abstract & concrete concepts
A
Concept
8
Q
Mental formulation of an object or event that come from individual perceptual experience
A
Concept
9
Q
A theory comprising limited numbers of variables, each of limited scope.
A
Middle Range Theory
10
Q
It may be descriptive, explanatory (specifying relationships between two or more concepts), or predictive (envisioning relationships between concepts or effects of certain concepts on others).
A
Middle Range Theory
11
Q
A set of ideas that provide structure for how a discipline should function.
A
Metaparadigm
12
Q
Four basic concepts that address the patient as a whole, the patient’s health and well-being, the patient’s environment, and the nursing responsibilities.
A
Person, Health, Environment, Nursing
13
Q
A component of the metaparadigm that focuses on the receiver of care, their family members, and other groups important to the patient.
A
Person
14
Q
A component of the four metaparadigm that refers to the extent of wellness and health care access that a patient has.
A
Health
15
Q
A component of the four metaparadigm that focuses on the surroundings that affect the patient which consists of internal and external influences, and contends that how a person continuously interacts with her surroundings has a bearing on health and wellness.
A
Environment
16
Q
A component of the four metaparadigm that involves the delivery of optimal health outcomes for the patient through a mutual relationship in a safe and caring environment.
A
Nursing
17
Q
Considers the person’s spiritual and social needs as well as health care needs, and how the person interacts with these physical and social connections.
A
Person
18
Q
Characterized as one with multiple dimensions in a constant state of motion for it covers a person’s lifespan and genetic makeup, and how the physical, emotional, intellectual, social and spiritual well-being is integrated in health care for maximum health benefits.
A
Health
19
Q
Theorizes that a person can modify her environmental factors to improve her health status.
A
Environment
20
Q
Theorizes that a person can modify her environmental factors to improve her health status.
A
Environment
21
Q
Applies principles of knowledge, skills, technology, collaborations, professional judgment, and communication to carry out duties and responsibilities for achieving the best possible scenario in patient health outcome.
A
Nursing
22
Q
She is the one who laid the foundation for the present nursing practice which is differentiated from medicine.
A
Florence Nightingale
23
Q
Presents the first nursing theory which focuses on the management of environment for the betterment of the patient.
A
Notes in Nursing by Florence Nightingale
24
Q
Eras of Nursing Knowledge: 5
A
- Curriculum Era
- Research Era
- Graduate Education Era
- Theory Era
- Theory Utilization Era
25
1920s-1930s is what era of Nursing Knowledge?
Curriculum Era
26
1940s-1950s is what era of Nursing Knowledge?
Research Era
27
1960s-1970s is what era of Nursing Knowledge?
Graduate Education Era
28
1980s-1990s is what era of Nursing Knowledge?
Theory Era
29
The future is what era of Nursing Knowledge?
Theory Utilization Era
29
Refers to a specialized field of practice founded on the theoretical structure of the science or knowledge and accompanying practice abilities.
Profession
30
Refers to a branch of education, a department of learning, or a domain of knowledge.
Discipline
31
Theory without practice is empty and practice without theory is blind.
(Lloyd, 2017)
32
Components of a Theory: 6
a. Purpose
b. Concepts
c. Models
d. Theoretical statements
e. Structure
f. Assumptions
33
Enables nurses to know “why” they are doing “what” they are doing
Purpose
34
A representation to better understand, explain or predict something
Models
35
Constitutes connection or relationship of concepts of a theory
Theoretical Statements
36
A pattern or the arrangement of and relations between the parts or elements of something complex
Structure
37
Accepted “truth” that are basic and fundamental to the theory
Assumptions
38
Environmental Theory
Florence Nightingale
39
Born on May 12, 1820 in Florence, Italy
Florence Nightingale
40
She served the wounded soldiers during the Crimean War.
