NURSING GRAND THEORYMYRA LEVINE CONSERVATION MODELS.docx

NURSING GRAND THEORY
MYRA LEVINE: CONSERVATION MODEL
Student Names:
INTRODUCTION
Conserving means keeping together, intact.
Conservation describes how complex systems continue to
function despite facing challenges.
Individuals are able to confront obstacles, adapt accordingly &
maintain their uniqueness.
This requires strength and good health in order to confront
disability.
However, integrity & the conservation laws hold in all
situations (Erickson, Tomlin & Swain, 2014).
The purpose of the conservation model is to improve the
physical and emotional wellbeing of a person by considering the
four domains of conservation she set out. Nursing’s role in
conservation is to help the person with the process of “keeping
together” the total person through the least amount of effort
(Alligood & Tomney, 2015).
Proposed that the nurses use the principles of conservation
of:Client EnergyPersonal integrityStructural integritySocial
integrity
A conceptual model with three nursing theories –
ConservationRedundancyTherapeutic intention
*

CONSERVATION MODEL
Nursing intervention is a conservation activity.
Conservation of energy is the main concern.
Guides nurses to focus on the influences & responses at the
organismic level.
Goals of the model accomplished through the conservation of
energy, structure, personal & social integrity.
Patients have different adaptive responses based on personal
factors like gender, age & illness.
A patient in the conservation phase has been able to adapt to
health challenges using very small effort.
Focuses on promoting adaptation & maintaining wholeness
using the conservation principle.
The goal of Levine’s Conservation Model is to improve the
physical and emotional wellbeing of a person, by considering
the four domains of conservation she set out. By proposing to
address the conservation of energy, structure, and personal and
social integrity, this theory helps guide nurses in the provision
of care that will help maintain and promote the health of the
patient (Erickson, Tomlin & Swain, 2014).
*
CONSERVATION MODEL
together” the total person through the least amount of effort.
The nurses are seen as part of the environment and uses skill,

knowledge, and compassion to assist each client to confront
environmental challenges in resolving problems.
Effectiveness of interventions is determined by maintenance of
client integrity.
Through conservation, individuals confront obstacles, adapt,
and maintain their uniqueness. The goal of conservation is
health. Focus of conservation is keeping together the wholeness
of the individual. Stresses nursing interactions and interventions
are based on the conservation principles. Nursing interventions
are based on conservation of the client’s integrity in each of the
conservation domains (Meleis, 2013).
*
PRINCIPLES
Principle of the conservation of:
Client Energy
Personal integrity
Structural integrity
Social integrity
Conservation of energy refers to balancing energy input and
output to avoid excessive fatigue. It includes adequate rest,
nutrition and exercise.
Conservation of personal integrity recognizes the individual as
one who strives for recognition, respect, self-awareness,
selfhood, and self-determination. It involves acknowledging and
preserving patient’s space needs
Conservation of structural integrity refers to maintaining or
restoring the structure of body preventing physical breakdown
and promoting healing. It includes assisting patients in ROM
exercise and the preservation of patient’s personal hygiene.
Conservation of social integrity exists when a patient is
recognized as someone who resides within a family, a
community, a religious group, an ethnic group, a political

system, and a nation. Nursing care should help the individual to
preserve his or her place in a family, community, and society
(Roy, 2014).
*
CONCEPTS
Wholeness (holism): “wholeness emphasizes a sound, organic,
progressive, mutuality between diversified functions and parts
within an entirety”; wholeness is integrity.
Adaptation: “process of change whereby the individual retains
his integrity within the realities of his internal and external
environment”; conservation is the outcome.
Conservation: “the way complex systems are able to continue to
function even when severely challenged”
Wholeness is the singular, yet integrated response of the
individual to forces in the environment.
Adaptation is the process of change and integration of the
organism in which the individual retains integrity or wholeness.
It is possible to have degrees of adaptation.
Conservation includes joining together and is the product of
adaptation including nursing intervention and patient
participation to maintain a safe balance (Sitzman &
Eichelberger, 2011).
*
LEVINE’S THEORY IN NURSING
Nursing involves engaging or interacting with human beings.
The interaction requires proper communication while delivering
care.
The quality of the interaction will have an impact on the patient
in terms of recovery.

