TFN MIDTERMS WEEK 2

IMOGENE KING

-        Born on January 30, 1923, in West Point, lowa.

-        Died on December 24, 2007, two days after suffering from a stroke.

-        Education:

YEAR	DETAILS
1945	Received Diploma in Nursing from St. John’s Hospital School of Nursing, St. Louis, Missouri
1948	Earned Bachelor of Science in Nursing Education from St. Louis University
1957	Completed Master of Science in Nursing at St. Louis University
1961	Received Doctorate in Education from Teachers College, Columbia University
2005	Named a “Living Legend” by the American Academy of Nursing

-        Despite King’s many awards and honors, she considered teaching students to be her most important accomplishment.

-        Over the years, she enjoyed watching her nursing students become expert practitioners, teachers, and researchers. “That is the biggest honor of all.” King said.

JANUARY 30, 1923

Imogene King’s Birthdate, in West Point, lowa.

DECEMBER 24, 2007

Imogene King’s Death, two days after suffering from a stroke.

KING’S CONCEPTUAL SYSTEM

-        It is also has been called the Open Systems Model, the Interacting Systems Framework, the General Systems Framework, “focuses on the continuing ability of individuals to meet their basic needs so that they may function in their socially defined roles, as well as on individuals’ interactions within three open, dynamic, interacting systems.

o   Focus of Nursing → HUMAN BEINGS.

o   Goal of Nursing → health promotion, maintenance, and/or restoration; care of the sick or injured; and care of the dying (King, 1992).

THEORY OF GOAL ATTAINMENT

-        It states that “Nursing is a process of action, reaction, and interaction whereby nurse and client share information about their perception in the nursing situation.”

PERSONAL SYSTEM
INTERPERSONAL SYSTEM
SOCIAL SYSTEM

MAIN CONCEPTS OF KING’S THEORY OF GOAL ATTAINMENT

PERSONAL SYSTEM

INDIVIDUAL

CONCEPT	DEFINITION	EXAMPLE
Perception	How a person sees or understands things based on their own experiences, feelings, and thoughts.	A patient may perceive a hospital as a scary place, while a nurse may see it as a place of healing.
Self	How a person sees themselves — their identity, values, personality, and confidence.	A patient who sees themselves as strong may not want help walking, even if they’re weak.
Growth and Development	Natural changes a person goes through physically, emotionally, and mentally over time.	A child with asthma needs different care than an adult with the same condition because they are at different development stages.
Body Image	How a person feels and thinks about their physical appearance and body functions.	A woman who had a mastectomy may feel less confident about her body.
Time	How a person experiences time — past, present, and future — and how that affects their behavior.	An elderly patient may talk more about past events, while a young adult focuses on future goals.
Personal Space	The physical and emotional closeness between people, or how much personal space a person needs.	Some patients may feel uncomfortable if the nurse stands too close or touches them without permission.
Learning	How a person takes in and understands new information.	An elderly patient might need step-by-step instruction and repetition to remember how to use a glucometer.

PERCEPTION

How a person sees or understands things based on their own experiences, feelings, and thoughts.

A patient may perceive a hospital as a scary place, while a nurse may see it as a place of healing.

SELF

How a person sees themselves — their identity, values, personality, and confidence.

A patient who sees themselves as strong may not want help walking, even if they’re weak.

GROWTH AND DEVELOPMENT

Natural changes a person goes through physically, emotionally, and mentally over time.

A child with asthma needs different care than an adult with the same condition because they are at different development stages.

BODY IMAGE

How a person feels and thinks about their physical appearance and body functions.

A woman who had a mastectomy may feel less confident about her body.

TIME

How a person experiences time — past, present, and future — and how that affects their behavior.

An elderly patient may talk more about past events, while a young adult focuses on future goals.

PERSONAL SPACE

The physical and emotional closeness between people, or how much personal space a person needs.

Some patients may feel uncomfortable if the nurse stands too close or touches them without permission.

LEARNING

How a person takes in and understands new information.

An elderly patient might need step-by-step instruction and repetition to remember how to use a glucometer.

