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Stack #4576342
| Question | Answer |
|---|---|
| Who is Betty Neuman? | A nursing theorist who developed the Neuman Systems Model in 1970 to provide a unifying focus for student learning at the University of California, Los Angeles. |
| What is the Neuman Systems Model? | A systems-based, holistic, open-systems perspective focused on identifying stressors and using prevention as intervention to help clients maintain balance. |
| What does Neuman believe nursing is concerned with? | Nursing is concerned with the whole person |
| How does Neuman view health? | Health is a continuum of wellness to illness that is dynamic and constantly changing. |
| Who is Dorothy E. Johnson? | A nursing theorist born August 21, 1919 in Savannah, Georgia; known for the Behavioral System Model. |
| How does Johnson define nursing? | Nursing is an external regulatory force that preserves the organization and integration of patient behavior at an optimal level when behavior threatens physical or social health or when illness is present. |
| What is a behavioral system? | Patterned, repetitive, purposeful ways of behaving that form an organized and integrated functional unit, shaping the person’s relationship with the environment. |
| What is a subsystem? | A minisystem with its own goal and function, maintained as long as its relationship with other subsystems and the environment remains stable. |
| Concerned with social inclusion, intimacy, and formation of strong social bonds. | Attachment / Affiliative Subsystem |
| Focuses on behaviors seeking approval, attention, recognition, and physical assistance. | Dependency Subsystem |
| Centers on the meaning and social structures around eating; primary function is appetite satisfaction. | Ingestive Subsystem |
| Deals with culturally acceptable behaviors for excretion of waste, which vary across cultures. | Eliminative Subsystem |
| Influenced by biological and social factors; includes role identity, courting, and mating; functions in procreation and gratification. | Sexual Subsystem |
| Related to protection and self-preservation; includes defensive responses when life or territory is threatened. | Aggressive-Protective Subsystem |
| Provokes behavior aimed at control of the environment using intellectual, physical, creative, mechanical, and social skills. | Achievement Subsystem |
| A stabilized but temporary resting state where the person is in harmony with self and environment. | Equilibrium |
| Detecting and correcting deviations; requires feedback and includes self-regulation. | Regulation/Control |
| A state of being stretched or strained, resulting from disturbed equilibrium; may be constructive (adaptive) or destructive | Tension |
| Internal or external stimuli producing tension and instability; may be positive (present) or negative (something desired is absent). | Stressor |
| Who is Erik H. Erikson? | A developmental theorist who expanded Freud’s theory to include the entire lifespan; believed people continue to develop throughout life. His major works were published in 1963 and 1964. |
| What is Erikson’s overall theory about? | A sequence of eight psychosocial stages, each requiring successful resolution of a developmental task before moving to the next. |
| The infant develops basic trust through a consistent caregiver who meets needs reliably; essential for a healthy personality. | Trust vs Mistrust (Birth to 1 year) |
| By this stage a growing child is more accomplished in some basic self-care activities, including walking, feeding, and toileting. toddler develops his or her autonomy by making choices. | Autonomy vs Shame and Doubt (1 to 3 years) |
| Children explore through pretend play, imagination, and role-taking. Development of the superego/conscience begins. Harsh limits cause guilt. | Initiative vs Guilt (3 to 6 years) |
| Children apply themselves to learning skills, working with peers, and accomplishing tasks. Lack of support or overwhelming difficulty creates feelings of inferiority. | Industry vs Inferiority (6 to 11 years) |
| Dramatic physiological changes associated with sexual maturation mark this stage. Marked by physiological changes, focus on appearance and body image. Adolescents ask, “Who am I?” and build personal identity for future decisions. | Identity vs Role Confusion (Puberty) |
| Young adults who have established identity seek meaningful friendships and intimate relationships; inability leads to isolation. | Intimacy vs Isolation (Young Adult) |
| Adults focus on supporting future generations through parenting, teaching, and community involvement. Failure leads to self-absorption or stagnation. | Generativity vs Self-Absorption/Stagnation (Middle Age) |
| Older adults reflect on life with satisfaction or experience despair and regret. They engage in a retrospective appraisal of their lives. | Integrity vs Despair (Old Age) |
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