This document discusses several sociological theories that are relevant to nursing, including systems theory, feminist theory, critical social theory, and chaos theory. It provides overview and key concepts for each theory. Systems theory views systems as open with inputs, throughputs, outputs and feedback. Feminist theory analyzes gender differences and women's oppression. Critical social theory aims to uncover oppression and empower individuals. Chaos theory examines nonlinear dynamical systems and concepts like sensitive dependence on initial conditions and strange attractors. These theories are applicable to different aspects of nursing practice, research, administration and understanding health behaviors.
This document discusses several theories from the behavioral sciences that are relevant to nursing, including psychodynamic theories, cognitive-behavioral theories, humanistic theories, and stress theories. It provides details on Erikson's developmental theory, Maslow's hierarchy of needs, the health belief model, and the theory of planned behavior. It also summarizes Hans Selye's general adaptation syndrome, focusing on the three stages of alarm, resistance, and exhaustion in response to stress. Overall, the document outlines several important psychological and behavioral theories and their applications to nursing practice and research.
The document discusses several theories from biomedical sciences that have significantly impacted nursing practice and research. It covers theories of disease causation like germ theory and the web of causation. Germ theory proposed that microorganisms cause disease and was important for modern medical care. The web of causation explains that chronic diseases have multiple contributing factors. The natural history of disease model outlines periods in a disease's progression and levels of prevention. Recent advances in genetics including the Human Genome Project have expanded understanding of genes and their role in traits and disease. Biomedical theories are integral to nursing education, practice, and research.
This document discusses several theories from behavioral sciences that are relevant to nursing, including psychodynamic theories, cognitive-behavioral theories, humanistic theories, and stress theories. It provides details on Erikson's developmental theory, Maslow's hierarchy of needs, the health belief model, and the theory of planned behavior. It also summarizes Hans Selye's general adaptation syndrome, focusing on the three stages of alarm, resistance, and exhaustion in response to stress. Overall, the document outlines several important psychological and behavioral theories and their applications to nursing practice and research.
The document discusses grand nursing theories, which attempt to broadly explain areas within the nursing discipline. It describes three main categories of grand nursing theories: human needs theories, which view humans as reducible parts and focus on meeting needs; interactive theories, which see humans holistically interacting with their environment using systems theory; and unitary process theories, which view humans as unitary energy systems constantly interacting with their environment in unpredictable ways. Examples of theorists within each category are provided.
Theory is defined as “a belief, policy, or procedure proposed or followed as the basis of action”. Nursing theory is “an organized framework of concepts and purposes designed to guide the practice of nursing”
The document discusses concept development in nursing theory. It states that defining concepts clearly is the most logical starting point for developing a theory. Concepts can be abstract or concrete, single words, phrases, or variables. Concepts in nursing theory can be derived from nature, research findings, or other disciplines. The document reviews several frameworks for concept analysis, including those proposed by Walker and Avant, Rodgers, Swartz-Barcott and Kim, Meleis, Morse, and Penrod and Hupcey. It compares the models in Table 3-9.
This document discusses several prominent middle range nursing theories, including Pender's Health Promotion Model, Leininger's Culture Care Theory, Transitions Theory, and the Synergy Model. It provides an overview of the development and key concepts of each theory, such as Pender focusing on factors that motivate health behaviors, Leininger emphasizing culturally congruent care, Transitions Theory addressing life changes, and the Synergy Model matching patient and nurse characteristics. The document also notes how the theories are frequently used in both nursing research and practice.
This document discusses the relationship between nursing theory and practice. It states that theory and practice are inseparable and theory provides the basis for understanding nursing. The document also describes how theory influences nursing practice by organizing care, setting standards, and identifying recipients of care. It discusses theory-based practice and evidence-based practice, noting that EBP builds on research but is not synonymous with research. The document emphasizes that theory and practice must work together to continually improve nursing.
This document discusses several theories from the behavioral sciences that are relevant to nursing, including psychodynamic theories, cognitive-behavioral theories, humanistic theories, and stress theories. It provides details on Erikson's developmental theory, Maslow's hierarchy of needs, the health belief model, and the theory of planned behavior. It also summarizes Hans Selye's general adaptation syndrome, focusing on the three stages of alarm, resistance, and exhaustion in response to stress. Overall, the document outlines several important psychological and behavioral theories and their applications to nursing practice and research.
The document discusses several theories from biomedical sciences that have significantly impacted nursing practice and research. It covers theories of disease causation like germ theory and the web of causation. Germ theory proposed that microorganisms cause disease and was important for modern medical care. The web of causation explains that chronic diseases have multiple contributing factors. The natural history of disease model outlines periods in a disease's progression and levels of prevention. Recent advances in genetics including the Human Genome Project have expanded understanding of genes and their role in traits and disease. Biomedical theories are integral to nursing education, practice, and research.
