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TFN > UNIT II > Flashcards

UNIT II Flashcards

1
Q

Unique profession on its own

A

Nursing

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2
Q

Has unique wealth of knowledge to rely on

A

Nursing

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3
Q

First nursing theories appeared

A

Late 1800s

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4
Q

Strong emphasis on nursing education

A

Late 1800s

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5
Q

Environmental theory

A

Florence nightingale

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6
Q

Defined nursing as the act of utilizing the patient’s environment to assist him in his recovery. who and when

A

Florence Nightingale, 1860

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7
Q

Nursing needed to validate itself and produce own knowledge

A

1950s

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8
Q

Hildegard peplau introduced her theory of interpersonal relations

A

1952

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9
Q

Theory of Interpersonal Relations; who & when

A

Hildegard Peplau

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10
Q

emphasizes the nurse-client relationship as the foundation of nursing practice.

A

Theory of Interpersonal Relations

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11
Q

introduced her Theory of Interpersonal Relations emphasizes the nurse-client relationship as the foundation of nursing practice.; who when

A

• 1952 – Hildegard Peplau

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12
Q

Nursing Need Theory; who when

A

• 1955 – Virginia Henderson

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13
Q

conceptualized the nurse’s role as assisting sick or healthy individuals to gain independence in meeting 14 fundamental needs.; who when

A

• 1955 – Virginia Henderson

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14
Q

Typology of 21 Nursing Problems; who when

A

• 1960 – Faye Abdellah

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15
Q

published her work “Typology of 21 Nursing Problems,” which shifted the focus of nursing from a disease-centered approach to a patient-centered approach.; who when

A

• 1960 – Faye Abdellah

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16
Q

emphasized the reciprocal relationship between patient and nurse and viewed nursing’s professional function as finding out and meeting the patient’s immediate need for help; who when

A

• 1962 – Ida Jean Orlando

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17
Q

Behavioral System Model; who when

A

• 1968 – Dorothy Johnson

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18
Q

upheld the fostering of efficient and effective behavioral functioning in the patient to prevent illness.; who when

A

• 1968 – Dorothy Johnson

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19
Q

viewed nursing as both a science and an art as it provides a way to view the unitary human being, who is integral with the universe.; who when

A

• 1970 – Martha Rogers

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20
Q

stated in her theory that nursing care is required if the client cannot fulfill biological, psychological, developmental, or social needs.; who when

A

• 1971 – Dorothea Orem

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21
Q

Theory of Goal attainment; who when

A

• 1971 – Imogene King

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22
Q

stated that the nurse is considered part of the patient’s environment, and the nurse-patient relationship is for meeting goals towards good health.; who where when

A

• 1971 – Imogene King‘s Theory of Goal attainment

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23
Q

states that many needs exist, and each may disrupt client balance or stability.; who when

A

1972 – Betty Neuman

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24
Q

Stress reduction is the goal of the system model of nursing practice.; who when

A

1972 – Betty Neuman

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25
Q

viewed the individual as interrelated systems that balance these various stimuli; who when

A

1979 - Sister Callista Roy

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26
Q

developed the philosophy of caring and highlighted humanistic nursing as they intertwine with scientific knowledge and nursing practice.; who when

A

1979 - Jean Watson

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27
Q

a branch of education, a department of learning, or a knowledge domain.

A

Discipline

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28
Q

a specialized field of practice founded upon the theoretical structure of a given discipline’s science knowledge and the accompanying practice abilities

A

Profession

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29
Q

represent the most comprehensive ideas and systematic presentations of nursing knowledge.

A

Theoretical works

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30
Q

is important to advance the practice of professional nursing to classify a profession

A

Nursing theory

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31
Q

means knowledge

A

episteme

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32
Q

means study

A

logos

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33
Q

the theory of knowledge in philosophical inquiry.

A

Epistemology

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34
Q
  • use of the rational senses in ensuring the truthfulness of a phenomenon
A

Rationalism

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35
Q

what is real is the essence of the phenomenon being described, not just on whether the five general senses can test it

A

Rationalism

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36
Q
  • a form of deductive reasoning where you understand the whole first before appreciating the lesser parts
A

Rationalism

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37
Q

theory-then-research approach

A

Rationalism

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38
Q

the logical structure of a theory and the logical reasoning involved in its development should be addressed before you can appreciate the lesser parts or before any theoretical assumptions can be made

A

Rationalist

39
Q
  • emphasizes the importance of a priori reasoning as the appropriate method for advancing knowledge
A

Rationalist epistemology

40
Q

utilizes deductive logic by reasoning from the cause to an effect or from a generalization to a particular instance

A

priori reasoning

41
Q

labeled rationalism as the theory-then-research strategy

A

Reynolds (1971)

42
Q

looks at reality using the five general senses of sight, touch, hearing, taste, and smell.

A

Empiricism

43
Q
  • An object is real only as seen, felt, heard, tasted, or smelled.
A

Empiricism

44
Q

It uses observable facts to generalize scientific truths.