INTERPERSONAL SYSTEM

Nurse-Patient Interaction

CONCEPT	DEFINITION	EXAMPLE
Communication	The way people send and receive messages, both verbal and nonverbal.	When a nurse smiles and says, “You’re doing great today,” the patient understands and is encouraged.
Interaction	Back-and-forth exchange between the nurse and the patient — it’s when both are actively involved in a conversation or activity.	The nurse asks the patient, “How are you feeling today?” The patient replies, “A bit dizzy.”
Transaction	When the nurse and patient agree on a goal and work together to make it happen.	The patient wants to manage diabetes better. The nurse and patient make a plan for healthy meals and daily blood sugar checks.
Role	The expected behavior of a person in a relationship or situation.	In the hospital, the nurse’s role is caregiver, and the patient’s role is to cooperate with care.
Stress	The tension or pressure a person feels when they face challenges, changes, or problems.	A patient who just had surgery may feel stressed about pain, recovery, or going home. The nurse helps by explaining what to expect and how to manage it.

COMMUNICATION

The way people send and receive messages, both verbal and nonverbal.

When a nurse smiles and says, “You’re doing great today,” the patient understands and is encouraged.

INTERACTION

Back-and-forth exchange between the nurse and the patient — it’s when both are actively involved in a conversation or activity.

The nurse asks the patient, “How are you feeling today?” The patient replies, “A bit dizzy.”

TRANSACTION

When the nurse and patient agree on a goal and work together to make it happen.

The patient wants to manage diabetes better. The nurse and patient make a plan for healthy meals and daily blood sugar checks.

ROLE

The expected behavior of a person in a relationship or situation.

In the hospital, the nurse’s role is caregiver, and the patient’s role is to cooperate with care.

STRESS

The tension or pressure a person feels when they face challenges, changes, or problems.

A patient who just had surgery may feel stressed about pain, recovery, or going home. The nurse helps by explaining what to expect and how to manage it.

SOCIAL SYSTEM

Organization/Society

CONCEPT	DEFINITION	EXAMPLE
Organization	A structured group of people working together for a purpose.	A hospital, clinic, or nursing school.
Authority	The right to make decisions and guide others.	A head nurse gives instructions to staff nurses.
Power	The ability to influence or make things happen.	A nurse educates a patient and convinces them to take their medicine regularly.
Status	A person’s position or importance in a group or organization.	A doctor has a different status from a nursing assistant.
Decision-making	Choosing the best action from different options.	The healthcare team decides whether a patient should go home or stay longer in the hospital.

ORGANIZATION

A structured group of people working together for a purpose.

A hospital, clinic, or nursing school.

AUTHORITY

The right to make decisions and guide others.

A head nurse gives instructions to staff nurses.

POWER

The ability to influence or make things happen.

A nurse educates a patient and convinces them to take their medicine regularly.

STATUS

A person’s position or importance in a group or organization.

A doctor has a different status from a nursing assistant.

DECISION MAKING

Choosing the best action from different options.

The healthcare team decides whether a patient should go home or stay longer in the hospital.

BETTY NEUMAN

-        Born in Lowel, Ohio in 1924.

-        Education:

YEAR	DETAILS
1947	Earned Diploma as a Registered Nurse from Peoples Hospital School of Nursing, Akron, Ohio
1957	Completed Bachelor of Science in Nursing at University of California, Los Angeles (UCLA)
1966	Earned Master of Science in Mental Health from University of California, Los Angeles (UCLA)
1985	Received PhD in Clinical Psychology from Pacific Western University

-        After earning her Master’s degree, Neuman began working as a nurse. While she was developing her systems model, she was working as a lecturer at the University of California-LA in community health nursing.

-        Due to her work in nursing, she was named as an Honorary Member of the Fellowship of the American Academy of Nursing.

SYSTEMS MODEL

-        This view a person as a whole system, with interacting parts (physiological, psychological, sociocultural, developmental, and spiritual), constantly responding to internal and external stressors.

CLIENT SYSTEM

STRESSORS

LINES OF DEFENSE OR RESISTANCE

PREVENTION AS INTERVENTION

KEY CONCEPTS OF NEUMAN’S THEORY

CLIENT SYSTEM

-        Individual, Family, or Community Perspective.

-        IMPORTANCE: By knowing which variable is affected, nurses can give the right type of care.