This document discusses several theories from behavioral sciences that are relevant to nursing, including psychodynamic theories, cognitive-behavioral theories, humanistic theories, and stress theories. It provides details on Erikson's developmental theory, Maslow's hierarchy of needs, the health belief model, and the theory of planned behavior. It also summarizes Hans Selye's general adaptation syndrome, focusing on the three stages of alarm, resistance, and exhaustion in response to stress. Overall, the document outlines several important psychological and behavioral theories and their applications to nursing practice and research.
The document discusses grand nursing theories, which attempt to broadly explain areas within the nursing discipline. It describes three main categories of grand nursing theories: human needs theories, which view humans as reducible parts and focus on meeting needs; interactive theories, which see humans holistically interacting with their environment using systems theory; and unitary process theories, which view humans as unitary energy systems constantly interacting with their environment in unpredictable ways. Examples of theorists within each category are provided.
Theory is defined as “a belief, policy, or procedure proposed or followed as the basis of action”. Nursing theory is “an organized framework of concepts and purposes designed to guide the practice of nursing”
The document discusses concept development in nursing theory. It states that defining concepts clearly is the most logical starting point for developing a theory. Concepts can be abstract or concrete, single words, phrases, or variables. Concepts in nursing theory can be derived from nature, research findings, or other disciplines. The document reviews several frameworks for concept analysis, including those proposed by Walker and Avant, Rodgers, Swartz-Barcott and Kim, Meleis, Morse, and Penrod and Hupcey. It compares the models in Table 3-9.
This document discusses several prominent middle range nursing theories, including Pender's Health Promotion Model, Leininger's Culture Care Theory, Transitions Theory, and the Synergy Model. It provides an overview of the development and key concepts of each theory, such as Pender focusing on factors that motivate health behaviors, Leininger emphasizing culturally congruent care, Transitions Theory addressing life changes, and the Synergy Model matching patient and nurse characteristics. The document also notes how the theories are frequently used in both nursing research and practice.
This document discusses the relationship between nursing theory and practice. It states that theory and practice are inseparable and theory provides the basis for understanding nursing. The document also describes how theory influences nursing practice by organizing care, setting standards, and identifying recipients of care. It discusses theory-based practice and evidence-based practice, noting that EBP builds on research but is not synonymous with research. The document emphasizes that theory and practice must work together to continually improve nursing.
This document provides information on several grand nursing theorists: Florence Nightingale, Virginia Henderson, and Dorothea Orem. It describes their backgrounds, major works and contributions to nursing. Nightingale established the first nursing school and advocated for sanitary hospital conditions. Henderson defined 14 basic human needs and viewed nursing as assisting patients. Orem developed the Self-Care Deficit Nursing Theory.
This document discusses various concepts related to nursing administration and management, including organizational design, shared governance, transformational leadership, patient care delivery models, the Magnet Recognition Program, case management, and disease management. Key points covered include definitions of centralized vs decentralized decision making, models of shared governance, characteristics of transformational leadership, examples of patient care delivery models like team and primary nursing, and components of the Magnet Recognition and case management programs.
This document discusses the relationship between nursing, science, philosophy and different ways of knowing. It states that nursing is both a profession and an academic discipline, and draws upon natural, social and applied sciences. Both quantitative and qualitative research methods are valuable for developing nursing knowledge. Knowledge in nursing comes from empirical, esthetic, personal and ethical ways of knowing. There is no single valid approach but rather multiple perspectives are needed.
This document provides an overview of Myra Levine's Conservation Model of Nursing and Callista Roy's Adaptation Model. It describes the origins and key concepts of each model. Levine developed the Conservation Model in the 1960s based on Nightingale's environment-based approach. It focuses on holism, adaptation, and conservation. Roy developed the Adaptation Model in the 1960s and 1970s based on her interest in how people adapt to changes, especially children. It views the person as an open system that adapts through four modes.
The document discusses various methods for evaluating nursing theories. It describes the three phases of theory evaluation as theory description, theory analysis, and theory evaluation. Several nursing scholars developed methods for theory evaluation, beginning in the 1960s. Their criteria examined aspects like origins, meaning, logical adequacy, usefulness, and testability. The document also presents a synthesized three-phase method for comprehensively evaluating nursing theories.
The document discusses the relationship between theory and research in nursing. It states that research should be placed within a theoretical framework to guide the research process and aid in interpretation of findings. Nursing research has historically lagged due to a limited theoretical base and lack of efforts to link theory and data. The document outlines different types of theories (descriptive, explanatory, predictive) and corresponding research methods (descriptive, correlational, experimental). It also discusses how theory can be used in the research process through theory generation, theory testing, and as a conceptual framework.
