Callista Roy's Adaptation Model proposes that people are adaptive systems who strive to maintain adaptation in four modes: physiological, self-concept, role function, and interdependence. The model describes how people use control processes and effectors to respond to stimuli from the internal and external environment. Nursing aims to promote adaptive responses by manipulating stimuli and expanding a person's adaptation level. The theory has been applied in various clinical settings and populations.

1. 2
PRESENTER: MS RITIKA SONI
CALLISTA ROY’S THEORY
“THE ADAPTATION MODEL”

2. Biography
Origin of theory/ model
Define the theory
Five big elements of Roy’s adaptation
theory/model
Application of theory and nursing process
Application of model with Example
Application of theory/ model in other areas
Evaluation of theory/ model
Conclusion
References

4.  Sr. Callista Roy, a prominent nurse theorist,
writer, lecturer, researcher and teacher.
 Professor and nurse theorist at the Boston
college of nursing in Chestnut Hill.
 Born in Los Angeles, California, on October 14,
1939.
 Second child of Mr. and Mrs. Fabien Roy
 Mother was a licensed vocational nurse
 Roy was designated as a 2007 Living Legend
by the American Academy of Nursing.
 A member of Sigma, Theta, Tau.

5. Bachelors of Arts with a major Degree in
Nursing from Mount St. Mary’s College,
Los Angeles in 1963.
Master’s degree program in Pediatric
Nursing at the University of California in
1966.
She also earned a Second Masters and PhD
in Sociology in 1973 and 1977,
respectively.

6. Suffered with Encephalomyelitis, a
neurological disorder.
Dr. Roy also had the opportunity to be a
clinical nurse , scholar two-year
postdoctoral program in Neuroscience
Nursing at University of California, She
selected this field to develop her
understanding of the holistic person,
especially as an adaptive system. And
because of her familiarity with this clinical
area as a result of her own neurological
illnesses

7.  Started at age 14 as a nurse aid
 Pediatric Nurse
 Nursing instructor in many different
Capacities
 She has lectured across the united states and in
then thirty other countries.
 Sr. Callista Roy had the significant opportunity of
working with Dorothy E. Johnson.
 One of her teachers and mentor is : Dr. Dorothy
Johnson
 She was Roy’s main influence to develop her model with
the goal of nursing being to promote adaptation.

8.  Roy credits Dorothy E. Johnson as having a strong
influence in stimulating her creative processes.
 In 1968, fellow faculty at Mount Saints Mary’s
college voted unanimously to adapt the
adaptation framework as the philosophical basis
of the nursing curriculum.
 In 1970, the model was implemented in Mount
St. Mary’s college.
 Roy ,again, credits Johnson for encouraging her
to publish her work. Resulting publications
include the first and second editions of
introduction to Nursing : An Adaptation Model.
 In 1971, she was announced for the chairman of
the Department of nursing at Mount Saints Mary’s
college in Los Angeles.

9. Adaptation was first introduced to Ms. Roy
in her psychology class.
Adaptation of children:
 While working as a Pediatric nurse, Roy had
noticed the great resiliency of children and their
ability to adapt in response to major physical and
psychological changes.
Theory development started in 1964 &
implemented in 1970.

10.  Roy was challenged in a seminar by another
theorist Dorothy E. Johnson to develop a
theory of nursing, subsequently in 1970, ‘the
Roy Adaptation model’ was born as a
derivation of Bertalanfty (1968) general
system theory and Harry Helson’s Adaptation
level theory (1964).

14.  There are five elements in Roy’s adaptation
model. These elements are the:
 Person
 The goal of nursing
 Nursing activities
 Health
 Environment

15. Roy states that the recipient of nursing care may be
the individual, a family, a group, a community, or a
society.
Each is considered as an adaptive system.
An adaptive system combines the concept of
adaptation and of a system.
First, consider the concept of system as applied to an
individual.

16.  Person, as living systems, are in constant
interaction with their environments.
 Between the system and the environment
occurs an exchange of information, matter
and energy.
 This characteristic of a living system is called
openness.
 Dunn, a system theorist, calls our attention
to the smallest unit of life, the cell. The cell
is a living open system.
 The cell has its inner and outer worlds.

17.  The constant interaction of persons with
their environment is characterized by both
internal and external change.
 Within this changing world persons must
maintain their own integrity: I.e.. each
person must adapt.
 Hence, the person is viewed as an adaptive
system.

18. The person as an adaptive system.(From Callista Roy,
introduction to nursing : an adaptation model.

19. 1.Input: The adaptive system has input coming
from the external environment as well as
input coming internally from itself.
 Example of external environment :
temperature, an electrical current or a
sound.
 Example of internal environment :
partial pressure of oxygen in the body, the
presence of pain, or the movements of an
unborn child.
 Roy identifies inputs as stimuli & adaptation
level.

