The document outlines the Theory of Nursing as Caring, which presents a model for transforming nursing practice. Some key points of the theory are:
- It is based on 6 major assumptions including that all persons are caring by virtue of their humanness and personhood is enhanced through caring relationships.
- Central concepts are caring, authentic presence, and viewing the person as whole and complete. The focus of nursing is nurturing persons' caring.
- In the nursing situation, the nurse attends to calls for caring from the patient through caring responses to enhance their personhood. This includes offering a direct invitation to understand what matters most to the patient.
- Through authentic presence and intentionality, the nurse comes to know
Newman’s theory of health as expanding consciousnessحسين منصور
The theory of health as expanding consciousness stimulated by concern for those for whom health as the absence of disease or disability is not possible, (Newman, 2010).
The theory has progressed to include the health of all persons regardless of the presence or absence of disease, (Newman, 2010).
The theory asserts that every person in every situation, no matter how disordered and hopeless it may seem, is part of the universal process of expanding consciousness, (Newman, 2010).
Among the many models of health related quality of life, Pender’s Health promotion behavior model helps to identify factors influenced the decisions and actions of individuals that were made to prevent disease and promote a healthy lifestyle.
Newman’s theory of health as expanding consciousnessحسين منصور
The theory of health as expanding consciousness stimulated by concern for those for whom health as the absence of disease or disability is not possible, (Newman, 2010).
The theory has progressed to include the health of all persons regardless of the presence or absence of disease, (Newman, 2010).
The theory asserts that every person in every situation, no matter how disordered and hopeless it may seem, is part of the universal process of expanding consciousness, (Newman, 2010).
Among the many models of health related quality of life, Pender’s Health promotion behavior model helps to identify factors influenced the decisions and actions of individuals that were made to prevent disease and promote a healthy lifestyle.
BIOGRAPHY OF FAYE GLENN ABDELLAH, AS AN EDUCATOR AND RESEARCHER, INFLUENCED FAYE ANDELLAH IN THE DEVELOPMENT HER OWN MODEL OF
NURSING, ABDELLAH’S TYPOLOGY OF 21 NURSING PROBLEMS, ASSUMPTION, CONCEPT, STEPS TO IDENTIFY THE CLIENT’S PROBLEM, 11 NURSING SKILLS, USE OF 21 PROBLEMS IN THE NURSING PROCESS AND LIMITATIONS
BIOGRAPHY OF FAYE GLENN ABDELLAH, AS AN EDUCATOR AND RESEARCHER, INFLUENCED FAYE ANDELLAH IN THE DEVELOPMENT HER OWN MODEL OF
NURSING, ABDELLAH’S TYPOLOGY OF 21 NURSING PROBLEMS, ASSUMPTION, CONCEPT, STEPS TO IDENTIFY THE CLIENT’S PROBLEM, 11 NURSING SKILLS, USE OF 21 PROBLEMS IN THE NURSING PROCESS AND LIMITATIONS
APA powerpoint presentation - 2009 updates
Slideshow was prepared by Stephanie Finley and used with permission by Gisele McDaniel
Tulsa Community College, Tulsa, OK
Jan 2010
Meleis's Theory of Transitions and Nursing Home Entryfchiang
Increasing numbers of older adults are entering nursing homes and skilled nursing facilities. Meleis's Theory of Transitions informs nurses how to better understand and develop interventions for the transition process.
This paper explores what a nursing philosophy is and gives insight into my own personal philosophy of nursing. It defines what a nursing philosophy is, the theories behind its framework, as well as providing my own views on nursing and how it allows me to practice and care for my patients to the best of my ability to provide high-quality care.
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Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
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Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
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Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
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Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Learning Objectives
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2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
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Nursing As Caring revised 2013
1. Nursing as Caring:Nursing as Caring:
A Model for Transforming PracticeA Model for Transforming Practice
Anne Boykin, PhD, RNAnne Boykin, PhD, RN
Savina O. Schoenhofer, PhD, RNSavina O. Schoenhofer, PhD, RN
Marguerite J. Purnell, PhD, RN; AHN-BCMarguerite J. Purnell, PhD, RN; AHN-BC
Florida Atlantic UniversityFlorida Atlantic University
2. ContentsContents
CaringCaring
Major assumptionsMajor assumptions
Key ConceptsKey Concepts
Focus of nursingFocus of nursing
The nursing situationThe nursing situation
Direct invitationDirect invitation
Calls for Nursing and NursingCalls for Nursing and Nursing
responses of caringresponses of caring
Dance of Caring PersonsDance of Caring Persons
3. 6 Major Assumptions6 Major Assumptions
Major assumptions are stated by the theorists to presentMajor assumptions are stated by the theorists to present
their values that ground the theory, and to illuminatetheir values that ground the theory, and to illuminate
theirtheir
worldviews . This means that you know “where they areworldviews . This means that you know “where they are
coming from”. The theory of Nursing As Caringcoming from”. The theory of Nursing As Caring
in grounded in 6 major assumptions which providein grounded in 6 major assumptions which provide
distinctive meanings:distinctive meanings:
Persons are caring by virtue of their humanness.Persons are caring by virtue of their humanness.