This document discusses key concepts in nursing ethics including ethics, values, morals, ethical principles of autonomy, nonmaleficence, beneficence, and justice. It defines a code of ethics and the primary values in nursing practice, which are providing safe, compassionate, competent and ethical care, promoting health and well-being, promoting and respecting informed decision-making, preserving dignity, maintaining privacy and confidentiality, promoting justice, and being accountable. It also outlines the six standards of nursing practice and provides a framework for processing ethical dilemmas.
The document discusses different ways of categorizing nursing theory, including by scope or level of abstraction, purpose, and source/discipline. It also covers the components and development of theory, and the relationship between theory, research, and practice. Theory development seeks to understand practice, identify and express ideas, and organize existing knowledge.
Nurses have a responsibility to advocate for healthcare policy that ensures high quality and affordable care for all. Lobbying is an important way for nurses to influence policy decisions and have a say in how funds are allocated and laws enacted. Effective lobbying involves communicating expertise to lawmakers through letters, emails, and meetings to provide information and request specific actions. While nurses have traditionally faced barriers to political involvement, organizing support around issues of public health can impact policy outcomes.
This document provides an overview of Afaf Ibrahim Meleis' Transitions Theory. It discusses Meleis' background and career, the development and sources of Transitions Theory, major concepts and assumptions of the theory, theoretical assertions, and the theory's acceptance and applications in nursing practice and education. Transitions Theory examines the patterns and properties of life transitions and conditions that influence healthy transitions.
The document discusses nursing theory, including its importance in distinguishing nursing as a discipline and communicating nursing practice. It covers the initial development of nursing theory to define nursing's domain, and notes that while some early scholars wanted a single theory, nursing theory has evolved with multiple perspectives. Key topics of nursing theory development, types of theories, and issues like whether nursing theory borrows from other fields or is unique are presented. Florence Nightingale is cited as the first modern nursing theorist for delineating nursing's goals and practice.
This document discusses drugs that affect blood pressure. It covers elements that determine blood pressure like heart rate and stroke volume. It describes the renin-angiotensin system and how different categories rate the severity of hypertension. It discusses risks of hypertension like thickening of the heart muscle. It covers conditions related to untreated hypertension. It also discusses drugs used to control blood pressure like diuretics, beta-blockers, ACE inhibitors, and calcium channel blockers. It provides details on specific drugs, their mechanisms of action, indications, and nursing considerations.
This document discusses the development, regulation, and delivery of pharmaceutical drugs. It covers the sources of drugs, including plants, animals, synthetic chemicals, and genetically engineered chemicals. The document then discusses the drug development process, including preclinical and clinical trials, as well as the various laws and regulations governing drug advertising, scheduling of controlled substances, and distribution. It emphasizes the important role of nurses in properly managing drug therapy within the legal and institutional controls.
The document discusses various learning theories that are relevant for nursing education and practice. It covers behavioral, cognitive, and adult learning theories. The key theories discussed include operant conditioning, social learning theory, cognitive development theories from Piaget and Gagne, and Knowles' adult learning theory of andragogy. The theories explore how learning occurs through the interaction of person, behavior, and environment. The document emphasizes that understanding learning theories can help nurses effectively develop teaching strategies.
This document discusses antianginal drugs used to treat coronary artery disease and angina. It defines terms like atherosclerosis, angina pectoris, and myocardial infarction. It describes the types and actions of common antianginal drugs - nitrates, beta blockers, and calcium channel blockers. It covers the pharmacokinetics, indications, contraindications, adverse effects and interactions of these drugs. It also discusses nursing considerations for safely administering these medications and monitoring patients.
The document discusses the importance of using nursing theory to guide professional practice. It defines key concepts in nursing theory like philosophies, concepts, constructs, models, and theories. Several influential nursing philosophies are described, such as those developed by Nightingale, Henderson, Watson, and Benner. Important nursing theorists and their theories are also outlined, such as Peplau's theory of interpersonal relations, Orlando's nursing process theory, Pender's health promotion model, Leininger's culture care theory, Newman's theory of health as expanding consciousness, and Johnson's behavioral systems model. The document emphasizes that nursing theory provides a systematic framework to guide critical thinking and decision making in practice.
Dorothea Orem developed her self-care theory of nursing between 1949-1995. The theory consists of three related parts: the theory of self-care, theory of self-care deficit, and theory of nursing systems. Orem defined key concepts like self-care, self-care agency, and therapeutic self-care demand. Her theory specifies when nursing is needed and describes how nurses can meet patient's self-care needs through wholly compensatory, partly compensatory, or supportive-educative nursing systems. Orem's theory provides a comprehensive foundation for nursing practice and specifies the nurse's role in assessing and addressing patients' self-care deficits.