This should promote adaptation and at the same time enhancing
wholeness.
Nursing is the human interaction relying on communication,
rooted in the organic dependency of the individual human being
in his relationships with other human beings (Meleis, 2013).
*
LEVINE’S THEORY IN HEALTH
Disease is “unregulated & undisciplined change”.
It must be stopped or else death will ensue.
Health is the avenue of return to the daily activities
compromised by ill health.
The encroachment of the disability is completely set aside and
the individual is free to operate without encountering
constraints.
It is a return to selfhood.
Health is the pattern of adaptive change of the whole being. It
should be noted that it is not only the insult or the injury which
is repaired, but also the individual him/herself.
Health is not only the healing of an afflicted part, but a return
to normalcy (Roy, 2014).
*
LEVINE’S THEORY IN PATIENT
A patient is a holistic being who constantly strives to preserve
wholeness & integrity.
It is an individual who is sentient, thinking, future-oriented &
past-aware.
The wholeness or integrity of the individual demands that the
individual life has meaning only in the context of social life.

Person/patient is the unique individual in unity and integrity,
feeling, believing, thinking, and whole (Sitzman &
*
LEVINE’S THEORY IN ENVIRONMENT
The environment completes the wholeness of the individual.
Environment includes both the internal and external
environment.
Focus is given to the three aspects of external environment
drawn upon Bates’ (1967) classification which
are:The operational environment consists of the undetected
natural forces which impinge on the individual.The perceptual
environment consists of information that is recorded by the
sensory organs.The conceptual environment is influenced by
language, culture, ideas, and cognition (Alligood & Tomney,
2015).
*
RELATIONSHIP BETWEEN CONCEPTS
Conservation of energy is based on nursing interventions to
conserve energy through a deliberate decision as to the balance
between activity and the person’s available energy.
Conservation of structural integrity is the basis for nursing
interventions to limit the amount of tissue involvement.
Conservation of personal integrity is based on nursing
interventions that permit the individual to make decisions for
himself or herself or to participate in the decisions.
Conservation of social integrity is based on nursing
interventions to preserve the client’s interactions with family

and the social system to which they belong.
The relationships between the concepts serves as the basis for
nursing interventions. All nursing interventions are based on
careful and continued observation over time (Erickson, Tomlin
& Swain, 2014).
*
USEFULNESS OF THE THEORY
Mefford (2004) based her theory of health promotion for
preterm infants on Levine’s conservation model.
Used to develop a nursing undergraduate program at Allentown
College of Saint Francis de Sales in Center Valley,
Pennsylvania.
A concept analysis was published using Levine’s conservation
model to refine the concept of creativity for nursing practice.
Used in the graduate program at Allentown College of Saint
Francis de Sales in Center Valley, Pennsylvania as the
framework for development of the content of the graduate
nursing courses.
Neswick (1997) suggested Levine’s model as the theoretic basis
for enterostomal therapy (ET) nursing. She found Levine’s
framework useful because of its holistic approach.
The four conservation principles of Levine’s model were used
in the emergency department at the Hospital of the University
of Pennsylvania as an organizing framework for nursing
practice.
Strenghthened communication
Improved nursing care
Used in the directing of nursing care of children
Conservation of personal and social integrity important in
healing ill children
Levine’s (1973) model has been useful in nursing education. For

example, it was used to develop a nursing undergraduate
program at Allentown College of Saint Francis de Sales in
Center Valley, Pennsylvania, where it was deemed to be
compatible with the mission and philosophy of the college. It
was also used in the graduate program at the same school as the
nursing courses. The emergency department at the Hospital of
the University of Pennsylvania used the four conservation
principles of Levine’s model as an organizing framework for
nursing practice. It was believed that use of the model
strengthened communication and improved nursing care in the
hospital through an atmosphere of collaboration among
disciplines. The conservation principles were also found to be
useful in directing nursing practice in the care of children. The
concept of adaptation and the four conservation principles were
particularly relevant, and conservation of personal and social
integrity was especially important to the healing of the ill child.
preterm infants on Levine’s conservation model. Neswick
(1997) suggested Levine’s model as the theoretic basis for
enterostomal therapy (ET) nursing. She integrated the four
conservation principles into wound and ostomy care. The
principles that she found useful are energy, structure, personal
integrity, and social integrity. She found Levine’s framework
useful because of its holistic approach (Meleis, 2013).
*
TESTABILITY
Piccoli and Galvao (2005) investigated methods of assessing
and preparing perioperative nursing patients, focusing on
Levine’s four conservation principles.
The Canadian Association of Critical Care Nursing, which

