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PRELIM
TFN
| Question | Answer |
|---|---|
| Who began professional nursing? | Florence Nightingale |
| What is Nursing based on? | principles and traditions |
| What history era gave emphasis on what courses nursing student should take? The idea of moving nursing education from hospital-based diploma programs into colleges and universities began to emerge during this era. | Curriculum Era |
| This era is fucosed on the research process and the long-range goal of acquiring substantive knowledge to guide nursing practice. (standardization of curricula & Doctoral education in Nursing) | Research Emphasis Era |
| What era is in tandem with the research era and Master's degree programs in nursing emerged to meet the public need for specialized clinical nursing practice? | Graduate Education Era |
| What are the 4 concepts in specialize clinical nursing practice? | concept developement, nursing models, early nursing theorist, knowledge developement process |
| Nurse researchers worked to develop and clarify a specialized body of nursing knowledge with the following goals: | A. Improving the quality of patient care B. Providing a professional style of practice. C. Achieving recognition as a profession. |
| Meleis - Transition theory 2007 | theory is not a luxury in the discipline of nursing... but an integral part of the nursing lexi con in education, administration, and practice" |
| Era of Fawcett's seminal proposal of four global nursing concepts as a nursing metaparadigm; Transition from the pre-paradigm to the paradigm period in nursing. | Theory Era |
| 4 metaparadigms of nursing | 1. health 2. people 3. environment 4. nursing |
| In the Theory Era, the emphasis shifted from learning about the theorist to use of the theoretical works to generate? | a. Research questions b. Guide practice c. Organize curricula |
| Theory development emerged as a process and product of professional scholarship and growth and sought higher education among: | 1. Nurse leaders 2. Administrators 3. Educators 4. Practitioners |
| The use of theory to convey an organizing structure and meaning for these processes to the convergence of ideas. | Nursing Theory Era |
| Fitzpatrick and Whall (1983) | “Nursing is on the brink of an exciting new era” |
| Emphasis shifted to theory application in nursing practice, research, education, and administration. (balance research and practice; Emphasis to produce evidence for quality professional practice. | Theory Utilization Era |
| Type of nursing theoretical work that Sets forth the meaning of nursing phenomena through analysis, reasoning, and logical presentation and serves as basis for subsequent development | Nursing Philisophy |
| Type of nursing theoretical work that comprises nursing works by the theorists who also are referred to as pioneers in nursing | Nursing conceptual methods |
| Type of nursing theretical work that was derived from nursing philosophies, conceptual models, or more abstract nursing theories, or from works of other disciplines. Theories maybe specific to a particular aspect or setting of nursing practice. | Nursing Theory |
| Type of nursing theoretical work that More specific focus and is more concrete than nursing theory in its level of abstraction; Address the specifics of nursing situations within the perspective of the model or theory from which they are derived. | Middle Range Theory |
| Factors the specify nursing situations within the perspective of the model/theory from which they derived. | a. The age group of the patient b. The family situation c. The health condition d. The location of the patient e. The action of the nurse |
| (significance of nursing theory) it is specific to academia and refers to a branch of education, a Department of learning, or domain of knowledge | Discipline |
| (significance of nursing theory) refers to a specialized field of practice, founded upon the theoretical structure of the science or knowledge of the discipline and accompanying practice abilities. | Profession |
| Forms if basus un recognizing nursing as a discipline: | a. Knowledge of person b. Health c. Environment |
| Meaning of SCIENTIA | Knowledge |
| it is asymatically organized body of knowledge about a particular subject; Is performing the process of observation, description, experimental, investigation, and theoretical explanation of natural phenomenon | Science |
| General awareness, understanding, or possession of information, facts, ideas, truths, or principles; information, skills, and expertise acquired by a person through various experiences or through formal/informal learning | Knowledge |
| A source of knowledge where nursing practive is passed down from generation to generation | Traditional |
| A source of knowledge from an idea by a person of authority which is percieved as true becuase of his/her expertise. | Authoritative |
| Source of knowledge came from a scientific method through research | Scientific |
| Is an organized system of accepted knowledge that is composed of concepts, propositions, definitions and assumptions intended to explain a set of fact, event or phenomena | Theory |
| idea, belief, view, notion, htrough perception, impression; bulding blocks of theories | Concepts |
| Concept that is indirectively observed and is independent on time and place. | Abstract |
| Concept that is directly observed and is specific to time and place | Concrete |
| Statements that explain the relationships of different concepts. | Proposition |
| Is composed of various descriptions which convey a general meaning and reduce the vagueness in understanding a set of concepts | Definition |
| Statement that specifies the relationship or connection of factual concepts od phenomena. | Assumption |
| fact of occurence that can be observed; something notable | Phenomenon |
| A statement of beliefs and values about human beings and their world; Is concerned with the purpose of human life, the nature of being and reality, the theory, and limits of knowledge. | Philosophy |
| Is the use of rational senses in ensuring the truthfulness of a phenomenon. | Rationalism |
| Is the way at the reality using the five senses | Empiricism |
| Florence Nightingale theory | Environmental Theory |
| Goal of the Nightingale's Theory | Nurses help patients retain their own vitality by meeting their basic needs through control of the environment |
| Environment that consists of physical elements where the patient is being treated; Affects all other aspects of the environment; Ventilation, warmth, cleanliness, light, Noise and drainage | Physical |
| Environment that provides stress-free surrounding; Can be affected by a negative physical environment which then causes STRESS; Involves communication with the person, about the person, and about other people | Psychological |
| Involves collecting data about illness and disease prevention; Consists of a person’s home or hospital room, as well as the total community that affects the patient’s specific environment Stress-free surroundings | Social |
| Major components of healthful environment: | 1. Proper ventilation 2. Adequate light 3. Sufficient warmth 4. Control of noise 5. Control of effluvia (noxious odors) |
| 13 canons of Nightingale | ● Observation of the Sick ● Personal Cleanliness ● Petty management ● Light ● Health of Houses ● Cleanliness of Rooms ● Ventilation and warming ● Bed and Bedding ● Taking Food ● What food ● Noise ● Chattering Hopes and ● Advices Variety |
| The patient, a human being acted upon by a nurse or affected by the environment who has reparative powers; Recovery is within the patient’s power as long as a safe environment for recuperation exists. | Person (Nightingale) |
| Comprises the external conditions and forces that affect one’s life and development; Everything from a person’s food to a nurse’s verbal and nonverbal interactions with the person. | Environment (Nightingale) |
| Maintained by controlling environmental factors to prevent disease; nurse helps the person through the healing process. | Health (Nightgale) |
| Aims to provide fresh air, light, warmth, cleanliness, quiet, and proper diet; facilitates a person’s reparative by ensuring the best possible environment; influences the environment to affect health. | Nursing (Nightingale) |
| Nursing is both an _____ and _____ | Emperical science & art |
| Nurses should be _____ and _____ | Observant and confidential |
| Margaret Jean Watson's Philosophy | Philosophy and science of Nursing |
| School of FN in 1860 | Nightingale School and Home for Nurses at Thomas' Hospital |
| School of FN located | London |
| Rewards of FN by the British Royal Family | Royal Red Cross 1883 Order of Merit 1907 |
| Bedridden FN | 1896 |
| ause of death of FN | Chronic Fatigue Syndrome |
| 1896 even in sickness Florence still manage to _____ | Pioneer in the feild of Hospital Planning |
| FN was born on | May 20, 1820 |
| Trained Nursing (When) FN | July 6, 1851 |
| Trained Nursing (Where) | Kaiserweth, Germany |
| 1860 book by FN | Notes in Nursing (also opened nursing school) |
| FN died | August 13, 1910 |
| Three major relationships according to FN | nurse to environment nurse to patient environment to patient |
| Human being to be valued, cared for, respected, nurtured, understood and assisted; Must be viewed according to the client’s development & the conflicts arising in this development | Person (Watson) |
| Defined as society with all its influences; It provides the values that determine how one should behave and what goals one should strive toward; Encompasses social, cultural & spiritual aspect | Environment (Watson) |
| Refers to unity & harmony within the mind, body & soul | Health (Watson) |
| Caring is more "______" than is curing. | healthogenic |
| ______ is central to nursing | Caring |
| Factor that occurs early in life but can be greatly influenced by nursing educators | FORMING HUMANISTIC-ALTRUISTIC VALUE SYSTEM |
| Factor that describes the nurse’s role in developing effective nurse-patient interrelationships & in promoting wellness | INSTILLATION OF FAITH-HOPE |
| Factor that the recognition of feelings leads to self-actualization through self-acceptance for both the nurse & the patient | CULTIVATING SENSITIVITY TO SELF AND OTHERS |
| Factor that establishes rapport and caring | DEVELOPMENT OF A HELPING-TRUST RELATIONSHIP |
| Factor that Involves sharing of feelings and Includes being prepared for negative as well as positive feelings | PROMOTION & ACCEPTANCE OF THE EXPRESSION OF POSITIVE & NEGATIVE FEELINGS |
| Factor that is is important for research, defining the discipline & developing a scientific knowledge base for nursing | SYSTEMATIC USE OF THE SCIENTIFIC PROBLEM-SOLVING METHOD FOR DECISION MAKING |
| Factor that gives a client maximum health control because it provides information & alternatives; Distinguishes caring from curing by assigning responsibility for health to the client | PROMOTION OF INTERPERSONAL TEACHING-LEARNING |
| Factor that involves assessing & facilitating a client’s coping abilities to support& protect mental & physical well-being | PROVISION FOR SUPPORTIVE, PROTECTIVE & CORRECTIVE MENTAL, PHYSICAL, SOCIOCULTURAL & SPIRITUAL ENVIRONMENT |
| Factor that addresses the needs of both the nurse & the client and requires meeting lower-order needs before attaining higher-order needs. | ASSISTING WITH GRATIFICATION OF HUMAN NEEDS |
| Factor that permits one to understand people from the way things appear to them; their experiences shape their individual perception. | ALLOWANCE FOR EXISTENTIAL-PHENOMENOLOGICAL FORCES |
| Dorothea Orem's Theory | Self-care deficit nursing theory |
| Orem's date of birth | 1914 |
| Orem's birthplace | Baltimore, Maryland |
| Orem began her Nursing education at? | Providence Hospital School of Nursing in Washington, DC |
| Watson was born at ______ in ________ | West Virginia; July 21,1940 |
| Watson started her BSN journey in year | 1964 |
| Watson's Ms in Phychiatric Mental Health Nsg | 1966 |
| Watson's PhD in educational Psych and counceling @ University of Colorado | 1973 |
| The philisophy of science of caring | 1979 |
| Nursing science and Human Care | 1988 |
| Assessing and Measuring Care in Health Science | 2000 |
| Watson earned her BSN education in ______ at _______ | 1939; catholic university of America |
| Watson earn her M.S.N in _____ at ______ | 1946; catholic university of America |
| Watson was a curriculum consultant in the years | 1958-1960 |
| Guides for developing the curricula for the Education of Practical Nurses | 1959 |
| Concepts of Nursing Practice | 1971 |
| The theory is aimed towards making the clients perform self-care activities in order to live independently | Self-deficit nursing theory |
| Defined as the patient-a being who functions biologically, symbolically & socially & who has the potential for learning & development | Person (Orem) |
| Orem supports the WHO’s definition of health as “the state of physical, mental, and social well-being and not merely the absence of disease or infirmity”. | Health (Orem) |
| Consists of environmental factors, environmental elements, environmental conditions (external physical & psychosocial surroundings) & developmental environment | Environment (Orem) |
| helping clients to establish or identify ways to perform self-care activities. | Nursing (Orem) |
| Related Theory that describes why & how people care for themselves | The theory of Self Care |
| Theory of self care that is the complex acquired ability of mature & maturing persons to know & meet their continuing requirements for deliberate, purposive action to regulate their own functioning & development | Self-care Agency |
| Theory of self-care that refers to those activities an individual performs independently throughout life to promote & maintain personal well-being | Self-care |
| Theory of self-care that are insights of actions or requirements that a person must be able to meet and perform in order to achieve well-being. | Self-care requisites/ Self-care needs |
| These are universally set goals that must be undertaken in order for an individual to function in the scope of healthy living | Universal Self-care requisites |
| result from maturation or associated with conditions or events such as adjusting to a change in body image or loss of a spouse | Developemental self-care requisites |
| requisites that result from illness, injury or disease or its treatment; they include such actions as seeking medical assistance, carrying out a prescribed treatment or learning to live with the effects of illness or treatment | Health Deviation self-care requisites |
| Theory of self care that Refers to all self-care activities required to meet existing self-care requisites; Involves the use of actions to maintain health & well-being, each patient’s therapeutic self-care demands varies throughout life. | Theraputic self-care demand |
| Related theory that describes and explains relationships that must be brought about & maintained for nursing to be produced | Theory of Nursing Systems |