This document discusses drugs that affect the female reproductive system. It describes several classes of drugs including estrogens, estrogen receptor modulators, progestins, fertility drugs, oxytocics, abortifacients, and tocolytics. For each drug class, it covers actions, indications, pharmacokinetics, contraindications, cautions, adverse effects, and drug interactions. It also includes examples of prototype drugs for each class and nursing considerations.
Dorothea Orem's Self-Care Deficit Theory focuses on an individual's ability to perform self-care activities. The theory is composed of three parts: the theory of self-care, self-care deficit theory, and theory of nursing systems. The theory aims to determine if a self-care deficit exists requiring nursing care and identifies three nursing system classifications: wholly compensatory, partly compensatory, and supportive-educative.
This document discusses the overview of theory in nursing. It defines theory and discusses its importance in distinguishing nursing from other disciplines. Theories provide structure for nursing knowledge and clarify assumptions and values. The document outlines the stages of theory development in nursing from the silent knowledge stage to the current integrated knowledge stage. It also discusses the scope of nursing theory from metatheory to grand theory to middle range theory to practice theory.
This document provides biographical information about Martha Rogers, Margaret Newman, and Rosemarie Parse, three nurses who developed grand nursing theories. It describes Rogers' Science of Unitary Human Beings theory which views humans and the environment as open, energy fields that interact continuously. It outlines Newman's Health as Expanding Consciousness theory which defines health as the expansion of consciousness. And it provides brief details about Parse's Human Becoming theory.
This document provides information on several grand nursing theorists: Florence Nightingale, Virginia Henderson, and Dorothea Orem. It describes their backgrounds, major works and contributions to nursing. Nightingale established the first nursing school and advocated for sanitary hospital conditions. Henderson defined 14 basic human needs and viewed nursing as assisting patients. Orem developed the Self-Care Deficit Nursing Theory.
This document discusses various concepts related to nursing administration and management, including organizational design, shared governance, transformational leadership, patient care delivery models, the Magnet Recognition Program, case management, and disease management. Key points covered include definitions of centralized vs decentralized decision making, models of shared governance, characteristics of transformational leadership, examples of patient care delivery models like team and primary nursing, and components of the Magnet Recognition and case management programs.
This document discusses the relationship between nursing, science, philosophy and different ways of knowing. It states that nursing is both a profession and an academic discipline, and draws upon natural, social and applied sciences. Both quantitative and qualitative research methods are valuable for developing nursing knowledge. Knowledge in nursing comes from empirical, esthetic, personal and ethical ways of knowing. There is no single valid approach but rather multiple perspectives are needed.
This document provides an overview of Myra Levine's Conservation Model of Nursing and Callista Roy's Adaptation Model. It describes the origins and key concepts of each model. Levine developed the Conservation Model in the 1960s based on Nightingale's environment-based approach. It focuses on holism, adaptation, and conservation. Roy developed the Adaptation Model in the 1960s and 1970s based on her interest in how people adapt to changes, especially children. It views the person as an open system that adapts through four modes.
The document discusses various methods for evaluating nursing theories. It describes the three phases of theory evaluation as theory description, theory analysis, and theory evaluation. Several nursing scholars developed methods for theory evaluation, beginning in the 1960s. Their criteria examined aspects like origins, meaning, logical adequacy, usefulness, and testability. The document also presents a synthesized three-phase method for comprehensively evaluating nursing theories.
The document discusses the relationship between theory and research in nursing. It states that research should be placed within a theoretical framework to guide the research process and aid in interpretation of findings. Nursing research has historically lagged due to a limited theoretical base and lack of efforts to link theory and data. The document outlines different types of theories (descriptive, explanatory, predictive) and corresponding research methods (descriptive, correlational, experimental). It also discusses how theory can be used in the research process through theory generation, theory testing, and as a conceptual framework.
This document discusses key concepts in nursing ethics including ethics, values, morals, ethical principles of autonomy, nonmaleficence, beneficence, and justice. It defines a code of ethics and the primary values in nursing practice, which are providing safe, compassionate, competent and ethical care, promoting health and well-being, promoting and respecting informed decision-making, preserving dignity, maintaining privacy and confidentiality, promoting justice, and being accountable. It also outlines the six standards of nursing practice and provides a framework for processing ethical dilemmas.
The document discusses different ways of categorizing nursing theory, including by scope or level of abstraction, purpose, and source/discipline. It also covers the components and development of theory, and the relationship between theory, research, and practice. Theory development seeks to understand practice, identify and express ideas, and organize existing knowledge.
Nurses have a responsibility to advocate for healthcare policy that ensures high quality and affordable care for all. Lobbying is an important way for nurses to influence policy decisions and have a say in how funds are allocated and laws enacted. Effective lobbying involves communicating expertise to lawmakers through letters, emails, and meetings to provide information and request specific actions. While nurses have traditionally faced barriers to political involvement, organizing support around issues of public health can impact policy outcomes.
