NCM - GROUP 7
Page 1: Josephine Paterson and Loretta Zderad
Josephine Paterson
Born: September 1, 1924, in Freeport, New York.
Education:
Lenox Hill School of Nursing: Diploma in August 1945.
John Hopkins School of Hygiene and Public Health: Master's degree in August 1954.
Boston University School of Nursing: Doctor of Nursing Science in 1969 (specialization in Mental Health and Psychiatric Nursing).
Career:
Conceptualized and taught humanistic nursing in various settings.
Retired in 1995 as a Clinical Nurse Specialist at Northport Veterans Administration Medical Center, New York.
Loretta Zderad
Born: June 7, 1925, in Chicago, Illinois.
Education:
St. Bernard’s Hospital School of Nursing.
Loyola University.
Master's degree from Catholic University, Washington D.C. (major in Psychiatric Nursing).
Doctor of Philosophy from Georgetown University, Washington D.C. in 1968.
Career:
Retired in 1985 from Northport Veterans Administration Medical Center, where she served as Associate Chief for Nursing Education.
Humanistic Nursing Theory Overview
Published first book titled Humanistic Nursing in 1976.
Committed to creativity and developed constructs into "Nursology", a phenomenological approach for understanding nursing as an existential experience.
Interviewed various nurses leading to the creation of eleven essences:
Essences: Awareness, openness, empathy, caring, touching, understanding, responsibility, trust, acceptance, self-recognition, and dialogue.
These essences reflect common beliefs and values among nurses, influenced by culture, geography, and practice scope.
Key Components
Openness: Essential for humanistic nursing dialogue.
Five Phases of the Nursing Process:
Preparation of the Nurse Knower: Nurse acts as an investigator, open-minded and willing to take risks.
Page 2: Key Components Continued
Nurse Knowing of the Other Intuitively: Understanding the patient through the "I-thou" relationship without imposing the nurse's view.
Nurse Knowing the Other Scientifically: Transition from intuition to analytical observation.
Nurse Complementarily Synthesizing Known Others: Developing nursing knowledge and enhancing community through education.
Succession Within the Nurse: Integrating information into practical clinical application.
Significance
Conceptualizes nursing as a transactional relationship between human beings (nurse-patient dyad).
The framework is based on existentialism and a phenomenological method, relevant for nursing practice examination.
Historical Importance
Describes essences significant to daily nursing experiences.
Theoretical Concepts
Dialogue: Involves intersubjective relations defined by shared experiences.
Community: Understanding comes through shared experiences and struggles.
Phenomenological Nursing: Methodology to explore perceived health needs via interactions.
Detailed in five phases of understanding and interaction in nursing practice.
Page 3: Metaparadigm Concepts in Nursing
Person: Individuals characterized by capability, values, and unique life manifestations.
Environment: Context of nursing service delivery affecting experiences.
Health: Personal survival viewed as a process toward realizing wellbeing.
Nursing: A dynamic relationship facilitating dialogue between nurse and patient, recognizing individual perspectives.
Application to Clinical Scenarios
Scenario 1: Child anxious pre-surgery.
Scenario 2: Elderly woman needing assistance post-surgery due to mobility issues.
Helen Erickson
Born: 1934.
Education: BSN from University of Michigan; MSN from University of Arizona.
Career: Influential in nursing education, theory development, and research; contributor to nursing journals emphasizing theory in practice.
Evelyn Tomlin
Education: BSN from University of New Hampshire; Master’s from Boston University.
Contributed significantly to nursing curricula focusing on theory's role in practical settings.
Mary Ann Swain
Born: 1941.
Education: BS in Psychology from the University of Michigan; Master’s and Ph.D. (1964 and 1969) in Psychology.
Contributions to nursing education and research, collaborating on models evaluating stress adaptation.
Page 4: Modeling and Role Modeling Theory Overview
Major Concepts & Definitions
Modeling: Process of understanding the client's world from their perspective, forming a mirror image of their experiences and data analysis.
Role-Modeling:
Art of Role-Modeling: Implementing unique interventions for clients.
Science of Role-Modeling: Grounding interventions in theoretical nursing practice.