| set of established capabilities of a nurse who can legitimately perform activities of care for a client and helps a person achieve their healthcare demand. | Nursing Agency |
| These are professional functions that must be performed by the nurse in order to meet clients' needs. | Nursing Design |
| Type of nursing system that is used when a patient’s self-care agency is so limited that the patient depends on others for well-being | A WHOLLY COMPENSATORY NURSING SYSTEM |
| Nursing system that is used when a patient can meet some self-care requisites but needs a nurse to help meet others; the nurse & the patient play major roles in performing self-care | A PARTLY COMPENSATORY NURSING SYSTEM |
| Nursing system that is is used when a patient can meet self-care requisites but needs assistance with decision-making, behavior control or knowledge acquisition skills | SUPPORTIVE – EDUCATIVE NURSING SYSTEM |
| The first documented use of Orem’s theory as the basis for structuring practice is found in descriptions of nurse managed clinics at John Hopkins Hospital in _____ | 1973 |
| First book of Orem | “Guides for Developing Curriculum for the Education of Practical Nurses” |
| Orem worked on a book during her time at Morris Harvey College | “Foundations of Nursing Practice” |
| The Sixth International Self-Care deficit theory Conference which was held in ______ in ________ | Bangkok, Thailand 2000 |
| Roger's Nursing Conceptual Model | Science of Unitary Human Being |
| Martha Roger’s theory Science of Unitary Human Beings is mainly focusing on the four concepts and three principles of homeodynamic that are ________? | energy fields, openness, pattern, pandimensioal, integrality, resonancy, and helicy |
| Roger's assumption that Human beings are considered as whole which _________________________. | cannot be viewed as subparts |
| The life process of humans is __________ and one way i.e. from birth to death. | irreparable |
| Principles that work to produce a positive environment. | Meditation & humor |
| All human being are viewed as _______ | Integral part of the universe |
| It is the inevitable part of life. Human and environment both have energy field which is open i.e. energy can freely flow between human and environment | Energy fields |
| There is no boundary or barrier that can inhibit the flow of energy between human and environment which leads to the continuous movement or matter of energy | Openess |
| Is the distinguishing character of the energy field. | Pattern |
| Undeviating field which is not considered by space or time, it is an infinite domain without boundary. | Padimensional |
| refers to the balance between the dynamic life process and environment. | Homeodynamics |
| These principles help to view human as unitary human being. The three separate principles are ________ | Integrality, resonancy, and helicy |
| Priciple that energy feilds are dynamic and constantly interact with the human end environment | Principle of Integrality |
| Principle that Constant change in the way or pattern of the energy field from a lower to a higher frequency; This movement of energy can be made by human touch, guided imagery activities, drawing, storytelling, and other active use of imagination | Principle of Resonancy |
| Principle that Any minute change in the environment which leads to ripple effect i.e. results in a larger changes in other field. | Principle of Helicy |
| A unitary human being is open systems which continuously interact with environment. A person cannot be viewed as parts, it should be considered as a whole. | Person (Roger) |
| It includes the entire energy field other than a person. | Environment (Roger) |
| Not clearly defined by Roger. It is determined by the interaction between energy fields i.e. humans and the environment. | Health (Roger) |
| Is both science and art | Nursing (Roger) |
| Applications of SUBH (Science of unitary human beings) | Practice, education, research |
| Nursing action is always focused on unitary human being and change the energy field between the human and environment. | Clinical Practice |
| Emphasis should be given on the understanding of the patient and self, energy field and environment; Training should lay more focus on teaching non-invasive modalities | Nursing Practice |
| Rogerian theory has been used in many research works and has always been found testable and applicable in research | Nursing Research |
| Nursing practice that is an inclusive assessment of human and environment energy fields, its organization of energy field, and identifications of areas of dissonance; Nurses validate the entire appraisal along with the client. | Pattern Appraisal |
| Nursing practice It is the proper patterning of the energy fields between the human and environment. It is the mutual interaction between the client and nurse. | Mutual Patterning |
| Nursing Practice done by repeating the pattern appraisal after the mutual patterning to determine the extents of dissonance and harmony. | Evaluation |
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