published the abstract of Vandall-Walker, Jensen, and Oberle
(2006), cited Levine in their investigation of nursing support of
family members of critically ill adults.
Conserving the cognitive integrity of hospitalized elderly was
the focus of a research study by Foreman (1991). In that study,
71 participants were administered several cognitive measures by
an interview process. The researchers stated that the four
conservation principles were supported in their study. The
model has been the guide for qualitative studies to understand
clients in their whole state. Extracted from: Schaefer, K. &
Pond, B. (1993). Levine’s conservation model: A framework for
nursing practice (pp. 134–149). Philadelphia: Davis.
Schaefer (1991b) reported a case study of a patient with
congestive heart failure and found the model “pragmatic and
parsimonious in studying the subject” (p. 130).
Mock and colleagues (2007) stated that the model “provided a
useful framework” (p. 509) for their investigation of nursing
interventions to manage fatigue in cancer patients.
Levine’s (1990) Conservation Model has guided research
studies internationally.
Schaefer and Potylycki (1993) used Levine’s model to study
fatigue in patients with congestive heart failure with a focus on
client adaptation
Leach (2006) studied wound management in Australia using
Levine’s four principles and found that the model contributed to
health and wholeness of the client and assisted in cost-effective
care (Meleis, 2013).
*
PARSIMONY
The model is fairly parsimonious.
Has many concepts with unspecified relationships and unstated
assumptions.

According to Levine (1991), redundancy of the domains makes
it simple to configure interventions by providing multiple
means. However, when domain redundancy is lost by the
seriousness of disease, the options for intervention are limited.
This makes it difficult for practitioners and researchers using
the model to configure ways in which the model will be used or
studied and to derive the theoretical structures that proceed
from the model.
The model is fairly parsimonious whereby four conservation
principles comprise the model. These principles are succinctly
stated.
There are 15 concepts which are addressed by Levine’s model
and 5 working assumptions covering both the individual and
nursing care.
This model also requires some knowledge of the environment to
which the patient is responding. In every stage, an assessment
must be made to determine how effectively the patient is
responding (Sitzman & Eichelberger, 2011).
*
VALUE IN EXTENDING NURSING SCIENCE
This model has value in guiding education and in implementing
practice
Levine’s Conservation Model has provided 4 defining principles
that are sufficiently universal to allow research and practice in a
large number of situations.
The concept of holism was proposed at an early stage in
nursing’s scientific history and has made an important
difference in the care of clients.
Levine’s (1973) Conservation Model has impacted the
discipline of nursing in education, practice, and research,
providing four defining principles that are sufficiently universal

to allow research and practice in a large number of situations.
The concept of holism, although not unique to this model, was
proposed at an early stage in nursing’s scientific history and has
made an important difference in the care of clients.
practice. It helps to fulfill the spirituality, goals, and values of
both the client and nurse. Nurses use it in diverse clinical
settings, such as psychiatric care, acute care, and community
nursing. Several chapters and books by the author and
associates, and numerous journal articles have been generated
by this model (Alligood & Tomney, 2015).
*
ASSUMPTIONS
Each individual is an active participant in interactions with the
environment.
The individual is a sentient being.
Change is the essence of life.
Change is unceasing as long as life goes on. Change is
characteristic of life.
The decisions for nursing intervention must be based on the
unique behavior of the individual patient.
Every man is a unique individual, and as such he requires a
unique constellation of skills, techniques and ideas designed
specifically for him.
*
REFERENCES
Alligood, M. & Tomney, A. (2015). Nursing Theory: Utilization
& Application. St. Louis: Mosby.

