The Ultimate Resource for Nursing Theories: The Base for Professional Nursing Practice (6th Edition) Torrent
<h1>Nursing Theories: The Base for Professional Nursing Practice (6th Edition)</h1>
<p>If you are a nursing student or a practicing nurse, you might be wondering what are nursing theories and how can they help you in your profession. Nursing theories are conceptual frameworks that guide nursing practice, research, and education. They provide a way of thinking about nursing phenomena, explaining their relationships, and predicting their outcomes. Nursing theories also reflect the values, beliefs, and goals of the nursing profession.</p>
Nursing Theories: The Base for Professional Nursing Practice (6th Edition) downloads torrent
<p>One of the most comprehensive and authoritative books on nursing theories is <strong>Nursing Theories: The Base for Professional Nursing Practice</strong> by Julia B. George. This book, now in its sixth edition, covers the latest theories and research methods in nursing today. It also provides a tool to help nurses apply concepts and theories to practice, using the nursing process as a framework. In this article, we will give you an overview of this book and some of the most influential nursing theories it presents.</p>
<h2>What are nursing theories and why are they important?</h2>
<p>Nursing theories are systematic statements that describe, explain, predict, or prescribe phenomena related to nursing. They are derived from scientific evidence, logical reasoning, personal experience, or philosophical perspectives. Nursing theories can be classified into four levels according to their scope and abstraction:</p>
<ul>
<li><strong>Metatheories</strong> are the most abstract and general level of nursing knowledge. They address the nature, purpose, and goals of nursing as a discipline.</li>
<li><strong>Grand theories</strong> are broad and complex level of nursing knowledge. They provide a comprehensive perspective on nursing phenomena, such as human beings, health, environment, and nursing.</li>
<li><strong>Middle-range theories</strong> are more specific and testable level of nursing knowledge. They focus on a particular aspect or domain of nursing phenomena, such as pain, stress, coping, or caring.</li>
<li><strong>Practice theories</strong> are the most concrete and narrow level of nursing knowledge. They guide specific actions or interventions in a given situation or context.</li>
</ul>
<p>Nursing theories are important because they:</p>
<ul>
<li><strong>Provide a foundation for professional nursing practice</strong>. Nursing theories help nurses understand their role and responsibilities in different settings and situations. They also help nurses communicate effectively with other health care professionals and clients.</li>
<li><strong>Enhance the quality of care</strong>. Nursing theories help nurses identify the needs, problems, goals, and outcomes of clients. They also help nurses select appropriate interventions and evaluate their effectiveness.</li>
<li><strong>Advance the knowledge base of nursing</strong>. Nursing theories stimulate research questions and hypotheses that can be tested empirically. They also provide a framework for organizing and interpreting research findings.</li>
<li><strong>Promote the development of the profession</strong>. Nursing theories reflect the values, beliefs, and goals of the profession. They also guide the education, regulation, and socialization of nurses.</li>
</ul>
<h2>How to use nursing theories in clinical practice</h2>
<p>One of the main challenges that nurses face is how to apply nursing theories to clinical practice. The book <strong>Nursing Theories: The Base for Professional Nursing Practice</strong> offers a practical solution by using the <strong>nursing process</strong> as a common framework. The nursing process is a systematic method that involves four steps:</p>
<ol>
<li><strong>Assessment</strong>. This step involves collecting data about the client's health status, needs, problems, strengths, resources, preferences, values, beliefs, culture, environment, etc.</li>
<li><strong>Diagnosis</strong>. This step involves analyzing the data collected in the assessment step and identifying actual or potential health problems or needs that require intervention.</li>
<li><strong>Planning</strong>. This step involves setting goals and outcomes for each problem or need identified in the diagnosis step. It also involves selecting appropriate interventions based on evidence-based practice guidelines or protocols.</li>
<li><strong>Implementation</strong>. This step involves carrying out the interventions planned in the planning step. It also involves monitoring and documenting the progress and outcomes of each intervention.</li>
<li><strong>Evaluation</strong>. This step involves comparing the actual outcomes with the expected outcomes set in the planning step. It also involves modifying or terminating interventions based on evaluation results.</li>
</ol>
<p>The book <strong>Nursing Theories: The Base for Professional Nursing Practice</strong> shows how different nursing theorists relate their work to each step of the nursing process. It also provides examples of how to use their concepts and principles in clinical situations. In the following sections, we will briefly introduce some of these theorists and their contributions to nursing knowledge.</p>
