Adaptation. Figure 15-2 is sed by Roy to represent the adaptive system of a person.

The adaptive system

as inputs of stimuli and adaptation level, outputs as behavioral responses hat serve as feedback, and
control processes known as coping mechanisms Roy 8C Andrews, 1991). The adaptive system has input
coming from the external environment as well as from the person. Roy identifies inputs as stim . Stmu1i
and adaptation level. Stimuli are conceptualized as falling into three c :ssifications: focal, contextual, and
residual. The stimulus most immediata y confronting the person is the focal stimulus. The focal stimulus
normaly constitutes the greatest degree of change impacting won the w a. Contextual stimuli are all
other stimuli of the person’s internal and external world that can be identified as having a positive or
negative influence on the situation. Residual stimuli are those internal or external factors whose current
effects are unclear.

Along with stimuli, the adaptation level of the person acts as input to that person as an adaptive system.
The focal, contextual, andzresidual stimuli combine and interface to set the adaptation level of the
person at a particular point in time. This range of response is unique to the individual; each person’s
adaptation level is constantly changing. Significant stimuli that comprise the focal, contextual, and
residual stimuli include factors such as the degree of change, past experiences, knowledge level,
strengths, and/or limitations. Roy used Helson’s (1964) work to develop this construct.

Outputs of the person as a system are the responses of the person (see Fig. 15-2). Output responses can
be both external and internal. Thus, these responses are the person’s behaviors. They can be observed,
intuitively perceived by the nurse, measured and subjectively reported by the person output
Adaptation. Figure 15-2 is sed by Roy to represent the adaptive system of a person. The adaptive system
as inputs of stimuli and adaptation level, outputs as behavioral responses hat serve as feedback, and
control processes known as coping mechanisms Roy 8C Andrews, 1991). The adaptive system has input
coming from the e v ernal environment as well as from the person. Roy identifies inputs as stim . 1i and
adaptation level. Stimuli are conceptualized as falling into three c :ssifications: focal, contextual, and
residual. The stimulus most immediata y confronting the person is the focal stimulus. The focal stimulus
nor , uy constitutes the greatest degree of change impacting won the w a. Contextual stimuli are all
other stimuli of the person’s internal and external world that can be identified as having a positive or
negative influence on the situation. Residual stimuli are those internal or external factors whose current
effects are unclear.

Along with stimuli, the adaptation level of the person acts as input to that person as an adaptive system.
The focal, contextual, andzresidual stimuli combine and interface to set the adaptation level of the
person at a particular point in time. This range of response is unique to the individual; each person’s
adaptation level is constantly changing. Significant stimuli that comprise the focal, contextual, and
residual stimuli include factors such as the degree of change, past experiences, knowledge level,
strengths, and/or limitations. Roy used Helson’s (1964) work to develop this construct.
Outputs of the person as a system are the responses of the person (see Fig. 15-2). Output responses can
be both external and internal. Thus, these responses are the person’s behaviors. They can be observed,
intuitively per

ceived by the nurse, measured and subjectively reported by the petsgthgtPQ,‘ “M

responses become feedback to the person and to the environment. Roy has categorized outputs of the
system as either adaptive responses or ineffective responses. Adaptive responses are those that
promote the integrity of the person. The person’s integrity, or wholeness, is behaviorally demonstrated
when the person is able to meet the goals in terms of survival, growth, reproduction, and mas

tery. Ineffective responses do not support these goals (Roy 85 Andrews, 1991). Roy has used the term
coping mechanisms to describe the control

processes of the person as an adaptive system. Some coping mechanisms are inherited or genetic, such
as the white blood cell defense system against bac

teria that seek to invade the body. Other mechanisms are learned, such as the use of antiseptics to
cleanse a wound. Roy presents a unique nursing science concept of control mechanisms that are called
the regulator and the cognator.