Erickson, H., Tomlin, E. & Swain, M. (2014). Modeling and
Role Modeling: A Theory and Paradigm for Nursing. Columbia:
R.L Bryan.
Meleis, A. (2013). Theoretical Nursing: Development and
Progress. London: Lippincott Williams & Wilkins.
Roy, C. (2014). Generating middle Range Theory: From
Evidence to Practice. New York: Springer.
Sitzman, K. & Eichelberger, L. (2011). Understanding the Work
of Nurse Theorists: A Creative Beginning. Burlington. Jones
and Bartlett.
together” the total person through the least amount of effort
(Alligood & Tomney, 2015).
Proposed that the nurses use the principles of conservation
of:Client EnergyPersonal integrityStructural integritySocial
integrity
A conceptual model with three nursing theories –
ConservationRedundancyTherapeutic intention
*
using the conservation principle.
The goal of Levine’s Conservation Model is to improve the
physical and emotional wellbeing of a person, by considering
the four domains of conservation she set out. By proposing to
address the conservation of energy, structure, and personal and
social integrity, this theory helps guide nurses in the provision
of care that will help maintain and promote the health of the
patient (Erickson, Tomlin & Swain, 2014).
*

together” the total person through the least amount of effort.
The nurses are seen as part of the environment and uses skill,
environmental challenges in resolving problems.
client integrity.
Through conservation, individuals confront obstacles, adapt,
and maintain their uniqueness. The goal of conservation is
health. Focus of conservation is keeping together the wholeness
of the individual. Stresses nursing interactions and interventions
are based on the conservation principles. Nursing interventions
are based on conservation of the client’s integrity in each of the
conservation domains (Meleis, 2013).
*
output to avoid excessive fatigue. It includes adequate rest,
nutrition and exercise.
selfhood, and self-determination. It involves acknowledging and
preserving patient’s space needs
and promoting healing. It includes assisting patients in ROM
exercise and the preservation of patient’s personal hygiene.
system, and a nation. Nursing care should help the individual to
preserve his or her place in a family, community, and society
(Roy, 2014).
*
individual to forces in the environment.

It is possible to have degrees of adaptation.
participation to maintain a safe balance (Sitzman &
*
in his relationships with other human beings (Meleis, 2013).
*
Health is the pattern of adaptive change of the whole being. It
should be noted that it is not only the insult or the injury which
is repaired, but also the individual him/herself.
to normalcy (Roy, 2014).
*
*
drawn upon Bates’ (1967) classification which
are:The operational environment consists of the undetected
natural forces which impinge on the individual.The perceptual
environment consists of information that is recorded by the
sensory organs.The conceptual environment is influenced by
language, culture, ideas, and cognition (Alligood & Tomney,
2015).
*
nursing interventions. All nursing interventions are based on
careful and continued observation over time (Erickson, Tomlin
& Swain, 2014).
*
Levine’s (1973) model has been useful in nursing education. For

example, it was used to develop a nursing undergraduate
program at Allentown College of Saint Francis de Sales in
Center Valley, Pennsylvania, where it was deemed to be
compatible with the mission and philosophy of the college. It
was also used in the graduate program at the same school as the
nursing courses. The emergency department at the Hospital of
the University of Pennsylvania used the four conservation
principles of Levine’s model as an organizing framework for
nursing practice. It was believed that use of the model
strengthened communication and improved nursing care in the
hospital through an atmosphere of collaboration among
disciplines. The conservation principles were also found to be
useful in directing nursing practice in the care of children. The
concept of adaptation and the four conservation principles were
particularly relevant, and conservation of personal and social
integrity was especially important to the healing of the ill child.
preterm infants on Levine’s conservation model. Neswick
(1997) suggested Levine’s model as the theoretic basis for
enterostomal therapy (ET) nursing. She integrated the four
conservation principles into wound and ostomy care. The
principles that she found useful are energy, structure, personal
integrity, and social integrity. She found Levine’s framework
useful because of its holistic approach (Meleis, 2013).
*
Levine’s (1990) Conservation Model has guided research
studies internationally.
client adaptation

care (Meleis, 2013).
*
The model is fairly parsimonious whereby four conservation
principles comprise the model. These principles are succinctly
stated.
There are 15 concepts which are addressed by Levine’s model
and 5 working assumptions covering both the individual and
nursing care.
This model also requires some knowledge of the environment to
which the patient is responding. In every stage, an assessment
must be made to determine how effectively the patient is
responding (Sitzman & Eichelberger, 2011).
*
to allow research and practice in a large number of situations.
made an important difference in the care of clients.
both the client and nurse. Nurses use it in diverse clinical
settings, such as psychiatric care, acute care, and community
nursing. Several chapters and books by the author and
associates, and numerous journal articles have been generated
by this model (Alligood & Tomney, 2015).
*
*
Myra Levine
Grand Nursing Theory Based on Interactive Process