This document provides an overview of Afaf Ibrahim Meleis' Transitions Theory. It discusses Meleis' background and career, the development and sources of Transitions Theory, major concepts and assumptions of the theory, theoretical assertions, and the theory's acceptance and applications in nursing practice and education. Transitions Theory examines the patterns and properties of life transitions and conditions that influence healthy transitions.
The document discusses nursing theory, including its importance in distinguishing nursing as a discipline and communicating nursing practice. It covers the initial development of nursing theory to define nursing's domain, and notes that while some early scholars wanted a single theory, nursing theory has evolved with multiple perspectives. Key topics of nursing theory development, types of theories, and issues like whether nursing theory borrows from other fields or is unique are presented. Florence Nightingale is cited as the first modern nursing theorist for delineating nursing's goals and practice.
This document discusses drugs that affect blood pressure. It covers elements that determine blood pressure like heart rate and stroke volume. It describes the renin-angiotensin system and how different categories rate the severity of hypertension. It discusses risks of hypertension like thickening of the heart muscle. It covers conditions related to untreated hypertension. It also discusses drugs used to control blood pressure like diuretics, beta-blockers, ACE inhibitors, and calcium channel blockers. It provides details on specific drugs, their mechanisms of action, indications, and nursing considerations.
This document discusses the development, regulation, and delivery of pharmaceutical drugs. It covers the sources of drugs, including plants, animals, synthetic chemicals, and genetically engineered chemicals. The document then discusses the drug development process, including preclinical and clinical trials, as well as the various laws and regulations governing drug advertising, scheduling of controlled substances, and distribution. It emphasizes the important role of nurses in properly managing drug therapy within the legal and institutional controls.
The document discusses various learning theories that are relevant for nursing education and practice. It covers behavioral, cognitive, and adult learning theories. The key theories discussed include operant conditioning, social learning theory, cognitive development theories from Piaget and Gagne, and Knowles' adult learning theory of andragogy. The theories explore how learning occurs through the interaction of person, behavior, and environment. The document emphasizes that understanding learning theories can help nurses effectively develop teaching strategies.
This document discusses antianginal drugs used to treat coronary artery disease and angina. It defines terms like atherosclerosis, angina pectoris, and myocardial infarction. It describes the types and actions of common antianginal drugs - nitrates, beta blockers, and calcium channel blockers. It covers the pharmacokinetics, indications, contraindications, adverse effects and interactions of these drugs. It also discusses nursing considerations for safely administering these medications and monitoring patients.
The document discusses the importance of using nursing theory to guide professional practice. It defines key concepts in nursing theory like philosophies, concepts, constructs, models, and theories. Several influential nursing philosophies are described, such as those developed by Nightingale, Henderson, Watson, and Benner. Important nursing theorists and their theories are also outlined, such as Peplau's theory of interpersonal relations, Orlando's nursing process theory, Pender's health promotion model, Leininger's culture care theory, Newman's theory of health as expanding consciousness, and Johnson's behavioral systems model. The document emphasizes that nursing theory provides a systematic framework to guide critical thinking and decision making in practice.
Dorothea Orem developed her self-care theory of nursing between 1949-1995. The theory consists of three related parts: the theory of self-care, theory of self-care deficit, and theory of nursing systems. Orem defined key concepts like self-care, self-care agency, and therapeutic self-care demand. Her theory specifies when nursing is needed and describes how nurses can meet patient's self-care needs through wholly compensatory, partly compensatory, or supportive-educative nursing systems. Orem's theory provides a comprehensive foundation for nursing practice and specifies the nurse's role in assessing and addressing patients' self-care deficits.
This document discusses drugs that affect the female reproductive system. It describes several classes of drugs including estrogens, estrogen receptor modulators, progestins, fertility drugs, oxytocics, abortifacients, and tocolytics. For each drug class, it covers actions, indications, pharmacokinetics, contraindications, cautions, adverse effects, and drug interactions. It also includes examples of prototype drugs for each class and nursing considerations.
Dorothea Orem's Self-Care Deficit Theory focuses on an individual's ability to perform self-care activities. The theory is composed of three parts: the theory of self-care, self-care deficit theory, and theory of nursing systems. The theory aims to determine if a self-care deficit exists requiring nursing care and identifies three nursing system classifications: wholly compensatory, partly compensatory, and supportive-educative.
This document discusses the overview of theory in nursing. It defines theory and discusses its importance in distinguishing nursing from other disciplines. Theories provide structure for nursing knowledge and clarify assumptions and values. The document outlines the stages of theory development in nursing from the silent knowledge stage to the current integrated knowledge stage. It also discusses the scope of nursing theory from metatheory to grand theory to middle range theory to practice theory.