20.  Three types of stimuli influence an individual’s ability to
cope with the environment:
*Focal stimuli are those that immediately confront the
individual in a particular situation.
*Contextual stimuli are all other stimuli of the person’s
internal and external world that influence the situation
and are observable, measurable or subjectively
reported by the person.
*Residual stimuli are those make-up characteristics of the
person that are present and relevant to the situation but
are elusive or difficult to measure objectively.

21. *Example: Mr. Smith experiencing chest pain
Focal- includes the deficit of oxygen supply to his
heart muscle.
Contextual- includes the 90 degree temperature,
the sensation of pain, Mr. Smith’s age, weight,
blood sugar level, and the degree of coronary
artery patency.
Residual- includes his history of cigarette smoking
and work-related stress.
Roy’s Model Continued…

23.  Input also includes a person’s adaptation
level.
 Each person’s adaptation levels is unique and
constantly changing. It is a zone within which
stimulation will lead to a adaptive responses.
 Along with stimuli the adaptation level of
human system act as an internal input to the
system as an adaptive system.
 Three levels identified by Roy are:
 Integrated processes
 Compensatory processes
 Compromised processes

24. 1) Integrated processes:
 Adaptation level where the structures &
functions of the life processes work to meet
needs.
 Examples:
 Stable process of breathing and ventilation
 Effective processes for moral-ethical-spiritual
growth.
2) Compensatory processes:
 Adaptation level where the cognator and
regulator are activated by a challenge to the life
processes.
 Examples: grieving as a growth process, higher
levels of adaptation and transcendence
 Role transition, growth in a new role.

25. 3) Compromised processes:
 Adaptation level resulting from inadequate
integrated and compensatory life processes.
 Adaptation problems:
 Examples:
 Hypoxia
 Unresolved loss
 Stigma
 Abusive relationships

26.  Throughput makes use of a person’s control
processes and effectors.

27. Control processes refers to the control
mechanisms that a person uses an adaptive
system.
 Internal dynamics act as control processes.
 Roy used the term coping mechanisms to
describe the control processes of the human
as an adaptive system.
 Some coping mechanisms are inherited /
genetic e.g. WBC’s defense system against
bacteria seeking to invade the body.
 Other mechanism are learned e.g. use of
antiseptics to cleanse a wound.

28.  These mechanisms are as following:
o The regulator and the cognator, Roy’s
model considers these mechanisms as
subsystems of the person as a system.
o These subsystems are the mechanisms
used by human beings to cope with
stimuli from the internal and external
environment.

29.  Has the system components of input, internal
process, and output. Input stimuli may
originate externally or internally to the
person. The transmitters of the regulator
subsystem are chemical, neural, or endocrine
in nature. Autonomic reflexes which are
neural responses originating in the brain
stem & spinal cord, are generated as output
behaviors of the regulator subsystem. Target
organs and tissues under endocrine control
also produce regulator output behaviors.
 Finally Roy presents psychomotor responses
originating from CNS as regulator subsystem.

30. An example of a regulator process is:
 when a noxious external stimulus is visualized
and transmitted via the optic nerve to higher
brain centers and then to lower brain
autonomic centers.
 The sympathetic neurons from these origins
have multiple visceral effects, including
increased blood pressure and increased heart
rate.

31.  Output behavior of the regulator subsystem can be
feedback stimuli to the cognator subsystem.
 Cognator control processes are related to the higher
brain functions of perceptual/information processing,
judgment, and emotion.
 Perceptual/information processing is related to the
internal process of selective attention, coding &
memory.
 Learning is correlated to the processes of imitation,
reinforcement, and insight.
 Problem solving and decision making are the internal
processes related to judgment; and finally, emotion
has the processes of defense to seek relief , affective
appraisal, & attachment.
 Hence , in maintaining integrity of the person, the
regulator and cognator are postulated as frequently
acting together.
 Example: Pp: 303.

32.  The regulator & cognator mechanisms are
viewed as acting with four effectors or
adaptive modes of physiologic functions, self
concept, role function & interdependence.
involved in adaptation.
 These four modes are the channels through
which the person adapts to internal and
external changes.

33. Four Adaptation Modes

34. 1.Physiological function- involves body’s basic
needs and ways to adapt. It includes:
oxygenation, nutrition, elimination, activity, rest,
skin integrity, fluid and electrolytes, neurological
functions and endocrine functions.
2. Self Concept- refers to beliefs and feelings about
oneself. Comprises physical self( sensation & body
image) and moral & ethical self (self observation
and evaluation).