Biography — Early & Family Life
Myra Levine was born in 1920 in Chicago, IL (“Myra Estrin
Levine,” 2016)
First of three children
Her father’s “persistent gastrointestinal illness” sparked
her interest in pursuing a career in nursing
Myra Levine died on March 20, 1996, at age 75
(Gonzalo, 2019)
Biography — Education
Graduated from Cook County School of Nursing
Obtained BSN from the University of Chicago in 1944
Obtained MSN from Wayne State University in Detroit in
1962
Earned honorary doctorate from Loyola University in 1992
(“Myra Estrin Levine,” 2016)

Biography — Nursing Career
Oncology nurse at Gardiner General Hospital in Chicago
Became Director of Nursing Drexel Home in Chicago
Clinical instructor at Bryan Memorial Hospital in Lincoln, NE
(“Myra Estrin Levine,” 2016)
Surgical supervisor at the University of Chicago and Henry
Ford Hospital in Detroit (Gonzalo, 2019)
Chairperson of clinical nursing at Cook County School of
Nursing (“Myra Estrin Levine,” 2016)
Chronological order
Biography — Publications, Awards, & Honors
Works: “The Pursuit of Wholeness,” “For Lack of Love Alone,”
“Adaptation and Assessment: A Rationale for Nursing
Intervention,” “The Four Conservation Principles of Nursing,”
& “Introduction to Clinical Nursing”
Charter fellow of the American Academy of Nursing in 1973
Honorary recognition from the Illinois Nurses’ Association
Member of Sigma Theta Tau at Alpha Beta Chapter
Elected fellow in the Institute of Medicine of Chicago
First recipient of the Elizabeth Russel Belford Award for

excellence in teaching from Sigma Theta Tau in 1977
(Gonzalo, 2019)
Best known for “The Four Conservation Principles of Nursing,”
the others were preliminary works
She never planned on developing a nursing theory, she worked
as a consultant for different hospitals and nursing schools and
came up with an organizational structure for teaching med-surg
nursing which was the basis for theory development
Philosophical Underpinnings
Understanding the era in which Myra Levine matured helps give
background to her theory
Healthcare was based on authoritarianism and physician
decisions were not questioned
Nurses were taskers, operating without a scientific origin
(Toon, 2014)
-In noting pioneers in nursing, it is suitable to recall the era in
which theorists such as Myra Levine matured. In Levine’s case
it is helpful to recall the era in sociological terms, cultural
terms and recall the available technology and the discipline of
medicine and how nurses ‘fit’ at the time. The environment of

her maturation and development became the underpinning of her
career and her Theory of Conservation for Nursing.
-nurses were primarily seen as the ‘handmaidens’ of doctors;
neither patients nor nurses were anticipated to question a
physicians perspective or decision
Philosophical Underpinnings Continued
Social revolution evolved in the 1960’s to early 1970’s
Intellectual development was blossoming
Myra Levine had many different roles (clinical instructor,
supervisor, chairperson) (Myra Estrin Levine, 2019).
Definitions of “nursing science” were vague
Theorists began applying biological, medical, and social
sciences to nursing (Aita VA, 1995)
Levine had incorporated the conservation of energy, structure,
personal, and social integrity into a theory that guided nurses in
the provision of care that promotes health through environment,
predictably, and illuminates the fact that humans are greater
than the sum of their parts, that human response is predictable,
that humans are unique, are capable of assessing conditions,
situations and objects, and drawing an understanding of those
perceptions. Further, Levine extrapolated that humans are self-
determinate (even during periods of stress and emotion and that
they will formulate their own opinions via reflection (Four
Conservation Principals, 2016).
Philosophical Underpinnings Continued
Levine’s focus was on influences and responses, energy supply
and demand