This document provides biographical information about Martha Rogers, Margaret Newman, and Rosemarie Parse, three nurses who developed grand nursing theories. It describes Rogers' Science of Unitary Human Beings theory which views humans and the environment as open, energy fields that interact continuously. It outlines Newman's Health as Expanding Consciousness theory which defines health as the expansion of consciousness. And it provides brief details about Parse's Human Becoming theory.
This document discusses various learning theories relevant to nursing education. It describes behavioral learning theories which focus on observable behaviors and stimuli-response models. Cognitive learning theories consider thoughts and mental processes. Adult learning theory proposes adults are self-directed learners who need to understand why they are learning something. Bandura's social learning theory emphasizes modeling behaviors and developing self-efficacy. The document also covers Piaget's stages of cognitive development and Gagne's categories of learning outcomes.
The document discusses various learning theories that are relevant for nursing education and practice. It covers behavioral, cognitive, and adult learning theories. The key theories discussed include operant conditioning, social learning theory, cognitive development theories from Piaget and Gagne, and Knowles' adult learning theory of andragogy. The theories explore how learning occurs through the interaction of person, behavior, and environment. The document emphasizes that understanding learning theories can help nurses effectively develop teaching strategies.
This document discusses critical thinking, ethical decision making, and the nursing process. It defines critical thinking as a multidimensional skill involving reasoning and reflective thinking. Characteristics of critical thinkers include being organized, persistent, and flexible. The document also outlines basic ethical principles like autonomy, beneficence, and justice. It describes the nursing process as having five steps - assessment, diagnosis, planning, implementation, and evaluation. Throughout, critical thinking is positioned as central to effective nursing practice and decision making.
This document provides an overview of major theoretical perspectives in health sociology. It discusses functionalism and its concept of the sick role; Marxism and commodification of health; Weberianism and McDonaldisation; symbolic interactionism and concepts like illness trajectory; feminism's focus on medicalization and biological determinism; and post-structuralism/Foucault's concept of the medical gaze. The document emphasizes that different perspectives offer different insights and that incorporating multiple perspectives can best help understand specific health issues.
1) Nursing is defined as the diagnosis and treatment of human responses to health and illness, with the goal of putting patients in the best condition for nature to act upon them.
2) Health is defined by the WHO as complete physical, mental and social well-being, not just the absence of disease. It is viewed as a continuum.
3) The U.S. health care system is increasingly emphasizing health promotion, wellness and self-care over being just disease-oriented.
This document provides information on several grand nursing theorists and their theories, including Florence Nightingale, Virginia Henderson, and Dorothea Orem. It describes key details about their lives, work, and the major concepts of their nursing theories. Nightingale developed her theory based on providing an optimal healing environment. Henderson identified 14 basic human needs and believed nursing aims to assist patients until they can care for themselves. Orem's Self-Care Deficit Nursing Theory has three nested theories and focuses on patients' ability to perform self-care.
The document discusses several future issues facing nursing and healthcare. It notes major demographic shifts in the US population along with changes to the healthcare system through the Affordable Care Act. Key challenges identified include chronic conditions, an aging population, health disparities, and limited English proficiency. Future nursing roles will focus on ensuring access to care, promoting high-quality outcomes, and developing competencies like critical thinking and cultural understanding. Nursing education must also prepare graduates to work across settings with these competencies.
Dorothea Orem developed the Self-Care Deficit Nursing Theory, known as the Orem Model of Nursing. She proposed that nursing is needed when an individual's self-care abilities are insufficient to meet their needs. Her theory consists of three related concepts: self-care, self-care deficit, and nursing systems. When a self-care deficit exists, nursing is required to help the individual meet their self-care needs through compensatory or supportive/educative systems. Orem's theory focuses on assisting patients in performing self-care to help them recover faster and maintain their health.
This document discusses cultural diversity and values in nursing. It covers topics like culture and health, cultural competence, cross-cultural nursing, and assessing culture. Culture is defined as dynamic, shared, and learned rather than static, private and inherited. Cultural competence requires openness, respect, and consideration of power relations and health disparities. It is important for nurses to understand their own cultural beliefs as well as those of their clients.
The document discusses several qualitative research traditions and methods. It describes the typical phases of qualitative research as orientation, focused exploration, and confirmation of findings. It also outlines several traditions including ethnography in anthropology, phenomenology in philosophy, grounded theory in sociology, and historical research in history. Specific methods like ethnography, phenomenology, and grounded theory are then defined in more detail regarding their aims, data sources, and end products.
Florence Nightingale's Environmental Theory emphasizes the role of the environment in promoting health and focuses on ensuring patients have clean, safe, and supportive environments. Jean Watson's Theory of Human Caring focuses on caring and the caring relationship between nurses and patients as central to the healing process. The theories provide frameworks for nurses to promote patients' health and well-being through environmental factors and caring relationships.