Florence Nightingale
41
Founder of Modern Nursing, Lady with the Lamp, Mother of Modern Nursing
Florence Nightingale
42
Essential components of environmental health: 5
Pure air, Pure water, Efficient drainage, Cleanliness, and Light
43
Canons of the Environmental Theory: 12
1. Health of Houses
2. Ventilation and warmth
3. Light
4. Noise
5. Variety
6. Bed and bedding
7. Cleanliness of rooms and walls
8. Personal cleanliness
9. Nutrition and taking food
10. Chattering hopes and advices
11. Observation of the sick
12. Petty Management
43
Canons of the Environmental Theory: 12
1. Health of Houses
2. Ventilation and warmth
3. Light
4. Noise
5. Variety
6. Bed and bedding
7. Cleanliness of rooms and walls
8. Personal cleanliness
9. Nutrition and taking food
10. Chattering hopes and advices
11. Observation of the sick
12. Petty Management
44
Is closely related to the presence of pure air, pure water, efficient drainage, cleanliness and light
Health of Houses
45
“Keep the air he breathes as pure as te external air, without chilling him.”
Ventilation and Warmth
46
The sick need both fresh air and light—direct sunlight for it has quite real and tangible effects upon the human body.
Light
47
Patients should never be waked intentionally or accidentally during the first part of sleep
Noise
48
Variety in the environment was a critical aspect affecting the patient’s recovery; Reading, needlework, writing and cleaning as activities to relieve the sick of boredom
Variety
49
The bed should be placed in the brightest part of the room and placed so that the patient could see out of the window; It remains important for nurses to keep the bedding clean, neat, and dry and to position the patient for maximum comfort
Bed and Beddings
50
Nightingale emphasized that the greater part of nursing consists in preserving cleanliness
Cleanliness
51
She believed that unwashed skin may contaminate or poison the patient and noted that bathing and drying the skin provided great relief to the patient; She also advocated that personal cleanliness extended to the nurse and that every nurse ought to wash her hands very frequently during the day
Personal Cleanliness
52
The importance of variety in the food served to patients
Nutrition and Taking Food
53
To heed what is being said by visitors, believing that sick persons should hear the good news that would assist them in becoming healthier
Chattering Hopes and Advices
54
To teach them what to observe, how to observe, what symptoms indicate improvement, which are evidences of neglect, and what kind of neglect
Observation of the Sick
55
What you do when you are there, shall be done when you are not there which is done to ensure continuity of care
Petty Management
56
Nightingale believed that every woman, at one time in her life, would be a nurse in the sense that nursing is being responsible for someone else’s health.
Major Assumptions: Nursing
57
Nightingale (1969) emphasized that the nurse was in control of and responsible for the patient’s environmental surroundings.
Major Assumptions: Person
58
Nightingale defined health as being well and using every power (resource) to the fullest extent in living life.
Major Assumptions: Health
59
Nightingale’s concept of environment emphasized that nursing was to assist nature in healing the patient.
Major Assumptions: Environment
60
Stages of Nursing Expertise or “From Novice to Expert”
Patricia Benner
61
She proposed that a nurse could gain knowledge and skills without actually learning a theory and describes this as a nurse “knowing how” without “knowing that.”
Patricia Benner
62
Theory that asserts that expert nurses develop their knowledge of patient care and extensive skill set by obtaining experiences collected over a course of time as well as having an education background.
Benner's novice to expert theory
63
Stages or levels of clinical competency: 5
Novice, Advanced Beginner, Competent, Proficient, and Expert
64
Stages or levels of clinical competency: 5
Novice, Advanced Beginner, Competent, Proficient, and Expert
65
* Beginner with no experience
* Taught general rules to help perform tasks
* Rules are: context-free, independent of specific cases, and applied universally
* Rule-governed behavior is limited and inflexible
* Ex. “Tell me what I need to do and I’ll do it.”
Novice
66
* Demonstrates acceptable performance
* Has gained prior experience in actual situations to recognize recurring meaningful components
* Principles, based on experiences, begin to be formulated to guide actions
Advanced Beginner
67
* Typically a nurse with 2-3 year’s experience on the job in the same area or in similar day-to-day situations
* More aware of long-term goals
* Gains perspective from planning own actions based on conscious, abstract, and analytical thinking and helps to achieve greater efficiency and organization
Competent
68
* Perceives and understands situations as whole parts
* More holistic understanding improves decision-making
* Learns from experiences what to expect in certain situations and how to modify plans
Proficient
69
* No longer relies on principles, rules, or guidelines to connect situations and determine actions
* Much more background of experience
* Has intuitive grasp of clinical situations
* Performance is now fluid, flexible, and highly-proficient
Expert
70
Benner: Caring is primary because caring self is set possibility of giving help and receiving help.