Her theory allows for the enhancement of health by working
with the patient instead of ‘on’ the patient (Frauman and Rasch,
1995)
Theory was built responsively to her era
Based on patient care perspective and scientific perspective
(Myra Levine’s Remarks, 1995)
-Levine’s focus was on influences and responses, energy supply
and demand- and the patient outcome when that patient is acted
upon and exists with structural, personal, and social integrity
and is capable of conservation of energy. Her theory
incorporated and explained homeostatic and homeorhetic states
of existence and the fluidity of adaptation
-Levine’s theory is the antithesis of authoritarianism and is
principally and philosophically balanced to allow healing.
-The fact remains that Levine’s esoteric theory began to develop
in a time when a patient’s ‘need to know’ about their care or
disease process(es) was nearly nil and physicians were a rarified
group and usually authoritarian. It appears that Levine’s theory
was built responsively to her era of medical understanding and
practice. She developed the highly adaptive model of care that
was responsive to the patient’s specific context/need and less
focused on medical procedures and standard interventions.
-The bedrock for her logic was crafted by both the era and her
unique understanding of what needed to improve in nursing,
both from a patient care perspective and from a scientific
perspective.
Analysis — Introduction
Purpose of the conservation model is to improve the physical

and emotional wellbeing of a person by considering the four
domains of conservation
Client Energy
Personal integrity
Structural integrity
Social integrity
Nursing’s role in conservation is to help the person with the
process of “keeping together” the total person through the least
amount of effort
A conceptual model with three nursing theories
Conservation
Redundancy
Therapeutic intention
(Alligood & Tomney, 2015)
Analysis — Conservation Model
using the conservation principle
Goal: to improve the physical and emotional wellbeing of a
person
By proposing to address the conservation of energy, structure,
and personal and social integrity, this theory helps guide nurses
in the provision of care that will help maintain and promote the
health of the patient
(Erickson, Tomlin, & Swain, 2014)

Analysis — Conservation Model Continued
Nursing’s role in conservation is to help the person with the
process of “keeping together” the total person through the least
amount of effort
Nurse is seen as part of the environment and uses skill,
environmental challenges in resolving problems
client integrity
(Erickson, Tomlin, & Swain, 2014)
Analysis — Principles
output to avoid excessive fatigue
Includes adequate rest, nutrition and exercise
selfhood, and self-determination
Involves acknowledging and preserving patient’s space needs
(Roy, 2014)

Analysis — Principles Continued
and promoting healing
Includes assisting patients in ROM exercise and the
preservation of patient’s personal hygiene
system, and a nation
Nursing care should help the individual to preserve his or her
place in a family, community, and society
(Roy, 2014)
Analysis — Concepts
individual to forces in the environment
It is possible to have degrees of adaptation

participation to maintain a safe balance
(Sitzman & Eichelberger, 2011)
Analysis — Levine’s Theory in Nursing
in his relationships with other human beings (Meleis, 2013)
Analysis — Levine’s Theory in Health
Health is the pattern of adaptive change of the whole being
It should be noted that it is not only the insult or the injury,
which is repaired, but also the individual him/herself
to normalcy (Roy, 2014)

Analysis — Levine’s Theory in Patient
Eichelberger, 2011)
Analysis — Levine’s Theory in Environment
drawn upon Bates’ (1967) classification which are:
The operational environment consists of the undetected natural
forces which impinge on the individual
The perceptual environment consists of information that is
recorded by the sensory organs
The conceptual environment is influenced by language, culture,
ideas, and cognition

Analysis — Relationship Between Concepts
nursing interventions
All nursing interventions are based on careful and continued
observation over time
(Erickson, Tomlin & Swain, 2014)
Analysis — Usefulness of Theory
Levine’s (1973) model has been useful in nursing education
Used to develop a nursing undergraduate program at Allentown
College of Saint Francis de Sales in Center Valley, PA
Deemed to be compatible with the mission and philosophy of
the college
Also used in the graduate program at the same school as the
nursing courses
(Meleis, 2013)