Nursing Definition
Holistic support of individuals in self-care activities as an interactive therapeutic process aimed at optimal health.
Nurturance Concept
Integrates cognitive, physiological, and emotional processes to promote holistic health through understanding clients' worldviews.
Unconditional Acceptance
Vital for fostering individual potential by ensuring individuals feel accepted without conditions.
Page 5: Differences and Similarities Among People
Holism: Total interconnectedness of body, mind, spirit; cannot be divided.
Basic Needs: Unique personal framework necessary for individual growth.
Lifetime Development: Addressing psychological (Erikson's stages) and cognitive (Piaget’s stages) development.
Page 6: Individual Differences
Inherent Endowment: Genetic predisposition affecting personal growth.
Adaptation: Response to stressors impacting health and well-being.
Mind-Body Relationship: Biophysical, psychosocial beings striving for potential development.
Self-Care Concepts
Self-Care Knowledge: Awareness of factors impacting health.
Self-Care Resources: Internal and external resources mobilized for health.
Self-Care Action: Implementation of knowledge and resources for health promotion.
Page 7: Patricia Benner
Born: August 1942, from Virginia.
Education: Bachelor of Arts in Nursing, Master of Medical-Surgical Nursing, and Ph.D. from University of California.
Career: Nursing research, lecturing, authoring books like The Primacy of Caring and From Novice to Expert.
From Novice to Expert Model Overview
Demonstrates knowledge acquisition through experience.
Key Components
Novice: Beginner, follows instructions without experience.
Advanced Beginner: Experiences and good performance observed.
Competent: Efficiency gained through 2-3 years of experience.
Proficient: Understanding based on varied experiences, knowledge for modification.
Expert: Instantaneous situational assessment without reliance on rules.
Significance
Redefines "expert" in nursing as those providing effective care through experience.
Page 8: Primacy of Caring Theory Overview
Positions caring as central to nursing practice.
Key Components
Centrality of Caring: Influences patient experiences and coping methods.
Phenomenological Approach: Emphasis on understanding patients' lived experiences.
Coping and Connection: Supports mutual understanding and patient coping.
Moral Dimensions: Highlights ethical considerations in caring.
Individualized Care: Tailored approaches enhancing care quality.
Historical Importance
Highlights experiential learning for nurses and students.
Theoretical Sources
Dreyfus Model of Skill Acquisition underpinning the five stages outlined in Benner's theory.
Page 9: Metaparadigm Concepts
Person: Self-interpreting beings shaped by life experiences.
Environment: Situations as factors for social interactions.
Health: Assessed states differentiated from overall well-being.
Nursing: Integration of skills and lived experiences for optimal care delivery.
Application to Clinical Scenarios
Scenario 1: Sudden symptom changes in an admitted patient.
Scenario 2: Improved student nurse performance by semester's end.
Page 10: Margaret Newman
Born: October 10, 1933, passed December 18, 2018.
Education: Bachelor's (1962) from University of Tennessee; Master's (1964) from University of California; Ph.D. (1971) from New York University.
Career: Teacher and researcher at NYU; retired in 1996.
Health as Expanding Consciousness Overview
Health viewed as intertwined with disease; personal identity framed by evolving consciousness.
Key Components
Person: Identified by their pattern, indivisible.
Health: Evolutive patterns indicating health versus disease.
Consciousness: Awareness interlinked with life experiences.
Pattern: Overall identity expressed through patterns rather than physical attributes.
Page 11: Significance and Historical Importance
Enhances nurse-patient understanding and care efficacy.
Deep understanding aids in disease recovery and prevention.
Theoretical Sources
Grounded in theories by Rogers, Bentov, Young, and Bohm.
Page 12: Metaparadigm Concepts in Nursing
Person: Capable of achieving self-consciousness.
Environment: Open system influencing outcomes.
Health: Represents the individual's state shaped by patterns of disease.
Nursing: Collaborative process of caring that expands consciousness and understanding.
Application to Clinical Scenarios
Scenario 1: Patient sharing multitasking burdens affecting health.
Scenario 2: Student's emotional turmoil impacting mental health.