A

Empiricism

45
Q

deductive

A

rationalism

46
Q

inductive

A

empiricism

47
Q

research-then-theory approach

A

empiricism

48
Q

will gather as much information and observable facts as possible before finally saying that a particular theory exists to explain the many phenomena observed

A

empiricists

49
Q

received credit for popularizing the basis for the empiricist approach to inquiry

A

Francis bacon

49
Q
  • based on the central idea that scientific knowledge can be derived only from sensory experience (i.e., seeing, feeling, hearing facts).
A

empiricist view

50
Q

that empirical research and logical analysis (deductive and inductive) were two approaches that would produce scientific knowledge.

A

Positivism

51
Q

Combination of rationalism and empiricism

A

Positivism

52
Q
  • analyzed human sciences’ epistemology (knowledge) from the seventeenth to the nineteenth century. His major thesis stated that empirical knowledge was arranged in different patterns at a given time and in a given culture and that humans were emerging as objects of study.
A

Foucault (1973)

53
Q
  • argued that scientists seeking to understand the social world could not cognitively know an external world independent of their own life experiences in The Phenomenology of the Social World.
A

Schutz (1967)

54
Q
  • objectivism of science could not provide an adequate apprehension of the world
A

Phenomenology

55
Q

reduces observations or text to the meanings of phenomena independent of their particular context. This approach focuses on the lived meaning of experiences. Kung pano naexperience young something instead of the meaning

A

Phenomenological approach

56
Q
  • is a set of theories or ideas that provide structure for how a discipline should function.
A

Meta-paradigm

57
Q
  • For a nursing discipline, these theories consist of four basic concepts that address the patient as a whole, the patient’s health and well-being, environment, and nursing responsibilities.
A

Meta-paradigm

58
Q

While several nursing theories exist, these four basic nursing meta paradigms point to a

A

Holistic care view

59
Q

 focuses on the receiver of care; can include family

A

The person

60
Q

considers the Person’s spiritual and social needs as well as health care needs.

A

Person

61
Q

 The premise is that the person is empowered to manage his health and well-being with dignity and self-preservation with positive personal connections.

A

Person

62
Q

 extent of wellness and health care access that a patient has

A

Health

63
Q

 one with multiple dimensions in a constant state of motion

A

Health

64
Q

cover a person’s lifespan and genetic makeup and how the physical, emotional, intellectual, social, and spiritual well-being is integrated into health care for maximum health benefits.

A

Health and wellness

65
Q

 The theory is that these factors influence the patient’s state of well-being.

A

Health

66
Q

 focuses on the surroundings that affect the patient.

A

Environment

67
Q

 consists of internal and external influences

A

Environment

68
Q

 how a person continuously interacts with her surroundings has a bearing on health and wellness.

A

Environment

69
Q

 Interactions with family, friends and other people are part of the environment, including physical and social factors such as economic conditions, geographic locations, culture, social connections, and technology.

A

Envioronment

70
Q

 Theorizes that a person can modify her environmental factors to improve her health status.

A

Environment

71
Q

Four interactive components

A

health, person, environment, nursing

72
Q

 delivering optimal health outcomes for the patient through a mutual relationship in a safe and caring environment.

A

Nursing

73
Q

 applies knowledge, skills, technology, collaborations, professional judgment, and communication to carry out duties and responsibilities to achieve the best possible patient health outcome scenario.

A

Nursing

74
Q

 values a high degree of service and integrates with other meta paradigm components for patient well-being.

A

Nursing

75
Q

love of wisdom

A

Philosophy

76
Q

is the rational, abstract, and methodical consideration of reality as a whole or fundamental dimension of human existence and experience.

A

Philosophy

77
Q

is a central element in the intellectual history of many civilizations

A

Philosophical inquiry

78
Q
  • A set of interrelated concepts that symbolically represents and coveys a mental image of a phenomenon
A

Conceptual Models

79
Q
  • A set of concepts and propositions integrates them into a meaningful configuration
A

Conceptual Models

80
Q
  • Composed of concepts or constructs that describe ideas about individuals, groups, situations, and events of particular interest or discipline
A

Conceptual Models

81
Q

is a representation of a system

A

Conceptual model

82
Q

It consists of concepts used to help people know, understand, or simulate a subject the model represents. It is also a set of concepts.

A

Conceptual model

83
Q

abstractions of things in the real world, whether physical or social

A

Conceptual model

84
Q

It may refer to models which are formed after a conceptualization or generalization process.

A

Conceptual model

85
Q
  • In layman’s terms, it usually means a mere guess or is unproved. It might even lack credibility
A

Theory

86
Q
  • In scientific terms, it implies that something has been proven and generally accepted as true.
A

Theory

87
Q
  • explains a set of related observations or events based upon proven hypotheses and verified multiple times by a separate group of researchers.
A

Theory

88
Q
  • an attempt to make sense of what we observe and experience.
A

Theory

89
Q
  • are the second level of nursing theories.
A

Middle-range theory

90
Q
  • moderately abstract, comprehensive, organized within a limited scope, and have a limited number of variables, which are testable in a direct manner.
A

MIddle-range theory

91
Q
  • have a stronger relationship with research and practice. The relationship between research and practice, according to Merton (1968) these are particularly important for practice disciplines.
A

Middle-range theory

92
Q
  • focus on concepts of interest to nurses and include pain, empathy, grief, self-esteem, hope, comfort, dignity, and quality of life.
A

Middle-range theory

TFN (4 decks)

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