VARIABLE	DEFINITION	EXAMPLE
Physiological	How the body works; related to physical health.	If a person has a fever, their physiological system is affected.
Psychological	Relates to mental and emotional health; how you think, feel, and handle stress.	If someone is feeling anxious or depressed, their psychological variable is disturbed.
Sociocultural	Involves social roles, cultural background, traditions, and relationships.	A person who avoids pork due to religious beliefs shows the influence of the sociocultural variable.
Developmental	Relates to the stage of life a person is in and the tasks they must accomplish at that stage.	A teenager going through puberty is facing developmental challenges.
Spiritual	Focuses on beliefs, values, and faith.	A person who finds peace through prayer or meditation is using their spiritual strength.

PHYSIOLOGICAL

How the body works; related to physical health.

If a person has a fever, their physiological system is affected.

PSYCHOLOGICAL

Relates to mental and emotional health; how you think, feel, and handle stress.

If someone is feeling anxious or depressed, their psychological variable is disturbed.

SOCIOCULTURAL

Involves social roles, cultural background, traditions, and relationships.

A person who avoids pork due to religious beliefs shows the influence of the sociocultural variable.

DEVELOPMENTAL

Relates to the stage of life a person is in and the tasks they must accomplish at that stage.

A teenager going through puberty is facing developmental challenges.

SPIRITUAL

Focuses on beliefs, values, and faith.

A person who finds peace through prayer or meditation is using their spiritual strength.

STRESSORS

-        Events or situations that disturb a person’s stability.

TYPE OF STRESSOR	DEFINITION	EXAMPLE
Intrapersonal	Stressors that occur inside the person; they come from within the individual such as in the mind or body.	Overthinking about grades or feeling sick → intrapersonal stressor.
Interpersonal	Stressors that occur between people; they happen during interactions with others, often tied to relationships.	Arguments with friends or family, miscommunication with co-workers/classmates, peer pressure.
Extrapersonal	Stressors that come from outside the person; they originate from the external environment but still affect the individual.	Losing a job, financial problems, natural disasters, lack of transportation.

INTRAPERSONAL

Stressors that occur inside the person; they come from within the individual such as in the mind or body.

Overthinking about grades or feeling sick → intrapersonal stressor.

INTERPERSONAL

Stressors that occur between people; they happen during interactions with others, often tied to relationships.

Arguments with friends or family, miscommunication with co-workers/classmates, peer pressure.

EXTRAPERSONAL

Stressors that come from outside the person; they originate from the external environment but still affect the individual.

Losing a job, financial problems, natural disasters, lack of transportation.

LINES OF DEFENSE OR RESISTANCE

LINE OF DEFENSE	DESCRIPTION	EXAMPLE
Flexible Line of Defense	First shield or temporary protection against stress.	If you had a stressful day but relaxed by listening to music or talking to a friend.
Normal Line of Defense	Usual or baseline level of health and well-being when not stressed.	Regular blood pressure, normal energy levels, or usual emotional balance.
Lines of Resistance	Inner defenses activated when a stressor breaks through the flexible and normal lines.	-         If a virus enters your body → immune system fights it off; -         If mentally overwhelmed → counseling helps you recover.

FLEXIBLE LINE OF DEFENSE

First shield or temporary protection against stress.

If you had a stressful day but relaxed by listening to music or talking to a friend.

NORMAL LINE OF DEFENSE

Usual or baseline level of health and well-being when not stressed.

Regular blood pressure, normal energy levels, or usual emotional balance.

LINES OF RESISTANCE

Inner defenses activated when a stressor breaks through the flexible and normal lines.

-         If a virus enters your body → immune system fights it off; -         If mentally overwhelmed → counseling helps you recover.

PREVENTION AS INTERVENTION

TYPE OF PREVENTION	DESCRIPTION	EXAMPLE
Primary Prevention	Before the stressor enters the body or affects the person. “Stop the problem before it starts.”	Teaching proper handwashing to prevent infection; giving vaccines to avoid disease; educating a teen about healthy eating to avoid obesity.
Secondary Prevention	After the stressor has entered, but early in the illness.	Early detection measures or interventions (e.g., screening tests, prompt treatment of symptoms).

PRIMARY PREVENTION

Before the stressor enters the body or affects the person. “Stop the problem before it starts.”

Teaching proper handwashing to prevent infection; giving vaccines to avoid disease; educating a teen about healthy eating to avoid obesity.

SECONDARY PREVENTION

After the stressor has entered, but early in the illness.

Early detection measures or interventions (e.g., screening tests, prompt treatment of symptoms).