Metaparadigm: Nursing
71
Benner: Describe as self- interpreting being and effortless nonreflective understanding of the self in the world.
Metaparadigm: Person
72
Benner: Define as what is assessed, whereas well-being is the human experience of health or wholeness.
Metaparadigm: Health
73
Benner: The situation is use as term rather than environment because situation conveys social environment with social definition and meaningfulness.
Metaparadigm: Situation/Environment
74
Theory of Transpersonal Caring
Jean Watson
75
Is a universal need that is an important component in the delivery of nursing care.
Caring
76
“To cherish, to appreciate, to give special attention, if not loving attention.''
Caritas
77
It is a “special kind of human care relationship-a union with another person-high regard for the whole person and their being-in-the-world.
Caring
78
One who "has the ability to center consciousness and intentionality on caring, healing, and wholeness, rather than on disease, illness, and pathology."
Transpersonal Nurse
79
Focuses on helping patients achieve a more complete sense of harmony within the mind, body, and spirit through the use of caring transactions.
Transpersonal Caring
80
Satisfaction through giving and extension of the sense of self
“Practice of loving-kindness and equanimity within the context of caring consciousness”
Formation of a Humanistic Altruistic System of Values
81
The nurse’s role in developing effective nurse-patient interrelationships and in promoting wellness by helping the patient adopt health-seeking behaviors
“Being authentically present and enabling and sustaining the deep belief system and subjective life-world of self and one being cared for”
Instillation of Faith-Hope
82
The recognition of feelings leads to self-actualization through self-acceptance for both the nurse and patient. As nurses acknowledge their sensitivity and feelings, they become more genuine, authentic, and sensitive to others
“Cultivation of one’s own spiritual practices and transpersonal self-going beyond the ego self”
Cultivation of Sensitivity to Self and Others
83
A trusting relationship promotes and accepts the expression of both positive and negative feelings. It involves congruence, empathy, non-possessive warmth, and effective communication.
“Developing and sustaining a helping trusting authentic caring relationship”
Development of a Helping-Trust Relationship
84
The nurse must be
prepared for either positive or negative feelings.
The nurse must recognize that intellectual and
emotional understandings of a situation differ.
“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”
Promotion and Acceptance of the Expression
of Positive and Negative Feelings
85
The use of the nursing process brings a scientific problem-solving approach to nursing care, dispelling the traditional image of a nurse as the doctor’s
handmaiden.
“Creative use of self and all ways of knowing as part of the caring process; to engage in the artistry of caring-healing practices”
Systematic Use of the Scientific Problem-Solving
Method for Decision Making
86
This factor is an important concept for nursing in that it separates caring from curing. It allows the patient to be informed and shifts the responsibility for wellness and health to the patient. The nurse facilitates this process with teaching-learning techniques that are designed to enable patients to provide self-care, determine personal needs, and provide opportunities for their personal growth.
“Engaging in genuine teaching-learning experience that attends to unity of being and meaning, attempting to stay within others’ frame of reference”
Promotion of Interpersonal Teaching-Learning
87
Nurses must recognize the influence that internal and external environments have on the health and illness of individuals. Concepts relevant to the internal environment include the mental and spiritual well being and sociocultural beliefs of an individual. In addition to epidemiological variables, other external variables include comfort, privacy, safety, and clean, aesthetic surroundings.
“Creating healing environment at all levels (physical as well as nonphysical, subtle environment of energy and consciousness, whereby wholeness, beauty, comfort, dignity, and peace are potentiated)”
Provision for a Supportive, Protective, and Corrective Mental, Physical, Sociocultural, and Spiritual Environment
88
The nurse recognizes the biophysical, psychophysical, psychosocial, and intrapersonal needs of self and patient. Patients must satisfy lower-order needs before attempting to attain higher-order needs.
Food, elimination, and ventilation are examples of lower-order biophysical needs, whereas activity, inactivity, and sexuality are considered lower-order psychophysical needs. Achievement and affiliation are higher-order psychosocial needs. Self-actualization is a higher-order intrapersonal-interpersonal need.