<h3>Florence Nightingale's environmental theory</h3>
<p>Florence Nightingale is considered as the founder of modern nursing. She was a pioneer in improving sanitation, hygiene, nutrition, ventilation, lighting, noise control, statistics, and education in health care settings. Her environmental theory states that:</p>
<ul>
<li>The environment is composed of physical (e.g., air quality), psychological (e.g., emotional support), social (e.g., family involvement), cultural (e.g., religious beliefs), economic (e.g., financial resources), political (e.g., health policies), ethical (e.g., respect for autonomy), legal (e.g., informed consent), educational (e.g., health literacy), spiritual (e.g., meaning of life), aesthetic (e.g., beauty), moral (e.g., values), historical (e.g., traditions), developmental (e.g., life stages), ecological (e.g., natural resources), technological (e.g., medical devices), etc. factors that affect health.</li>
<li>The nurse's role is to manipulate or modify these factors to create a healthy environment that promotes healing.</li>
<li>The client is an active participant in his or her own health care who can adapt to changes in the environment.</li>
<li>The goal of nursing is to prevent disease or injury by maintaining or restoring health through environmental management.</li>
</ul>
<h4>How to use Nightingale's environmental theory in clinical practice:</h4>
- In assessment , collect data about all aspects of the client's environment that may affect his or her health status. - In diagnosis , identify environmental factors that contribute to actual or potential health problems or needs. - In planning , set goals and outcomes that aim at improving environmental conditions that affect health. - In implementation , carry out interventions that manipulate or modify environmental factors to create a healthy environment. - In evaluation , compare the actual outcomes with the expected outcomes related to environmental management. <h5>An example:</h5>
- A client with chronic obstructive pulmonary disease (COPD) is admitted to a hospital with acute respiratory distress. - In assessment , collect data about his physical environment (e.g., air quality, ventilation), psychological environment (e.g., anxiety level), social environment (e.g., family support), etc. - In diagnosis , identify environmental factors that contribute to his respiratory distress (e.g., poor air quality due to smoking). - In planning , set goals and outcomes that aim at improving his respiratory function (e.g., oxygen therapy, bronchodilators, chest physiotherapy). - In evaluation , compare the actual outcomes with the expected outcomes related to respiratory function (e.g., oxygen saturation, respiratory rate, dyspnea scale). <h3>Dorothea Orem's self-care deficit theory</h3>
<p>Dorothea Orem is one of the most influential nursing theorists who developed the Self-Care Deficit Nursing Theory. Her theory states that:</p>
<ul>
<li>Self-care is the practice of activities that individuals initiate and perform on their own behalf to maintain life, health, and well-being.</li>
<li>Self-care agency is the ability or power of individuals to engage in self-care.</li>
<li>Basic conditioning factors are personal, environmental, and health-related factors that influence self-care agency.</li>
<li>Therapeutic self-care demand is the total amount of self-care actions required to meet the self-care requisites or needs of individuals.</li>
<li>Self-care deficit is the condition that occurs when individuals are unable to perform self-care actions due to limitations in self-care agency or therapeutic self-care demand.</li>
<li>Nursing agency is the ability or power of nurses to help individuals meet their self-care requisites.</li>
<li>Nursing system is the series of actions and interactions between nurses and clients that aim at meeting the clients' self-care requisites.</li>
<li>The goal of nursing is to help individuals overcome or prevent self-care deficits by providing direct or indirect assistance, guidance, teaching, or support.</li>
</ul>
<h4>How to use Orem's self-care deficit theory in clinical practice:</h4>
- In assessment , collect data about the client's self-care requisites, self-care agency, basic conditioning factors, and therapeutic self-care demand. - In diagnosis , identify actual or potential self-care deficits that require nursing intervention. - In planning , set goals and outcomes that aim at enhancing the client's self-care agency and reducing or eliminating the self-care deficits. - In implementation , carry out interventions that provide direct or indirect assistance, guidance, teaching, or support to the client according to the type of nursing system (wholly compensatory, partly compensatory, or supportive-educative). - In evaluation , compare the actual outcomes with the expected outcomes related to self-care agency and self-care deficits. <h5>An example:</h5>