Persons are caring moment to moment.Persons are caring moment to moment.
Persons are whole or complete in the moment.
Personhood is living grounded in caring.Personhood is living grounded in caring.
Personhood is enhanced through participating in nurturingPersonhood is enhanced through participating in nurturing
relationships with caring others.relationships with caring others.
Nursing is both a discipline and a profession.Nursing is both a discipline and a profession.
5. All persons are caring by virtue of their humanness –All persons are caring by virtue of their humanness –
caring is an essential feature and expression of beingcaring is an essential feature and expression of being
human. The view of person as caring and complete ishuman. The view of person as caring and complete is
intentional – prevents segmenting into parts, such asintentional – prevents segmenting into parts, such as
mind, body, and spirit.mind, body, and spirit.
Fundamentally, potentially, and actually, each person isFundamentally, potentially, and actually, each person is
caring.caring.
Each person, throughout life, grows in the capacity toEach person, throughout life, grows in the capacity to
express caring. Being a person means living caring.express caring. Being a person means living caring.
Through knowing self as caring, I am able to be authenticThrough knowing self as caring, I am able to be authentic
to self and others.to self and others.
Caring is living in context of relational responsibilities.Caring is living in context of relational responsibilities.
Caring is responsibility to self and others.Caring is responsibility to self and others.
Caring shapes relationships.Caring shapes relationships.
About CaringAbout Caring
6. KEY CONCEPTSKEY CONCEPTS
These are important conceptsThese are important concepts
that can be operationalized, i.e.that can be operationalized, i.e.
they can be put into action andthey can be put into action and
studied, recognized, described
or measured
7. Caring in NursingCaring in Nursing: The intentional and authentic: The intentional and authentic
presence of the nurse with another who is recognized aspresence of the nurse with another who is recognized as
person living in caring and growing in caring. If you lookperson living in caring and growing in caring. If you look
at the 6at the 6thth
basic assumption listed, it states that nursing isbasic assumption listed, it states that nursing is
both a discipline and a profession. This assumptionboth a discipline and a profession. This assumption
supports and validates how a nurse approachessupports and validates how a nurse approaches
professional caring practice, that is, from an informedprofessional caring practice, that is, from an informed
stance grounded in disciplinary knowledge. This clearlystance grounded in disciplinary knowledge. This clearly
distinguishes “lay” caring from professional nurse caring.distinguishes “lay” caring from professional nurse caring.
Authentic Presence:Authentic Presence:
Authentic presence may be understood as one’sAuthentic presence may be understood as one’s
intentionally being there with another in the fullness ofintentionally being there with another in the fullness of
one’s personhood.one’s personhood.
Caring communicated through authentic presence is theCaring communicated through authentic presence is the
initiating and sustaining medium of nursing within theinitiating and sustaining medium of nursing within the
nursing situation.nursing situation.
8. Key Concepts con’tKey Concepts con’t
Person as Whole and Complete in the MomentPerson as Whole and Complete in the Moment
Person as caring centers on valuing and celebratingPerson as caring centers on valuing and celebrating
human wholeness, that is, the human person ashuman wholeness, that is, the human person as
living caring and growing in caring; valuing andliving caring and growing in caring; valuing and
respecting each person’s beauty, worth, andrespecting each person’s beauty, worth, and
uniqueness.uniqueness.
The person is at all times whole. To encounter aThe person is at all times whole. To encounter a
person as less than whole fails to encounter person.person as less than whole fails to encounter person.
9. Personhood isPersonhood is
living grounded in caringliving grounded in caring
Personhood implies living out who we are as caringPersonhood implies living out who we are as caring
persons.persons.
Personhood implies living the meaning of one’s life.Personhood implies living the meaning of one’s life.
Personhood implies demonstrating congruence betweenPersonhood implies demonstrating congruence between
beliefs and behavior.beliefs and behavior.
10.
11. The Focus ofThe Focus of
NursingNursing
((What do nurses think about while theyWhat do nurses think about while they
are nursing?)are nursing?)
The focus of nursing is nurturingThe focus of nursing is nurturing
persons living caring and growing inpersons living caring and growing in
caring.caring.
12. Nursing SituationNursing Situation
The nursing situation is the shared, lived experience inThe nursing situation is the shared, lived experience in
which thewhich the caring betweencaring between nurse and nursed enhancesnurse and nursed enhances
personhood.personhood.
(What does the nurse(What does the nurse dodo?)?)
It is in the nursing situation that theIt is in the nursing situation that the nursenurse attends to callsattends to calls
for caring, creating caring responsesfor caring, creating caring responses that nurturethat nurture
personhood.personhood.
13.
14. Calls for NursingCalls for Nursing
AA call for nursingcall for nursing is a call from theis a call from the
one nursed, perceived in the mind of the nurse.one nursed, perceived in the mind of the nurse.