“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”
Assistance with Gratification of Human Needs
89
Watson believes that nurses have the responsibility to go beyond the 10 carative factors and to facilitate patients’ development in the area of health promotion through preventive health actions. This goal is accomplished by teaching patients personal changes to promote health, providing situational support, teaching problem-solving methods, and recognizing coping skills and adaptation to loss.
“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”
Allowance for Existential-Phenomenological Forces
90
Consist of knowledge, thought, values, philosophy, commitment, and action with some degrees of passion
Nursing
91
A unity of mind/body/spirit/nature and she says that personhood is tied to notions that one’s soul possess a body that is not confined by objective time and space.
Person
92
The positive state of physical, mental, and social well-being. The "unity and harmony within the mind, body, and soul”; associated with the “degree of congruence between the self as perceived and the self as experienced”.
Health
93
“Healing spaces can be used to help others transcend illness, pain, and suffering.”
Environment
94
Nursing Need Theory
Virginia Henderson
95
Theory that focuses on the importance of increasing the patient’s independence to hasten their progress in the hospital.
Nursing Needs Theory by Virginia Henderson
96
The Nightingale of Modern Nursing, Modern-Day Mother of Nursing, and The 20th Century Florence Nightingale
Virginia Henderson
97
"I say that the nurse does for others what they would do for themselves if they had the strength, the will, and the knowledge. But I go on to say that the nurse makes the patient independent of him or her as soon as possible."
Nursing
98
Had an influence on Henderson's beliefs
Thorndike’s Fundamental Needs of Man
99
Assumptions of Nursing Needs Theory: 4
(1) Nurses care for patients until they can care for themselves once again.
(2) Patients desire to return to health.
(3) Nurses are willing to serve and that “nurses will devote themselves to the patient day and night.”
(4) The “mind and body are inseparable and are interrelated.”
100
Components of Basic Nursing Care or Fundamental Needs: 14
1. Breathe normally.
2. Eat and drink adequately.
3. Eliminate body wastes.
4. Move and maintain desirable postures.
5. Sleep and rest.
6. Select suitable clothes-dress and undress.
7. Maintain body temperature within normal range by adjusting clothing and modifying environment
8. Keep the body clean and well-groomed and protect the integument
9. Avoid dangers in the environment and avoid injuring others.
10. Communicate with others in expressing emotions, needs, fears, or opinions.
11. Worship according to one’s faith.
12. Work in such a way that there is a sense of accomplishment.
13. Play or participate in various forms of recreation.
14. Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities.
101
“The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery that he would perform unaided if he had the necessary strength, will or knowledge. And to do this in such a way as to help him gain independence as rapidly as possible.”
Metaparadigm: Nursing
102
“The nurse is temporarily the consciousness of the unconscious, the love life for the suicidal, the leg of the amputee, the eyes of the newly blind, a means of locomotion for the infant, knowledge, and confidence of the young mother, the mouthpiece for those too weak or withdrawn to speak.”
Metaparadigm: Nursing
103
An individual achieves wholeness by maintaining physiological and emotional balance
Metaparadigm: Person
104
Taken to mean balance in all realms of human life which is equated with the independence or ability to perform activities without any aid in the 14 components or basic human needs.
Metaparadigm: Health
105
“The mind and body being separable, a person must maintain physiological and emotional balance. An individual requires assistance in order to achieve health and independence or a peaceful death. Individuals will achieve or maintain health if they have the necessary strength, will or knowledge. The individual and family should be viewed as a unit.” -- Henderson
Metapradigm: Health
106
Maintaining a supportive environment conducive for health is one of the elements of her 14 activities for client assistance
Metaparadigm: Environment
107
Twenty-One Nursing Problems Theory
Faye Glenn Abdellah
108
A patient-centered approach helps nurses practice in an organized, systematic way.
Twenty-One Nursing Problems Theory
109
Classes of the Twenty-One Nursing Problems Theory: 3
The physical, sociological, and the emotional needs of the patient
The types of nurse-patient interpersonal relationships
The common elements of patient care
110
Doing something to or for the person or providing information to the person with the goals of meeting needs, increasing or restoring self-help ability, or alleviating impairment.
