N212 Theory: Jean Watson Presentation

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  • N212 Theory: Jean Watson Presentation

    1. 1. Jean Watson’s Philosophy and Science of Caring Megan Andrews Julia Arnerich
    2. 2. Tonight we will discuss the. . . <ul><li>History </li></ul><ul><li>Breakdown </li></ul><ul><li>Importance </li></ul><ul><li>Examples </li></ul><ul><li>Application </li></ul><ul><li>Evaluation of the theory </li></ul>
    3. 3. Background <ul><li>Born in southern West Virginia in 1940 </li></ul><ul><li>Attended the Lewis Gale School of Nursing in Roanoke, Virginia from which she graduated in 1961 </li></ul>
    4. 4. Background <ul><li>In 1961, moved to Colorado with her husband, Douglas </li></ul><ul><li>Earned her BSN in 1964 </li></ul><ul><li>MSN in psychiatric-mental health nursing in 1966 </li></ul><ul><li>Doctorate in educational psychology and counseling in 1973 </li></ul>
    5. 5. Theory Overview <ul><li>The philosophy of caring and science examines the relatedness of ALL and includes, human science, human caring processes, experiences, and phenomena. </li></ul><ul><li>Key Concept: </li></ul><ul><ul><li>Caring is a moral ideal: mind-body-soul, engagement with another </li></ul></ul>
    6. 6. Evolution of Theory <ul><li>The foundation for this theory was first published in 1979 </li></ul><ul><li>The original theory included 10 Carative Factors </li></ul>
    7. 7. Carative Factors <ul><li>1) Formation of a Humanistic-altruistic system of values </li></ul><ul><li>2) Instillation of faith-hope </li></ul><ul><li>3) Cultivation of sensitivity to one's self and to others </li></ul><ul><li>4) Development of a helping-trusting, human caring relationship </li></ul>
    8. 8. Carative Factors continued… <ul><li>5) Promotion and acceptance of the expression of positive and negative feelings </li></ul><ul><li>6) Systematic use of a scientific problem-solving caring process </li></ul><ul><li>7) Promotion of transpersonal teaching-learning </li></ul>
    9. 9. Carative Factors continued… <ul><li>8) Provision for a supportive, protective, and/or corrective mental, physical, societal, and spiritual environment </li></ul><ul><li>9) Assistance with gratification of human needs </li></ul><ul><li>10) Allowance for existential-phenomenological-spiritual forces </li></ul>
    10. 10. Clinical Caritas Process <ul><li>As the theory evolved ,the carative factors evolved into the caritas process </li></ul><ul><li>Caritas means ‘to cherish’ </li></ul>
    11. 11. Caritas Process continued . . . <ul><li>Formation of humanistic-altruistic system of values, becomes: &quot;Practice of loving-kindness and equanimity within context of caring consciousness </li></ul><ul><li>Instillation of faith-hope, becomes: &quot;Being authentically present, and enabling and sustaining the deep belief system and subjective life world of self and one-being-cared- for“ </li></ul><ul><li>Cultivation of sensitivity to one's self and to others, becomes: &quot;Cultivation of one's own spiritual practices and transpersonal self, going beyond ego self&quot; </li></ul>
    12. 12. Caritas Process continued… <ul><li>Development of a helping-trusting, human caring relationship, becomes: &quot;Developing and sustaining a helping-trusting, authentic caring relationship“ </li></ul><ul><li>Promotion and acceptance of the expression of positive and negative feelings, becomes: &quot;Being present to, and supportive of the expression of positive and negative feelings as a connection with deeper spirit of self and the one-being-cared-for&quot; </li></ul><ul><li>Systematic use of a creative problem-solving caring process, becomes: &quot;creative use of self and all ways of knowing as part of the caring process; to engage in artistry of caring-healing practices&quot; </li></ul>
    13. 13. Caritas Process continued . . . <ul><li>Promotion of transpersonal teaching-learning, becomes: &quot;Engaging in genuine teaching-learning experience that attends to unity of being and meaning attempting to stay within other's frame of reference“ </li></ul><ul><li>Provision for a supportive, protective, and/or corrective mental, physical, societal, and spiritual environment, becomes: &quot;Creating healing environment at all levels, (physical as well as non-physical, subtle environment of energy and consciousness, whereby wholeness, beauty, comfort, dignity, and peace are potentiated&quot; </li></ul>
    14. 14. Caritas Process continued . . . <ul><li>Assistance with gratification of human needs, becomes: &quot;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“ </li></ul><ul><li>Allowance for existential-phenomenological-spiritual forces, becomes: &quot;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 </li></ul>