This call for acknowledgement and affirmation ofThis call for acknowledgement and affirmation of
the person living caring in specific ways in thethe person living caring in specific ways in the
immediate situation.immediate situation.
Calls for the nurturance that is Nursing areCalls for the nurturance that is Nursing are
personal expressions that communicate in somepersonal expressions that communicate in some
way - “know me as caring person and affirm me.”way - “know me as caring person and affirm me.”
15. What the nurse does…What the nurse does…
In the nursing situation:In the nursing situation:
The nurse enters into the world of the other with theThe nurse enters into the world of the other with the
intention of knowing, affirming, supporting, andintention of knowing, affirming, supporting, and
celebrating other as caring person.celebrating other as caring person. Direct invitationDirect invitation isis
integral to this.integral to this.
Nurses should offer the direct invitationNurses should offer the direct invitation as part of theiras part of their
coming to know other. The direct invitation raisescoming to know other. The direct invitation raises
awareness of nurse and nursed that nursing IS theawareness of nurse and nursed that nursing IS the
service that nursing offers.service that nursing offers.
The Direct InvitationThe Direct Invitation opens the door to explicitopens the door to explicit
“caring between.”“caring between.”
16. Example of Direct invitationExample of Direct invitation
InsteadInstead of asking “What can I do for you?” -of asking “What can I do for you?” - turn theturn the
focusfocus away from yourselfaway from yourself to the one you are nursing.to the one you are nursing.
Ask, in your own words, sincerely desiring toAsk, in your own words, sincerely desiring to
know:know: WhatWhat matters to you most, right nowmatters to you most, right now??””
This is a very powerful question – wait forThis is a very powerful question – wait for
the answer in stillness, with patiencethe answer in stillness, with patience..
The one being nursed willThe one being nursed will respond to the invitationrespond to the invitation inin
many different ways with uniquemany different ways with unique calls for nursingcalls for nursing thatthat
arise from what matters.arise from what matters.
17. Nursing responses of caringNursing responses of caring
The nurse responds to these calls for nursingThe nurse responds to these calls for nursing
withwith specific caring resspecific caring responses to sustain andponses to sustain and
enhance the other as caring person.enhance the other as caring person.
ThisThis caring nurturancecaring nurturance is what we call theis what we call the
nursing response.nursing response.
18. Caring betweenCaring between
Presence develops as the nurse is willing to riskPresence develops as the nurse is willing to risk
entering the world of the other, and as the otherentering the world of the other, and as the other
invites the nurse into ainvites the nurse into a special, intimate space.special, intimate space.
The encountering of the nurse and the nursedThe encountering of the nurse and the nursed
gives rise to the phenomenon ofgives rise to the phenomenon of caring betweencaring between,,
within which personhood is nurturedwithin which personhood is nurtured..
The nurse as caring person is fully present andThe nurse as caring person is fully present and
gives the other time and space to grow. Throughgives the other time and space to grow. Through
presencepresence andand intentionalityintentionality, the nurse is able to, the nurse is able to
know the other in his or her living caring andknow the other in his or her living caring and
growing in caring.growing in caring.
19. The Caring Between…The Caring Between…
ThisThis full engagementfull engagement within the nursingwithin the nursing
situation allows the nursesituation allows the nurse to truly experienceto truly experience
nursing as caring,nursing as caring, and to shareand to share that experiencethat experience
with the one nursed.with the one nursed.
This is theThis is the caring between, the sharedcaring between, the shared
relation within which nursing is createdrelation within which nursing is created
and experiencedand experienced..
20. Dance of Caring PersonsDance of Caring Persons
(Nursing As Caring: A Model For Transforming Practice(Nursing As Caring: A Model For Transforming Practice, 2001, p. 37), 2001, p. 37)
21. Dance of Caring PersonsDance of Caring Persons
A Person-Centered, Caring-Focused Relational ModelA Person-Centered, Caring-Focused Relational Model
Acknowledgement that all persons have the capacity to care by
virtue of their humanness
Commitment to respect for person in all institutional structures
and processes
Recognition that each participant in the enterprise has a unique
valuable contribution to make to the whole and is present in the
whole
Appreciation for the dynamic though rhythmic nature of the Dance
of Caring Persons, enabling opportunities for human creativity
22. ReferencesReferences
Boykin, A., & Schoenhofer, S. O. (1991). Story asBoykin, A., & Schoenhofer, S. O. (1991). Story as
link between nursing practice, ontology,link between nursing practice, ontology,
epistemology.epistemology. ImageImage,, 2323, 245-248., 245-248.
Boykin, A., & Schoenhofer, S. O. (2001).Boykin, A., & Schoenhofer, S. O. (2001). NursingNursing
as caring: A model for transforming practice.as caring: A model for transforming practice.
Sudbury, MA: Jones and Bartlett.Sudbury, MA: Jones and Bartlett.
Mayeroff, M. (1971).Mayeroff, M. (1971). On caringOn caring. NY: Harper and. NY: Harper and
Row.Row.