The ED at the Hospital of the University of Pennsylvania used
the four conservation principles of Levine’s model as an
organizing framework for nursing practice
Believed that use of the model strengthened communication and
improved nursing care in the hospital through an atmosphere of
collaboration among disciplines
The conservation principles were also found to be useful in
directing nursing practice in the care of children
The concept of adaptation and the four conservation principles
were particularly relevant and especially important to the
healing of the ill child
(Meleis, 2013)
model to refine the concept of creativity for nursing practice
preterm infants on Levine’s conservation model
Neswick (1997) suggested Levine’s model as the theoretic basis
for enterostomal therapy (ET) nursing
Integrated the four conservation principles into wound and
ostomy care.
The principles that she found useful were energy, structure,
personal integrity, and social integrity
Found Levine’s framework useful because of its holistic

approach
(Meleis, 2013)
Analysis — Testability
Levine’s Conservation Model has guided research studies
internationally
client adaptation
care
(Meleis, 2013)
Analysis — Parsimony
The model is fairly parsimonious whereby four succinctly stated
conservation principles comprise the model
15 concepts addressed by Levine’s model and 5 working
assumptions, covering both the individual and nursing care

Model requires some knowledge of the environment to which
the patient is responding
In every stage, an assessment must be made to determine how
effectively the patient is responding
(Sitzman & Eichelberger, 2011)
Analysis — Value in Extending Nursing Science
to allow research and practice in a large number of situations
made an important difference in the care of clients
Analysis — Value in Extending Nursing Science Continued

both the client and nurse
Nurses use it in diverse clinical settings, such as psychiatric
care, acute care, and community nursing
Several chapters and books by the author and associates, and
numerous journal articles have been generated by this model
Analysis — Assumptions
Each individual is an active participant in interactions with the
environment.
The individual is a sentient being.
Change is the essence of life.
Change is unceasing as long as life goes on. Change is
characteristic of life.
The decisions for nursing intervention must be based on the
unique behavior of the individual patient.
Every man is a unique individual, and as such he requires a
unique constellation of skills, techniques and ideas designed
specifically for him.

References
Aita VA. (1995). Toward improved practice: Formal
prescriptions and informal expressions of compassion in
American nursing during the 1950s. Retrieved from CINAHL
Complete database. (Accession No. 109873162)
Alligood, M. & Tomney, A. (2015). Nursing Theory: Utilization
& Application. St. Louis: Mosby.
Erickson, H., Tomlin, E. & Swain, M. (2014). Modeling and
Role Modeling: A Theory and Paradigm for Nursing. Columbia:
R.L Bryan.
Four conservation principles. (2016). Retrieved November 15,
2019, from Nursing Theory website: http://nursing-
theory.org/theories-and-models/levine-four-conservation-
principles.php
Frauman, A. C., & Rasch, R. (1995). Myra Levine, at last a
clear voice of reason. Journal of Nursing Scholarship, 27(4),
261. Retrieved from Clio Hosting database.
References
Gonzalo, A. (2019). Myra Estrin Levine: The conservation
model of nursing. Retrieved from https://nurseslabs.com/myra-
estrin-levine-the-conservation- model-of-nursing/
King, M. (1995). Myra Levine's remarks. The Journal of
Nursing Scholarship, 27(3), 174. Retrieved from Clio Hosting
database.

Meleis, A. (2013). Theoretical Nursing: Development and
Progress. London: Lippincott Williams & Wilkins.
Myra Estrin Levine - Nursing theorist. (2016). Retrieved from
https://nursing-theory.org/nursing-theorists/Myra-Estrine-
Levine.php
Roy, C. (2014). Generating middle Range Theory: From
Evidence to Practice. New York: Springer.
Sitzman, K. & Eichelberger, L. (2011). Understanding the Work
of Nurse Theorists: A Creative Beginning. Burlington. Jones
and Bartlett.
References
Toon, E. (2014). The machinery of authoritarian care:
Dramatising[sp] breast cancer treatment in 1970s Britain. Social
History of Medicine, 27(3), 557-576.
https://dx.doi.org/10.1093%2Fshm%2Fhku003
What's in the name (autobiography & characteristics of theory)
[Blog post]. (2011). Retrieved from Myra Estrin Levine: Four
Conservation Principles website: http://myra-levine-
4conservationprinciples.blogspot.com/

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