The document discusses frameworks and approaches for conducting community assessments. It describes community assessment as examining biological, psychological and sociocultural influences on a specific group. Some key frameworks covered include the epidemiologic approach to describe health and relationships, the community as partner framework examining parts of the community, and the functional health status approach evaluating health patterns. Developmental models take a historical approach to understand cultural changes over time. The asset-based approach identifies community resources and strengths. A collaborative model emphasizes interdisciplinary assessment.
presentation on Callista Roy adaptation theory.pptxRichaMishra186341
The document summarizes Sister Callista Roy's Adaptation Model of Nursing. The model views individuals as adaptive systems that interact with their environment. It focuses on the concepts of adaptation, person, health, environment, and nursing. The person consists of biological, psychological and social aspects. The goal of nursing is to promote adaptation through four modes: physiological, self-concept, role function, and interdependence. The model provides a framework for nursing assessment and intervention by examining behaviors and stimuli that influence adaptation.
Middle range theories lie between grand theories and practice theories. They have fewer and more concrete concepts that can be empirically tested. Nursing recognizes middle range theories as important for developing knowledge to support practice. Many are developed from research, literature reviews, taxonomies, or by adapting concepts from other disciplines. They must be testable and address relevant nursing problems. Future development and use of middle range theories will further advance nursing as a discipline.
The document discusses various microbiology techniques for culturing microbes including inoculation, isolation, incubation, inspection, and identification. It describes how to produce pure cultures through methods like streak plating and describes different types of culture media including solid, liquid, enriched, selective, and differential media. The goals are to transfer microbes to produce isolated colonies, grow them under proper conditions, observe characteristics, and identify organisms through comparing data.
The document provides instructions for creating a research poster, including reviewing sample posters and an article on best practices. It discusses font size, logo placement, poster size, image and graphic quality, and elements that make a poster engaging. A sample student research poster is also included, with sections on the problem, methodology, results, conclusions, and references. The poster summarizes a study on the occupations of school-aged children who have siblings with cognitive or behavioral disabilities.
The document provides instructions for creating an effective research poster. It discusses reviewing sample posters to understand best practices like font size, logo placement, size of the poster, and quality of images. It also recommends considering what makes sample posters visually engaging and how one's own poster could be improved.
Position Your Body for Learning implements evidence-based measurements to assess optimal positioning for learning. The document describes three simple assessments - "roll", "rattle", and "rumble" - to determine if desk height matches elbow rest height and chair height matches popliteal height. It explains that proper ergonomic positioning through adjustments can improve students' attention, fine motor skills, and performance on standardized tests. The document provides a form called "Measuring for Optimal Positioning" to document student measurements and identify furniture adjustments needed.
The agenda outlines a thesis dissemination meeting that will include welcome and introductions, a syllabus review, project summaries from students, breaks, a presentation on APA style and thesis document preparation from the writing center, library resources overview, and discussion of thesis resources and dismissal. The document also lists various thesis course, poster, article, and conference resources that will be made available to students.
This document discusses program evaluation, outlining key concepts and approaches. It describes the purposes of program evaluation as determining if objectives are met and improving decision making. Formative and summative evaluations are explained, with formative used for ongoing improvement and summative to determine effects. Both quantitative and qualitative methods are appropriate, including experimental, quasi-experimental and non-experimental designs. Stakeholder involvement, utilization of results, and addressing ethical considerations are important aspects of program evaluation.
The document outlines topics from Chapter 6 of a course, including similarities and differences between intervention planning for individuals and community programs, best practices for developing mission statements and effective teams, and issues related to program sustainability. It also provides examples and activities for developing SMART goals, vision and mission statements, and sustainability plans for a fall prevention program. Resources and considerations are presented for each step of the program development process.
Compliance, motivation, and health behaviors stanbridge
This document provides information about compliance, motivation, and health behaviors as they relate to learners. It introduces several occupational therapy students and their backgrounds. The objectives cover defining key terms and discussing theories of compliance, motivation concepts, and strategies to facilitate motivation. The document then matches vocabulary terms to their definitions and discusses several theories of behavior change, including the health belief model, self-efficacy theory, protection motivation theory, stages of change model, and theory of reasoned action. Motivational strategies and the educator's role in health promotion are also outlined.
Ch 5 developmental stages of the learnerstanbridge
This document provides an overview of developmental stages of the learner from infancy through older adulthood. It begins with introductions of the presenters and learning objectives. Key terms are defined. Development is discussed in terms of physical, cognitive, and psychosocial characteristics at each stage: infancy/toddlerhood, early childhood, middle/late childhood, adolescence, young adulthood, middle-aged adulthood, and older adulthood. Teaching strategies are outlined for each developmental stage. The role of family in patient education is also addressed.