Nursing Care
111
Abdellah's Twenty-One Nursing Problems:
1. To maintain good hygiene and physical comfort
2. To promote optimal activity: exercise, rest, sleep
3. To promote safety through prevention of accident, injury, or other trauma and through prevention of the spread of infection
4. To maintain good body mechanics and prevent and correct deformity
5. To facilitate the maintenance of a supply of oxygen to all body cells
6. To facilitate the maintenance of nutrition for all body cells
7. To facilitate the maintenance of elimination
8. To facilitate the maintenance of fluid and electrolyte balance
9. To recognize the physiologic responses of the body to disease conditions—pathologic, physiologic, and compensatory
1O. To facilitate the maintenance of regulatory mechanisms and functions
11. To facilitate the maintenance of sensory function
12. To identify and accept positive and negative expressions, feelings, and reactions
13. To identify and accept interrelatedness of emotions and organic illness
14. To facilitate the maintenance of effective verbal and nonverbal communication
15. To promote the development of productive interpersonal relationships
16. To facilitate progress toward achievement and personal spiritual goals
17. To create or maintain a therapeutic environment
18. To facilitate awareness of self as an individual with varying physical, emotional, and developmental needs.
19. To accept the optimum possible goals in the light of limitations, physical and emotional.
2O. To use community resources as an aid in resolving problems that arise from illness
21. To understand the role of social problems as influencing factors in the cause of illness
112
Needs of Patients: 4
Basic to all patients, Sustenal care needs, Remedial care needs, and Restorative care needs
113
Basic needs of an individual patient:
To maintain good hygiene and physical comfort
To promote optimal health through healthy activities, such as exercise, rest and sleep
To promote safety through the prevention of health hazards like accidents, injury or other trauma and through the prevention of the spread of infection
To maintain good body mechanics and prevent or correct deformity
114
Sustenal Care Needs:
To facilitate the maintenance of a supply of oxygen to all body cells
To facilitate the maintenance of nutrition of all body cells
To facilitate the maintenance of elimination
To facilitate the maintenance of fluid and electrolyte balance
To recognize the physiological responses of the body to disease conditions
To facilitate the maintenance of regulatory mechanisms and functions
To facilitate the maintenance of sensory function
115
Remedial Care Needs:
To identify and accept positive and negative expressions, feelings, and reactions
To identify and accept the interrelatedness of emotions and organic illness
To facilitate the maintenance of effective verbal and non-verbal communication
To promote the development of productive interpersonal relationships
To facilitate progress toward achievement of personal spiritual goals
To create and maintain a therapeutic environment
To facilitate awareness of the self as an individual with varying physical, emotional, and developmental needs
116
Restorative Care Needs:
The acceptance of the optimum possible goals in light of limitations, both physical and emotional
The use of community resources as an aid to resolving problems that arise from illness
The understanding of the role of social problems as influential factors in the case of illness
117
Steps to identify the patient’s problem: 10
1. Learn to know the patient.
2. Sort out relevant and significant data.
3. Make generalizations about available data in relation to similar nursing problems presented by other patients.
4. Identify the therapeutic plan.
5. Test generalizations with the patient and make additional generalizations.
6. Validate the patient’s conclusions about his nursing problems.
7. Continue to observe and evaluate the patient over a period of time to identify any attitudes and clues affecting this behavior.
8. Explore the patient’s and family’s reaction to the therapeutic plan and involve them in the plan.
9. Identify how the nurse feels about the patient’s nursing problems.
10. Discuss and develop a comprehensive nursing care plan.
118
Nursing skills: 11
1. observation of health status
2. skills of communication
3. application of knowledge
4. teaching of patients and families
5. planning and organization of work
6. use of resource materials
7. use of personnel resources
8. problem-solving
9. direction of work of others
10.therapeutic uses of the self
11.nursing procedure
119
Abdellah describes people as having physical, emotional, and sociological needs. These needs may overt, consisting of largely physical needs, or covert, such as emotional and social needs.
Person
120
Abdellah describes health as a state mutually exclusive of illness.
Health
121
The environment is the home or community from which patient comes.
Environment
122
The client’s health needs can be viewed as problems, which may be:
Overt as an apparent condition or covert as a hidden or concealed one.
123
True or False
In many instances, solving the covert problems may solve the overt problems as well.
True
124
Self-Care Deficit Nursing Theory
Dorothea Elizabeth Orem
125
Theory that describes the limitations involved in meeting requirement for ongoing care and the effects they have on the health and well being of the person or dependent.
Self-Care Deficit Nursing Theory
126
The act of assisting others in the provision and management of self-care to maintain or improve human functioning at home level of effectiveness.
Nursing
127
Knowledge that is rooted in experience and addresses specific events and related conditions that have relevance for health and well-being. It supports observations, interpretations of the meaning of those observations, and correlations of the meaning with potential courses of action.
Empirical knowledge
128
Knowledge that includes previously mastered knowledge and identified fields of knowledge, conditions, and situations.
Antecedent knowledge
129
What comprises the practice of activities that maturing and mature persons initiate and perform, within time frames, on their own behalf in the interest of maintaining life, healthful functioning, continuing personal development, and well-being by meeting known requisites for functional and developmental regulations (Orem,2001,.p.522)
Self-Care
130
Practice of activities that individuals initiate and perform independently on their behalf in maintaining life, health, and well being.
Self- Care
131
Is a human ability which is the “ability for engaging in self care activities--- conditioned by age, developmental state, life experience, sociocultural orientation, health and available resources.
Self Care Agency
132
“Totality of self care actions to be performed for some duration in order to meet self-care requisites by using valid methods and related sets of operations and actions”.
Therapeutic Self-Care Demand
133
Condition or affect the value of the therapeutic self-care demand and/or the self-care agency of an individual at particular times and under specific circumstances.
Basic Conditioning Factors
134
Ten Basic Conditioning Factors:
* Age
* Gender
* Developmental state
* Health state
* Pattern of living
* Health care system factors
* Family system factors
* Sociocultural factors
* Availability of resources
* External environmental factors
135
Actions directed towards provision of self-care.
Self-Care Requisites
136
Three categories of self-care requisites are:
(a) Universal self-care requisites
* Associated with life processes and maintenance of the integrity of human structure and functioning.
* Common to all, ADL (activities of daily living)
Universally required goals are to be met through self-care or dependent care, and they have their origins in what is known and what is validated or what is in the process of being validated, about human structural and functional integrity at various stages of the life cycle.
(b) Developmental self-care requisites (DSCRs) (Orem, 1980).
(c) Health deviation self-care requisites
137
Three categories of self-care requisites are:
(a) Universal self-care requisites
* Associated with life processes and maintenance of the integrity of human structure and functioning.
* Common to all, ADL (activities of daily living)
Universally required goals are to be met through self-care or dependent care, and they have their origins in what is known and what is validated or what is in the process of being validated, about human structural and functional integrity at various stages of the life cycle.
(b) Developmental self-care requisites (DSCRs) (Orem, 1980).
(c) Health deviation self-care requisites
138
Refers to the care that is provide to a person who, because of age or related factors, is unable to perform the self-care needed to maintain life, healthful functioning, continuing personal development, and well-being.
Dependent-care
139
Refers to the acquired ability of a person to know and meet the therapeutic self-care demand of the dependent person and/or regulate the development and exercise of the dependent’s self-care agency.
Dependent-care agency
140
Is a relationship that exists when the dependent-care provider’s agency is not adequate to meet the therapeutic self-care demand of the person receiving dependent-care.
Dependent-care deficit
141
Is the summation of care measures at a specific point in time or over a duration of time for meeting the dependent’s therapeutic, self-care demand when his or her self-care agency is not adequate or operational (Taylor et al., 2001.p.40).
Dependent-care demand
142
It is the relationship between an individual’s therapeutic self-care demand and his or her powers of self-care agency in which the constituent-developed self-care capabilities within self-care agency are inoperable or inadequate for knowing and meeting some or all components of the existent or projected therapeutic self-care demand (Orem, 2001, p.522).
Self-Care Deficit
143
These are series and sequences of deliberate practical actions of nurses performed at times in coordination with the actions of their patients to know and meet components of patient’s therapeutic self-care demands and to protect and regulate the exercise of development of patients’ self-care agency (orem,2001.p.519).
Nursing systems
144
The patient is dependent. The nurse is expected to accomplish all the patient’s therapeutic self-care or to compensate for the patient’s inability to engage in self-care or when the patient needs continuous guidance in self-care.
Wholly Compensatory System
145
The patient can meet some needs. Needs nursing assistance. Both the nurse and the patient engage in meeting self-care needs.
Partially Compensatory System.
146
The patient can meet self-care requisites, but needs assistance with decision making or knowledge and skills to lean self-care.
Supportive-educative System.
147
A total being with universal, developmental needs and capable of continuous self-care.
Person
148
A human being who has “health-related/health derived limitations that render him incapable of continuous self-care or dependent care or limitations that result in ineffective/incomplete care.
Nursing Client
149
Components are environmental factors, environmental elements, conditions, and developmental environment.
Environment
150
When human beings are structurally and functionally whole or sound.
Health
151
Is an art, a helping service, and a technology. Actions deliberately selected and performed by nurses to help individuals or groups under their care to maintain or change conditions in themselves or their environment.
Nursing
152
It purposes that nursing is human actions: nursing systems are action systems formed (designed and produced) by nurses through the exercise of their nursing agency for persons with health-derived or health-associated limitations in self-care or dependent-care.
Theory of nursing systems
153
The requirements of persons for nursing are associated with the subjectivity of mature and maturing persons to health-related or health care-related action limitations.
Theory of Self Care Deficit
154
Self-care is a human regulatory function that individuals must, with deliberation, perform themselves or must have performed for them to maintain life, health, development, and well-being. Self-Care is an action system.
Theory of Self Care
155
It “explains how self-care system is modified it is directed toward a person who is socially dependent and needs assistance in meeting his or her self-care requisites” (Taylor & Renpenning, 2011,p.24)
Theory of dependent-care
156
This conceptual model of nursing focuses attention on the response of the client system to actual or potential environmental stressors, and the use of primary, secondary, and tertiary nursing prevention interventions for retention, attainment, and maintenance of optimal client system wellness.
Systems Model
157
Reflects the nature of living organisms as open systems in interaction with each other and the environment.
Systems Model
158
A philosopher-priest that believed human beings are continually evolving towards a state of perfection – an Omega Point
Pierre Tielhard deChardin
159
A theory of German origin which proposes that the dynamic interaction of the individual and the situation determines experience and behavior.
Gestalt Theory
160
Mainly talks about an individual’s reaction to stress on the 3 levels a) alarm b) resistance c) exhaustion
General Adaptation Syndrome
161
Postulates that the world is made up of systems that are interconnected and are influenced by each other.
General Systems Theory
162
A unique, open-systems-based perspective that provides a unifying focus for approaching a wide range of concerns.
Neuman Systems Model
163
True or False
The client, whether in a state of wellness or illness, is a dynamic composite of the interrelationships of variables—physiological, psychological, sociocultural, developmental, and spiritual. Wellness is on a continuum of available energy to support the system in an optimal state of system stability.
True
164
The client as a system is in a dynamic, constant energy exchange with the environment.
Neuman's Systems Model
165
1. Neuman (1982) believes that nursing is concerned with the whole person.
2. Nursing is a unique profession in that it is concerned with all the variables affecting an individual’s response to stress.
3. The nurse’s perception influences the care being given hence the perceptual field of the caregiver and the client must be assessed.
Nursing
166
1. A person is an open client system in reciprocal interaction with the environment.
2. The client may be an individual, family, group, community or social issue.
3. The client system is a dynamic composite of interrelationships among physiological, psychological, sociocultural, developmental and spiritual factors.
Person
167
Neuman considers her work as a wellness model:
1. Views health as a continuum of wellness to illness that is dynamic in nature and is constantly changing.
2. Optimal wellness or stability indicates that total system needs are being met.
3. A reduced state of wellness is the result of unmet systemic needs.
Health
168
1. All the internal and external factors that surround and influence the client system.
2. Stressors (intrapersonal, interpersonal and extrapersonal) are significant to the concept of environment and are described as environmental forces that interact with and potentially alter system stability.
Environment
169
Three Relevant Environments:
- Internal
- External
- Created
170
An active participant with the client and as concerned with all the variables affecting an individual’s response to stressors.
Nurse
171
Science of Unitary Human Being
Martha Rogers
172
Identifies human beings as the central phenomenon of interest to nursing
Martha Rogers
173
The emphasis of the SUHB
The integrality of human environment field phenomena
174
The concepts of the SUHB
Energy fields, openness, pattern, pandimensionality, and homeodynamics (resonancy, helicy, integrality).
175
Energy fields in SUHB
Human and Environmental
176
Rogers postulates that human beings are dynamic energy fields that are integral with environmental fields. Both human and environmental fields are identified by pattern and characterized by a universe of open systems.
Science of Unitary Human Being
177
Four Building Blocks of SUHB
Energy field, Universe of open systems, Pattern, and Four dimensionality
178
It constitutes the fundamental unit of both the living and the nonliving.
Energy Field
179
It is defined as an irreducible, indivisible, pandimensional energy field identified by pattern and manifesting characteristics that are specific to the whole and that cannot be predicted from knowledge of the parts.
Unitary human being
180
It holds that energy fields are infinite, open, and integral with one another, wherein the human and environmental fields are in continuous process and are open systems.
Universe of Open Systems
181
It identifies energy fields. It is the distinguishing characteristic of an energy field and is perceived as a single wave.
Pattern
182
It is changing continually and may manifest disease, illness, or well-being.
Pattern
183
A nonlinear domain without spatial or temporal attributes, or “essentially a spaceless and timeless reality”. The term pandimensional provides for an infinite domain without limit. It best expresses the idea of a unitary whole.
Pandimensionality
184
A learned profession and is both a science and an art.
Nursing
185
Professional practice in nursing seeks to promote symphonic interaction between human and environmental fields, to strengthen the integrity of the human field, and to direct the redirect patterning of the human and environmental fields for realization of maximum health potential.
Nursing
186
An “irreducible, indivisible, pandimensional energy field identified by pattern and manifesting characteristics that are specific to the whole”
Unitary Human Being
187
Are not disembodied entities, nor are they mechanical aggregates. . . . Man is a unified whole possessing his own integrity and manifesting characteristics that are more than and different from the sum of his parts.
Human Beings
188
It symbolizes wellness and the absence of disease and major illness.
Passive Health
189
A much better term because the term health is very ambiguous.
Wellness
190
“An irreducible, pandimensional energy field identified by pattern and manifesting characteristics different from those of the parts.
Environment
191
Man is a unified whole processing his own integrity and manifesting characteristics more than and different from the sum of his parts.
Energy Field
192
Man and environment are continuously exchanging matter and energy with one another.
Openness
193
The life process evolves irreversibly and unidirectionally along the space-time continuum.
Helicy
194
It identifies man and reflect his innovative wholeness.
Pattern and organization
195
Man is characterized by the capacity for abstraction and imagery, language and thought, sensation and emotion.
Sentient and thinking being
196
Conceptual System and Theory of Goal Attainment
Imogene King
197
A set of components linked by communication that exhibit directed behaviors for the purpose of attaining goals.
System
198
Twelve Concepts of the Theory of Goal Attainment:
1. Self
2. Body image
3. Role
4. Perception
5. Communication
6. Interaction
7. Transaction
8. Growth and development
9. Power
10. Authority
11. Organization
12. Decision-making
199
The concepts that provided substantive knowledge about human beings.
Personal System
200
The concepts that are related to groups.
Interpersonal System
201
The concepts that are related to large groups that make up a society.
Social System
202
The most important element within personal system because of its influence on behavior.
Perception
203
The sharing of thoughts, perceptions, and opinions among individuals using verbal and nonverbal messages to create social interaction and learning opportunities.
Communication
204
A dynamic state whereby a human being interacts with the environment to maintain balance for growth, development, and performance which involves an exchange of energy and information between the person and the environment for regulation and control of stressors.
Stress
205
A “transactional process characterized by active, reciprocal relations in which members’ values, backgrounds, and perceptions play a role in defining, validating, and accepting the directions of individuals within an organization”
Authority
206
Behavioral Systems Model
Dorothy Johnson
207
The output of intraorganismic structures and processes as they are coordinated and articulated by and responsive to changes in sensory stimulation.
Behavior
208
It functions as a whole virtue of the independence of its parts.
System
209
It encompasses the patterned, repetitive and purposely ways of behaving.
Behavioral System