- A client with diabetes mellitus type 2 is discharged from a hospital after a foot ulcer treatment. - In assessment , collect data about his self-care requisites (e.g., maintaining blood glucose level, preventing infection, promoting wound healing), self-care agency (e.g., knowledge, skills, motivation), basic conditioning factors (e.g., age, socioeconomic status, family support), and therapeutic self-care demand (e.g., insulin administration, foot care, dietary management). - In diagnosis , identify actual or potential self-care deficits that require nursing intervention (e.g., knowledge deficit about diabetes management, risk for infection related to foot ulcer). - In planning , set goals and outcomes that aim at enhancing his self-care agency and reducing or eliminating his self-care deficits (e.g., demonstrate correct insulin injection technique, verbalize signs and symptoms of infection). - In implementation , carry out interventions that provide direct or indirect assistance, guidance, teaching, or support to the client according to the supportive-educative nursing system (e.g., teach him about diabetes pathophysiology, complications, management; demonstrate and supervise insulin injection technique; provide written and verbal instructions about foot care; refer him to a dietitian for dietary counseling). - In evaluation , compare the actual outcomes with the expected outcomes related to his self-care agency and self-care deficits (e.g., demonstrate correct insulin injection technique; verbalize signs and symptoms of infection; report blood glucose levels within normal range). <h3>Betty Neuman's systems model</h3>
<p>Betty Neuman is a nursing theorist who developed the Neuman Systems Model. Her theory states that:</p>
<ul>
<li>The client is a dynamic open system that interacts with internal and external environmental stressors.</li>
<li>The client system consists of a basic structure (physiological, psychological, sociocultural, developmental, and spiritual variables) and several concentric circles of defense (flexible line of defense, normal line of defense, and lines of resistance).</li>
<li>The flexible line of defense is the outermost layer that protects the normal line of defense from invasion by stressors. It can be altered in a relatively short time.</li>
<li>The normal line of defense is the usual state of equilibrium or wellness of the client. It can be changed over a long period of time.</li>
<li>The lines of resistance are the innermost layers that activate when stressors penetrate the normal line of defense. They represent the coping mechanisms of the client.</li>
<li>Stressors are any environmental forces that have potential to disrupt the client's stability or integrity. They can be intra-personal (within the client), inter-personal (between the client and others), or extra-personal (outside the client).</li>
<li>The degree of reaction is the amount of disruption caused by stressors on the client's normal line of defense.</li>
<li>The goal of nursing is to help the client attain, retain, or maintain optimal system stability or wellness by reducing stressors or increasing resistance factors.</li>
</ul>
<h4>How to use Neuman's systems model in clinical practice:</h4>
- In assessment , collect data about the client's basic structure, lines of defense, environmental stressors, and degree of reaction. - In diagnosis , identify actual or potential problems related to stressors that disrupt the client's stability or integrity. - In planning , set goals and outcomes that aim at restoring or maintaining the client's optimal system stability or wellness. - In implementation , carry out interventions that reduce stressors or increase resistance factors according to the three levels of prevention: primary prevention (before stressor invasion), secondary prevention (after stressor invasion), and tertiary prevention (after treatment). - In evaluation , compare the actual outcomes with the expected outcomes related to system stability or wellness. <h5>An example:</h5>
- A client with hypertension is admitted to a hospital for a stroke. - In assessment , collect data about his basic structure (e.g., age, gender, ethnicity, education, occupation, family history, lifestyle habits), lines of defense (e.g., blood pressure level, coping skills, social support), environmental stressors (e.g., work stress, family conflict, financial problems), and degree of reaction (e.g., neurological deficits, functional impairments). - In diagnosis , identify actual or potential problems related to stressors that disrupt his stability or integrity (e.g., impaired cerebral perfusion related to hypertension; risk for falls related to hemiparesis). - In planning , set goals and outcomes that aim at restoring or maintaining his optimal system stability or wellness (e.g., maintain blood pressure within normal range; prevent complications; improve mobility). - In implementation , carry out interventions that reduce stressors or increase resistance factors according to the three levels of prevention: primary prevention (e.g., administer antihypertensive medications; provide health education on hypertension management; refer him to a social worker for financial assistance), secondary prevention (e.g., monitor neurological status; administer thrombolytic therapy; provide physical therapy), and tertiary prevention (e.g., facilitate rehabilitation; provide discharge planning; arrange for home care services). - In evaluation , compare the actual outcomes with the expected outcomes related to system stability or wellness (e.g., report blood pressure within normal range; demonstrate no signs of complications; perform activities of daily living with minimal assistance).</p>