35. 3. Role Function- involves behavior
based on persons position in society.
- Depends on how a person interacts
with other in a given situation.
- Primary, secondary, and tertiary roles
the person performs in society.
4.Interdependence-
 Involves a person’s relationship with
significant others and support systems.
 A balance between dependent behaviors
(seeking help, attention, affection) and
independent behaviors (taking initiative
& obtaining satisfaction from work).
 Meets a person’s need for love, nurturing,
and affection.

36.  Output is the outcome of the system; when the
system is a person. Output refers to the persons
behavioral responses.
 In Roy’s system, output is categorized as:
 Adaptive responses: are those that promote the
integrity of human system. It is behaviorally
demonstrated when the system is able to meet
the goals.
 Adaptive responses
 Ineffective responses
 Ineffective responses: are those that do not
support the goals of humans as adaptive system.
they can immediately or gradually threaten the
survival of the system.
 These responses or output, provides feedback
to the system.

37.  Roy defines the goal of nursing as the promotion
of adaptive responses in relation to the four
adaptive modes. Adaptive responses are those
that positively affect health.
 Internal & external changes, that is input
stimuli, interface with the person’s state of
coping, the other significant element in
adaptation process. The condition of the person
or the individual’s state of coping is that
person’s adaptation level.
 The person’s adaptation level will determine
whether a positive response to internal or
external stimuli will be elicited.

38.  The person’s adaptation level is determined by
focal, contextual and residual stimuli.
 The degree of change facing the person is
equated to the focal stimulus. If the person’s
adaptation level is viewed as a line, the zone of
adaptation is the distance above and below that
line that sets the limit of the person’s adaptation
capacity.
 When the total stimuli (focal, contextual,
residual) fall within the person’s zone of
adaptation, an adaptive response or output
results.
 However, when the total stimuli fall outside the
individual’s zone of adaptation, ineffective
output behavior or response occur.

39. Adaptation level ------------------------------- =+R or Adaptation
Adaptation level ------------------------------ = -R or Ineffective
Response
Key:
S= stimuli
+R= Positive response
- R= Negative response
Figure: show Adaptation level.
s
s

40.  In the example of Mr. smith, the total
stimuli had fallen outside his adaptation
zone. So the deficit of oxygen to his heart
indicated by chest pain, was an ineffective
response.
 This response became the feedback to the
system as a regulator system and a focal
stimulus.
 Mr. smith realized the cognator mechanism
to adjust the total stimuli by going indoors to
a cooler room and deceasing his oxygen
needs by sitting down and elevating his legs.
 After the adjustment of the stimuli, the
oxygen needs of his heart muscles were met,
and the pain stopped.

41.  Nurses act by manipulating the focal,
contextual, or residual stimuli on the person,
so that adaptive responses are promoted.
 Additionally, Nurses act to expand the
person’s adaptation level so that coping
ability is expanded and the person can
tolerate a wider range of stimuli.
 Plans that broaden the person’s adaptation
level correlate with the ideas of health
promotion.

42.  Roy defines health as, “a state or process of
being or becoming an integrated and whole
person”.
 The integrity of the person is expressed as the
ability to meet the goals of survival, growth,
reproduction and mastery.
 By using this model, helps to utilize the concept
of health as the goal point for the person’s
behavior.
 When a disproportionate amount of the person’s
energy is utilized in coping, less energy is
available to meet the goals of survival, growth ,
reproduction & mastery.
 Energy freed from ineffective behavior becomes
available for promotion of health.

43.  In Roy’s model, people exists in a relationship
open to the internal and external stimuli that
impinge on them. The environment is,
therefore, considered as the internal and
external stimuli relative to the person.
 Roy defines the environment as, “ all
conditions, circumstances, and influences
surrounding and affecting the development
and behavior of persons or groups”.

74. Cancer patients -Cook(1999), Gerrish (1989)
Amputations - Dawson (1998)
Occupational Health -Doyle & Rejacich (1991)
Pt’s with Anxiety- Fredrickson (1993)
Hospitalized Children- Galligan (1979), Starn & Niederhauser (1990)
Coronary Care Unit- Hamner (1989)
Adolescents with Asthma- Hennessy-Harstad (1999)
Adult Hemodialysis patients- Keen et al. (1998)
Home care- Lankester & Sheldon (1999), Schmitz (1980)
Abused Women- Limandri (1986)
Patients with alzheimer’s disease- Thornbury & King (1992) .