This document summarizes the content covered in Week 2 of a course on community-based occupational therapy practice. Chapter 3 discusses using theories from related disciplines in community practice and identifying strategies for organizing communities to meet health needs. Chapter 4 covers understanding relevant federal legislation, including laws supporting reimbursement and those focused on education, medical rehabilitation, consumer rights, and environmental issues. The document also lists vocabulary terms and guest speakers for the week.
This document outlines the topics and activities to be covered in Week 3 of a course on community health and health promotion program development. It will describe processes of environmental scanning, trend analysis, and the key steps of community health program development. Students will learn about needs assessments, theories in health promotion planning, goals and objectives, and the ecological approach. They will develop implementation strategies at different levels of intervention and learn the purposes of program evaluation. Readings, discussions, and activities are planned, including a scenario analyzing a sheltered workshop using SWOT analysis. Key terms and concepts are defined.
This document outlines the topics that will be covered in the first two chapters of a course on community-based occupational therapy practice. Chapter 1 will discuss the history and roles of OT in community-based practice as well as characteristics of effective community-based OTs. It will also cover paradigm shifts in OT. Chapter 2 will address concepts in community and public health, determinants of health, and strategies for prevention. It will discuss OT's contributions to Healthy People 2020 and its role in health promotion. The schedule includes lectures, small group work, and a guest speaker.
This document discusses how to critically appraise quantitative studies for clinical decision making. It covers evaluating the validity, reliability, and applicability of studies. Key points include assessing for bias, determining if results are statistically and clinically significant, and considering how well study findings can be applied to patients. Study designs like randomized controlled trials, case-control studies, and cohort studies are examined. The importance of systematic reviews and meta-analyses in evidence-based practice is also covered.
This document discusses the importance of clinical judgment in evidence-based nursing practice. It states that research evidence must be considered alongside patient concerns and preferences. Good clinical judgment requires carefully examining the validity of evidence and how it is applied to specific patients. The fit between evidence and each patient's unique situation is rarely perfect. Nurses must understand patients narratively and use judgment over time to determine the most appropriate care based on evidence and the patient's needs. Experiential learning and developing expertise in caring for particular patient populations enhances a nurse's clinical grasp and judgment.
This document discusses qualitative research and its application to clinical decision making. It describes how qualitative evidence can inform understanding of patient experiences and perspectives, which are important components of evidence-based practice. The document outlines different qualitative research traditions like ethnography, grounded theory, and phenomenology. It also discusses techniques for appraising qualitative studies based on their credibility, transferability, dependability, and confirmability. The key point is that qualitative evidence provides insights into human experiences, values, and meanings that can help inform clinical decisions.
This document discusses critically appraising knowledge for clinical decision making. It explains that practice should be based on unbiased, reliable evidence rather than tradition. The three main sources of knowledge for evidence-based practice are valid research evidence, clinical expertise, and patient choices. Clinical practice guidelines are the primary source to guide decisions as they synthesize research evidence. Internal evidence from quality improvement projects applies specifically to the setting where it was collected, unlike external evidence which is more generalizable. Both internal and external evidence should be combined using the PDSA (Plan-Do-Study-Act) cycle for continuous improvement.
This document discusses implementing evidence-based practice (EBP) in clinical settings. It emphasizes that engaging all stakeholders, including clinical staff, administrators, and other disciplines, is key. It also stresses that assessing and addressing barriers like knowledge, attitudes, and resources is important. Finally, it highlights that evaluating outcomes through quantifiable measures can help determine the impact of EBP changes on patient care.
This document discusses clinical practice guidelines (CPGs), including how they are developed based on evidence, how they can standardize care while allowing flexibility, and how to evaluate and implement them. It notes that CPGs systematically develop statements to guide regional diagnosis and treatment based on the best available evidence. While CPGs provide time-effective guidance, the commitment of caregivers is most important for successful implementation.
This document discusses key aspects of writing a successful grant proposal. It explains that grant proposals request funding for research or evidence-based projects by outlining specific aims, background, significance, methodology, budget, and personnel. Successful grant writers are passionate, meticulous planners who can persuade reviewers of a project's importance and address potential barriers. The most important initial question is whether a project meets the funding organization's application criteria. Proposals need compelling abstracts that explain why a project deserves funding and clearly written background and methodology sections. Common weaknesses that can lead to rejection are a lack of significance or novel ideas and inadequate description of study design.
The document discusses ethical considerations for evidence implementation and generation in healthcare. It outlines key ethical principles like beneficence, nonmaleficence, autonomy and justice. These principles form the foundation for core dimensions of healthcare quality according to the Institute of Medicine. The document also differentiates between clinical research, quality improvement initiatives, and evidence-based practice. It notes some controversies around applying different ethical standards to research versus quality improvement. Overall, the document provides an overview of how ethical principles guide evidence-based healthcare practices and quality improvement efforts.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics