1.

07 DOROTHY JOHNSON, CALLISTA ROY, BETTY NEUMAN

Dr. Ma. Luisa Uayan || October 2022
NCMA110
Transcribers: Kathleen Venus

OUTLINE “organization, interaction, interdependency, and

I. DOROTHY JOHNSONS
II. CALLISTA ROY
III. BETTY NEUMAN
DOROTHY JOHNSON: BEHAVIORAL SYSTEM MODEL
I. DOROTHY JOHNSON
A. BACKGROUND
• Dorothy Johnson was born on August 21, 1919, in
Savannah, Georgia.
• She was the youngest of seven children. Her father
was the superintendent of a shrimp and oyster factory,
and her mother was very involved and enjoyed
reading.
• In 1938, she finished her associate’s degree at
Armstrong Junior College in Savannah, Georgia. Due
to the Great Depression, she took a year off from
school to be a governess, or teacher, for two children
in Miami, Florida.
• This was when she began to realize her love for
children, nursing, and education
• Dorothy Johnson’s professional nursing career began
in 1942 when she graduated from Vanderbilt
University School of Nursing in Nashville, Tennessee.
• She was the top student in her class and received the
prestigious Vanderbilt Founder’s Medal.
• In 1948, she received her master’s in public health
from Harvard University in Boston, Massachusetts.
integration of the parts and elements
• A behavioral system is a patterned, repetitive, and
purposeful ways of behaving.
These ways of behaving form an organized and
integrated functional unit that determines and limits the
interaction between the person and his or her
environment and establishes the relationship of the
person to the objects, events, and situations within his
or her environment.
• A subsystem is “a mini system with its own particular
goal and function that can be maintained as long as its
relationship to the other subsystems or the
environment is not disturbed”
• Stressor - Internal or external stimuli that produce
tension and result in a degree of instability
E. SUBSYSTEM OF BEHAVIORS
• Subsystem are parts of the behavioral system.
• It carry out specialized task/function needed to
maintain the integrity of the whole system
• It has a set of behavioral responses that re developed
through motivation, experience and learning

B. INTRODUCTION
• Johnson’s theory and her related writings reflect her
knowledge about both development and general
systems theories.
• The combination of nursing, development, and general
systems introduces some of the specifics into the
rhetoric about nursing theory development that make it
possible to test hypotheses and conduct critical
experiments

C. FOUR GOALS OF NURSING

• To assist the patient whose behavior is proportional to
social demands.
• To assist the patient who is able to modify his behavior
in ways that it supports biological imperatives.
• To assist the patient who is able to benefit to the
fullest extent during illness from the physician’s
knowledge and skill.
• To assist the patient whose behavior does not give
evidence of unnecessary trauma as a consequence of
illness

D. CONCEPTS AND DEFINITION

• Behavior as expressed by the behavioral and
biological scientists; that is, the output of intra
organismic structures and processes as they are
coordinated and articulated by and responsive to
changes in sensory stimulation.
F. SUBSYSTEM 4 STRUCTURAL COMPONENTS
• The goal of a subsystem is defined as the desired
result or consequence of the behavior
• The behavioral set is a predisposition to act in a
certain way in a given situation
1

• A system is a whole that functions as a whole by

Page

virtue of the interdependence of its parts, that there is

[NCMA110] 1.07 DOROTHY JOHNSONS, CALLISTA ROY, BETTY NEUMAN – Dr. Ma. Luisa Uayan
• Choice refers to the individual’s repertoire of
alternative behaviors in a situation that will best meet
the goal and attain the desired outcome
• The concern is with the efficiency and effectiveness of
the behavior in goal attainment. Actions are any
observable responses to stimuli.
G. FUNCTIONAL SUBSYSTEM
• Protection from noxious stimuli influences with which
the system cannot cope
• Nurturance through the input of appropriate supplies
form environment
• Stimulation to enhance growth and prevent stagnation
H. METAPARADIGM CONCEPTS
• Human being” as having two major systems, the
biological system and the behavioral system. It is role
of the medicine to focus on biological system where as
Nursling's focus is the behavioral system
• Environment is any factor influencing the behavioral
subsystem manipulated by the nurse to achieve health
I. METAPARADIGM
• Health is the lack of balance in the structural or
functional requirements of the subsystems leads to
poor health
• Nursing is an external regulatory force which acts to
preserve the organization and integration of the
patient’s behaviors at an optimum level under those
conditions in which the behaviors constitutes a threat
to the physical or social health, or in which illness is
found.
i. APPLICATION TO NURSING
By elderly people, those from the age of 65 and above, most
of which have retired. These people are normally seen as a
bother to their loved ones as their needs increase from the
normal. They thus need more care which cannot be provided at
home so they are often taken to nursing homes where they can
get the proper care. Because of old age and stress from
retirement. These people have difficulty coping with the
changes around them and their behavior changes. Some
become aggressive while others develop mental problems
making long-term nursing homes the best to take proper care of
these individuals.
▪ Nurses have to pay keen attention to such aggressive
behavior and identify which of the seven subsystems
is not functioning properly thus help these patients
restore balance in their systems.
▪ It could be dependence, the attachment, or the
aggressive causing a change in behavior. The
dependence in the sense that the patient who was
used to taking care of himself now finds it frustrating
when he has to rely on others for all his needs.
▪ The attachment comes in when the patient struggles
to form new relationships at the care facilities and
being kept away from the existing relationships.
▪ Normally the patient plays a role in the behavioral
system model of treatment but in dealing with mental
complicationsI, especially the ones accompanied by
aggressive behavior. Most of the effort is required from
the part of the nurse who has to be patient with the
patient.
SISTER CALLISTA ROY ADAPTATION MODEL
I. SISTER CALISSTA ROY
A. BACKGROUND
• Sister Callista L. Roy (born October 14, 1939) is a
nursing theorist, professor, and author.
• She is known for her groundbreaking work in creating
the Adaptation Model of Nursing.
• She received her Bachelor of Arts Major in Nursing
from Mount Saint Mary’s College in Los Angeles in
1963 and her master’s degree in nursing from the
University of California in 1966.
• After earning her nursing degrees, she began her
sociology education, receiving both a master’s degree
in sociology in 1973 and a doctorate in sociology in
1977 from California.
• She developed the model’s basic concepts while she
was a graduate student at the University of California
from 1964 to 1966.
• She was an associate professor and chairperson of
the Department of Nursing at Mount Saint Mary’s
College until 1982 and was promoted to the
professor’s rank in 1983 at both Mount Saint Mary’s
College and the University of Portland.
• The RAM focuses on the inter relatedness of four
adaptive systems
• It focuses on persons coping(adaptative)abilities in
response to constantly to changing environment (
Lopes, Pagliuca, Araujo,2006)
• Nursing can promote effective coping by asking” How
can I modify this patient’s environment to facilitate his
adaptation (Chitty & Black, 2011)
B. MAJOR CONCEPTS AND DEFINITIONS
• A system is “a set of parts connected to function as a
whole for some purpose and that does so by virtue of
the interdependence of its part
• “Adaptation level represents the condition of the life
processes described on three levels as integrated,
compensatory, and compromised”
C. TYPES OF STIMULI
• Focal Stimulus is the degree of change or stimulus
more immediately confronting the person and the one
to which the person must make adaptive response
• Contextual Stimuli are present to contribute to the
behavior caused or precipitated by the focal stimuli
• Residual Stimuli are factors that may be affecting
behavior but whose efforts are not validated
• Coping Processes “are innate or acquired ways of
interacting with the changing environment”
• Innate Coping Mechanisms Innate coping
mechanisms “are genetically determined or common
to the species and are generally viewed as automatic
processes; humans do not have to think about them”
• Acquired coping mechanisms “are developed through
strategies such as learning. The experiences
encountered throughout life contribute to customary
responses to particular stimuli”
D. SUBSYSTEM
• Regulator subsystem is a major coping mechanism
2
which responds automatically through physiological
Page
[NCMA110] 1.07 DOROTHY JOHNSONS, CALLISTA ROY, BETTY NEUMAN – Dr. Ma. Luisa Uayan
adaptive mode, responds automatically through • A system acts as a boundary for a single client, a
neural, chemical, and endocrine coping processes group, or even several groups;
• The cognator is a major coping subsystem responds • it can also be defined as a social issue.
to complex processes of perception and information • A client system in interaction with the environment
processing, judgement and emotions delineates the domain of nursing concerns.”
E. IMPLICATION TO NURSING PRACTICE, EDUCATION,
AND RESEARCH B. BETTY NEUMAN’S SYSTEMS MODEL
Nursing Practice Education Research • Neuman System Model focuses on the different
- The model is a stressors patients have and ways to relieve the stress
valuable analyze from the different stressors.
distinctions • The model also focus on how the patient may react to
between nursing the stress.
- Features of the • Internal and external affects the patient are stressors
and medicine
discipline provides • The role of the nurse is the to keep the system stable
- The model has The model
direction for through out the three level of prevention; primary,
been generates many
practice secondary, and tertiary.
implemented as testable
- It considers
basis of hypothesis tested
goals, values, the C. CONCEPTS AND DEFINITION
curriculum to practice and
client, and Wholistic Approach
development on theory
practitioner • Clients are viewed as wholes whose parts are in
Associate degree
intervention dynamic interaction.
program,
baccalaureate • The model considers all variables simultaneously
and higher degree affecting the client system: physiological,
program. psychological, sociocultural, developmental, and
spiritual
F. METAPARADIGM Open System
• A system is open when there is a continuous flow of
i. PEOPLE input and processes, output, and feedback. Stress and
both individually and in groups, as holistic adaptive systems, reaction to stress are basic components of an open
complete with coping processes acting to maintain adaptation system
and to promote person and environment transformations Function or Process
• The client as a system exchanges energy, information,
ii. HEALTH and matter with the environment as well as other parts
is the reflection of personal and environmental interactions that and subparts of the system as it uses available energy
are adaptive. resources to move toward stability and wholeness
Input and Output
iii. ENVIRONMENT • For the client as a system, input and output are the
are conditions, circumstances, and influences surrounding and matter, energy, and information that are exchanged
affecting the development and behavior of individuals and between the client and the environment
groups Feedback
• System output in the form of matter, energy, and
iv. THE GOAL OF NURSING information serves as feedback for future input for
was the first major concept of her nursing model to be corrective action to change, enhance, or stabilize the
described. She identifies the unique function of nursing in system
promoting health Client System
• The client system is a composite of five variables
BETTY NEUMAN: SYSTEM MODEL (physiological, psychological, sociocultural,
developmental, and spiritual) in interaction with the
III. BETTY NEUMAN: SYSTEM MODEL environment.

A. BACKGROUND D. FIVE TYPES OF STRESSOR

• Betty Neuman was born in 1924 near Lowell, Ohio. • Physiological stressors
• She grew up on a farm which later encouraged her to • Psychological stressors
help people who are in need. • Socio-cultural stressors
• Her father was a farmer who became sick and died at • Developmental stressors
the age of 36. • Spiritual stressors
• Her mother was a self-educated midwife that led the
young Neuman to be always influenced by the
commitment that took her away from home from time
to time
• In 1957, she received a baccalaureate degree in
public health and psychology with honors.
• She also learned a master’s degree in mental health,
public health consultation in 1966 from the University
of Califormia, Los Angeles (UCLA)
• After her graduation, she was hired as department
chair in the UCLA School of Nursing graduate program
• In 1985, Betty Neuman concluded a doctoral degree in
clinical psychology at Pacific Western University. She
was a pioneer of nursing involvement in mental health.
• Neuman Systems Model as “a unique, open-system-
3

based perspective that provides a unifying focus for

Page

approaching a wide range of concerns.

[NCMA110] 1.07 DOROTHY JOHNSONS, CALLISTA ROY, BETTY NEUMAN – Dr. Ma. Luisa Uayan

E. MAJOR ASSUMPTIONS
Nursing
is concerned with the whole person. She views nursing as a
“unique profession in that it is concerned with all of the
variables affecting an individual’s response to stress

Health
as a continuum of wellness to illness that is dynamic in nature
and is constantly changing.

The client system

is a dynamic composite of interrelationships among
physiological, psychological, sociocultural, developmental, and
spiritual factors

Environment a
s all the internal and external factors that surround and
influence the client system. Stressors (intrapersonal,
interpersonal, and extrapersonal)

4
Page