76. Cross-cultural pain- Calvillo & Flaskerud (1993)
Caesarean birth- Fawcett (1990)
Cancer patients- Frederickson et al. (1991), Samarel et al. (1998)
Spinal cord injury patients- Harding-Okimoto (1997)
Abused women- Limandri (1986)
Well adolescents- Modrcin et al. (1998)
Spouses of surgical patients- Silva (1987)
Elderly persons- Smith (1988), Zhan (2000)
Persons with Alzheimer’s disease- Thornbury and King (1992)
Brooke Army Medical Center and U.S. Army Institute of Surgical
Research- Series of studies based on Roy’s Adaptation Model.
16

78. One of the most widely used models in the U. S. for
nursing education.
Geriatric Nurse-Practitioner Program.
University of Ottawa School of Nursing, Canada.
Mount Saint Mary’s College, Los Angeles.
*Source: Fitzpatrick & Wall, 2005

79. *Rogers et al.,1991
25
A research study explains how one hospital implemented
Roy’ model to develop :
• A Nursing Philosophy
• Mission Statements
• Standards of Practice
• Job Descriptions
• Performance Planning and an Appraisal System
• A Quality Monitoring System
CONCLUSION: highly integrated system of nursing
administration and practice.

80. 34
 Chest pain, decreased levels of
activity, fluid overload, sleep
disturbance (physiologic mode)
 Fear, anxiety, body image
disturbance due to bypass surgery
(self-concept mode)
others Increased dependency on
(role function)
 Relationship needs unmet
(interdependence mode)
 Self-esteem issues
(interdependence mode)

81. *Using Roy's adaptation model when caring for a
group of smoker to quit smoking:
The model served as a guide to assess each
member's level of adaptation in each of the
four modes to identify actual or potential
adaptation problems and then examining the
stimuli that influence those problems. Nursing
interventions focused on approaches to the
management of stimuli to promote adaptation
for the group by helping the members move
to the phase of thinking of quitting smoking.

82. Adequacy
 Model developed from
belief based mainly on
pediatric clinical
observations.
 Use of Harry Helson’s
adaptation theory

83. Adaptive modes have unclear
boundaries
-Interrelated by perception.
Some use of theoretical jargon.
 Good assessment
method.
(Lewis, 1988; Patton, 2004)

84. 31
 Abstract and difficult to
understand
 Concept of Person as an
adaptive system
 Not easily operational for
research
 stimuli create an extensive
list of potential variables.
Adaptation
Coping Control
Stabilizer
Regulator Cognator
Innovator
Cognitive
Emotional
Output processes
Central processes
Input

85. 32
 Addresses all four concepts of a nursing model (metaparadigm)
 Comprehensive and systematic assessment.
 Focus on the individual.
 Person = adaptive system.

86. Widely used in different settings and has
enduring property (based on system’s theory)
Updated as knowledge increases and trends
change
As one of the weaknesses of the theory that
application of it is time-consuming,
application of the model to emergency
situations requiring quick action is difficult to
complete.

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Heights, MO: Mosby, Inc.
• Cody, W. (2006). Philosophical and Theoretical Perspectives for Advanced Nursing
Practice. (4th Ed.). Sudbury, MA: Jones and Bartlett.
• Dixon, E.L. (1999). Community health nursing practice and the Roy adaptation model.
Public Health Nursing 16(4), 290-300
• Farkas, L. (1981). Adaptation problems with nursing home application for elderly persons:
an application of the Roy adaptation nursing model. Journal of Advanced
Nursing (6), 363-368.
• Fitzpatrick, J.J., & Whall A.L. (2005). Conceptual models of nursing: Analysis
andapplication. Upper Saddle River, NJ: Pearson Education, Inc.
• Lewis, T. (1988). Leaping the chasm between nursing theory and practice. Journal
of Advanced Nursing (13), 345-351.
• Yeh, C.H. (2001). Adaptation in children with cancer: Research with Roy’s model.
Nursing Science Quarterly 14 (2), 141-148.

88. • Patton, D. (2004). An analysis of Roy’s Adaptation Model of nursing as used within acute
psychiatric nursing. Journal of Psychiatric and Mental Health Nursing (11), 221-228.
• Roders, M., Paul, L. J., Clarke, J., Mackay, C., Potter, M., Ward, W. (1991). The use of the
Roy Adaptation Model in nursing administration. Canadian Journal of
Nursing Administration 4 (2), 21-26.
• Tolson, D, McIntosh, J. (1996). The Roy Adaptation Model: a consideration of its
properties as a conceptual framework for an intervention study. Journal of
Advanced Nursing (96), 981-987.
young• Villareal, E. (2003). Using Roy’s adaptation model when caring for a group of
women contemplating quitting smoking. Public Health Nursing, 20(5),
377-384.
• Yoder, L. H. (2005). Using the Roy adaptation model: A program of research in a
military research service. Nursing Science Quarterly 18(4), 321-323.