    15. 15. Assumptions <ul><li>This theory makes the following assumptions: </li></ul><ul><li>1) Caring can be effectively demonstrated and practice only interpersonally </li></ul><ul><li>2) Caring involves carative factors that result in the satisfaction of human needs </li></ul><ul><li>3) Effective caring promotes health and individual family growth </li></ul>
    16. 16. Assumptions continued… <ul><li>4) Caring responses accept the person as they are now and as what they may become </li></ul><ul><li>5) A caring environment is one that offers the development of potential while allowing the person to choose the best action for his or herself at a given point in time. </li></ul><ul><li>6) Caring is more “healthogenic” than it is curing. </li></ul><ul><li>7) The practice of caring is central to nursing. </li></ul>
    17. 17. Internal Criticism <ul><li>Clarity: use of nontechnical yet sophisticated language </li></ul><ul><li>Simplicity: theory draws on a variety of disciplines, more easily understood with a broad or liberal arts background </li></ul>
    18. 18. Internal Criticism <ul><li>Generality: it encompasses all aspects of the health-illness continuum increasing its generality </li></ul><ul><li>Accessibility: Difficulty to study empirically, though it does draw from other disciplines </li></ul>
    19. 19. Internal Criticism <ul><li>Scope: Grand Theory </li></ul><ul><li>Level: Situation Relating </li></ul>
    20. 20. The Commonplaces <ul><li>Person : a valued person to be cared for, respected, nurtured and understood and assisted </li></ul><ul><li>Health : overall physical, mental and social functioning, adaptability and the absence of illness </li></ul>
    21. 21. Commonplaces <ul><li>Environment : caring exists in all societies and is passed by the profession as a unique way of coping with the environment </li></ul><ul><li>Nursing: “ a human science of persons and human health-illness experiences that are mediated by professional, personal, scientific, esthetic, and ethical human transactions” </li></ul>
    22. 22. Importance to Nursing <ul><li>This theory is important to nursing due to the central concept of caring </li></ul><ul><li>This theory is grounded in the discipline of nursing and nursing science but has evolved to include a variety of other disciplines increasing its relevance in a variety of fields </li></ul>
    23. 23. Circle of Contagiousness <ul><li>Currently this theory is being validated in many clinical settings </li></ul><ul><li>Though many healthcare settings are trying to incorporate the concepts of this theory it is application is complicated by hospital acuity, length of stay and technology </li></ul>
    24. 24. Do we like this Theory <ul><li>The framework and key concepts are critical to compassionate nursing care, however the complexity, abstract qualities and lack of structure make this theory difficult to apply to a wide variety of healthcare settings </li></ul>
    25. 25. Application of Theory to Practice <ul><li>Case study: </li></ul><ul><ul><li>A 48 year old woman has recently been diagnosed with breast cancer. It is her first evening in the hospital and she is scheduled for a mastectomy in the morning. She is single and her family lives out of state. A friend came with her today to check in but had to leave to take care of her own family. </li></ul></ul>
    26. 26. Case study continued . . . <ul><li>You are assuming care of the patient, after reading the chart and getting report what 3 carative factors would you anticipate using? </li></ul><ul><li>(click on sound clip for answers ) </li></ul>
    27. 27. Case Study continued . . . <ul><li>You walk into the room and find the patient crying, what carative factors would you apply? </li></ul><ul><li>(click on sound clip for answers ) </li></ul>
    28. 28. Summary <ul><li>Key concept: </li></ul><ul><ul><li>Caring is a moral ideal: mind-body-soul, engagement with another </li></ul></ul><ul><li>There are 10 carative factors that evolved into the clinical caritas process </li></ul><ul><li>Jean Watson believes that “the core of nursing is those nurse-patient relationships that result in a therapeutic outcome” </li></ul>
    29. 29. Web CT Question <ul><li>What is your overall opinion of this theory? </li></ul><ul><li>Describe a situation in which you used or could use the caritas process in practice. </li></ul>
    30. 30. References <ul><li>Chinn, P.L. & Kramer, M.K. (2008). Theory and nursing: Integrated knowledge development (7 th ed.). St. Louis, MO: Mosby. </li></ul><ul><li>Tomey, A.M. & Alligood, M.R. (2006). Nursing theorists and their work (6 th ed.). St. Louis, MO: Mosby. </li></ul><ul><li>Current Nursing: </li></ul><ul><ul><li>http:// currentnursing.com/nursing_theory/Watson.htm </li></ul></ul>
    31. 31. References <ul><li>University of Colorado, Jean Watson </li></ul><ul><ul><li>http:// www.nursing.ucdenver.edu/faculty/caring.htm </li></ul></ul><ul><li>Nurses Info: </li></ul><ul><ul><li>http:// www.nurses.info/nursing_theory_person_watson_jean.htm </li></ul></ul>

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