Roy’s model considers the regulator and cognator coping mechanisms to be

subsystems of the person as an adaptive system. The regulator subsystem has the components of input,
internal process,

and output. Input stimuli may originate externally or internally to the person. The transmitters of the
regulator system are chemical, neural, or endocrine in nature. Autonomic reflexes, which are neural
responses originating in the brain stem and spinal cord, are generated as output responses of the
regulator subsystem. Target organs and tissues under endocrine control also produce regulator output
responses. Finally, Roy presents psychomotor responses originating from the central nervous system as
regulator subsystem responses (Roy 8: Roberts, 1981). Many physiological processes can be viewed as
regulator subsystem responses. For example, several regulatory feedback mechanisms of respiration
have been identified. One of these is increased carbon dioxide, the end product of metabolism, which
stimulates chemoreceptors in the medulla to increase the respiratory rate. Strong stimulation of these
centers can increase ventilation six- to sevenfold (Guyton, 19 )

Adaptation. Figure 15-2 is sed by Roy to represent the adaptive system of a person. The adaptive system
as inputs of stimuli and adaptation level, outputs as behavioral responses hat serve as feedback, and
control processes known as coping mechanisms Roy 8C Andrews, 1991). The adaptive system has input
coming from the e v ernal environment as well as from the person. Roy identifies inputs as stim . 1i and
adaptation level. Stimuli are conceptualized as falling into three c :ssifications: focal, contextual, and
residual. The stimulus most immediata y confronting the person is the focal stimulus. The focal stimulus
nor , uy constitutes the greatest degree of change impacting won the w a. Contextual stimuli are all
other stimuli of the person’s internal and external world that can be identified as having a positive or
negative influence on the situation. Residual stimuli are those internal or external factors whose current
effects are unclear.

Along with stimuli, the adaptation level of the person acts as input to that person as an adaptive system.
The focal, contextual, andzresidual stimuli combine and interface to set the adaptation level of the
person at a particular point in time. This range of response is unique to the individual; each person’s
adaptation level is constantly changing. Significant stimuli that comprise the focal, contextual, and
residual stimuli include factors such as the degree of change, past experiences, knowledge level,
strengths, and/or limitations. Roy used Helson’s (1964) work to develop this construct.

Outputs of the person as a system are the responses of the person (see Fig. 15-2). Output responses can
be both external and internal. Thus, these responses are the person’s behaviors. They can be observed,
intuitively per

ceived by the nurse, measured and subjectively reported by the petsgthgtPQ,‘ “M

responses become feedback to the person and to the environment. Roy has categorized outputs of the
system as either adaptive responses or ineffective responses. Adaptive responses are those that
promote the integrity of the person. The person’s integrity, or wholeness, is behaviorally demonstrated
when the person is able to meet the goals in terms of survival, growth, reproduction, and mas
tery. Ineffective responses do not support these goals (Roy 85 Andrews, 1991). Roy has used the term
coping mechanisms to describe the control

processes of the person as an adaptive system. Some coping mechanisms are inherited or genetic, such
as the white blood cell defense system against bac

teria that seek to invade the body. Other mechanisms are learned, such as the use of antiseptics to
cleanse a wound. Roy presents a unique nursing science concept of control mechanisms that are called
the regulator and the cognator.

Roy’s model considers the regulator and cognator coping mechanisms to be

subsystems of the person as an adaptive system. The regulator subsystem has the components of input,
internal process,

and output. Input stimuli may originate externally or internally to the person. The transmitters of the
regulator system are chemical, neural, or endocrine in nature. Autonomic reflexes, which are neural
responses originating in the brain stem and spinal cord, are generated as output responses of the
regulator subsystem. Target organs and tissues under endocrine control also produce regulator output
responses. Finally, Roy presents psychomotor responses originating from the central nervous system as
regulator subsystem responses (Roy 8: Roberts, 1981). Many physiological processes can be viewed as
regulator subsystem responses. For example, several regulatory feedback mechanisms of respiration
have been identified. One of these is increased carbon dioxide, the end product of metabolism, which
stimulates chemoreceptors in C

the medulla to increase the respiratory rate. Strong stimulation 0 tars can increase ventilation sixto
sevenfold (Guyton, 19 )

M... w ulblcasc me respiratory rate. ouqu, -.....

ters can increase ventilation sixto sevenfold (Guyton, 1971).

 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. .

The Other control subsystem original to the Roy model is the cognator subsystem (Roy 86 Andrews,
1991). Stimuli to the cognator subsystem are also both external and internal in origin. Output responses
of the regulator subsystem can be feedback stimuli to the cognator subsystem. Cognator control
processes are related to the higher brain functions of perception or information processing, judgment,
and emotion. Perception, 01' information processing, is related to the internal processes of selective
attention, coding, and 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,aand attachment.