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TOPIC OUTLINE
[1] Definition of Terms
[2] Non-Nursing Theories
[3] Philosophies
[4] Middle-Range Theories
1) DEFINITION OF TERMS
THEORY
 A theory is an organized system of
accepted knowledge that is composed
of concepts, propositions, definitions
and assumptions intended to explain a
set of fact, event or phenomena.
 Chin & Kramer – a creative and
rigorous structuring of ideas that
projects a tentative, purposeful and
systemic view of phenomena.
 Smith & Parker (2015) – a notion, idea
that explains experiences, interprets
observation, describes relationships and
projects outcomes.
 Kozier (2008) – A system of ideas that
is proposed to explain a given
phenomenon.
 Concepts ideas, abstract- honesty, war,
nutrition, nursing; concrete – nurse,
mother, pain
DEFINITION
 Various descriptions which convey a
general meaning.
ASSUMPTIONS
 Is a statement that specifies the
relationship of factual concepts
PHENOMENA
 An observable circumstance or event –
disease concepts, racism
PROPOSITION
 Is a logically and theoretically valid
statement that explains relations
between variables/parameters/concepts
under consideration.
 “An increase in student intelligence
causes an increase in their academic
achievement.” This declarative
statement does not have to be true, but
must be empirically testable using data,
so that we can judge whether it is true or
false.
CONCEPTUAL FRAMEWORK
 Defines the relevant variables for your
study and maps out how they might
relate to each other
WHAT IS NURSING?
 ANA (American Nurses Association)
→ Diagnosis and treatment of human
response to actual or potential
health problems.
 ICN (International Council of Nurses)
→ Encompasses autonomous and
collaborative care of individuals of all
ages, families, groups and
communities, sick or well and in all
settings.
NURSING THEORY
 IMPORTANCE
→ Nursing theories enhance students
understanding of the principles,
values, and meanings of nursing
profession.
→ In addition, it helps nurses to
understand their role in the
healthcare setting.
→ It provides a framework for nurses
systematize their actions: what to
observe, what to ask, what to focus.
→ A framework to validate current
knowledge.
CRITERIA FOR EVALUATION
THEORIES – Jacqueline Fawcett &
Resemarie Rizzo Parse
1) SIGNIFICANCE
 Useful in guiding nursing practice
and scholarship
 Provide structure from which
testable theories may be derived
2) INTERNAL CONSISTENCY
 Requires all constructs of the theory
to be congruent, including the
philosophical claims, conceptual
model, concepts, and proposition
3) PARSIMONY
 The principle of parsimony (Occam's
razor) dictates that a theory should
provide the simplest possible
(viable) explanation for a
phenomenon
4) TESTABILITY
 Can be questioned; subjected to
examination
 Testability makes the most reliable
guide to scholarly work
5) EMPIRICAL ADEQUACY
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 Used to ascertain the congruence
between theoretical assertions and
empirical evidence.
6) PRAGMATIC ADEQUACY
 Refers to a criterion common to
practice disciplines in which theories
and research findings must be useful
to enhance practice or solve issues
arising from practice (Fawcett &
Downs, 1992).
2) NON-NURSING THEORIES
MASLOW’S THEORY OF HUMAN NEEDS
WHO IS ABRAHAM MASLOW?
 Abraham Maslow was an American
psychologist, born on April 1, 1908, in
Brooklyn, New York
 Today, he is remembered as one of the
most influential psychologists of the 20th
century.
DEFINITION
 Maslow’s Theory of Human Needs
states that humans are motivated to
fulfill their needs in a hierarchical order.
The ultimate goal, according to the
theory, is to reach the fifth level of the
hierarchy.
TIERS OF HIERARCHY OF NEEDS
 5th Physiological Needs
 They are the most essential things a
person needs to survive. And this
will be the first thing that motivates
our behavior.
 Maslow considered physiological
needs the most important as all the
other needs become secondary until
these needs are met.
EXAMPLES:
Food, Water, Shelter, Air, Sleep/Rest,
Clothing, etc.
 4th Safety and Security
 Relates to a person’s need to feel
safe and secure in their life and
surroundings.
 Safety needs can be fulfilled by the
family and society.
EXAMPLES:
Emotional Security, Financial Security, Law
and Order, Freedom from Fear, Social
Stability, Property, Health and Wellbeing
 3rd Love and Belonging Needs
 This level of the hierarchy outlines
the need for friendship, intimacy,
family, and love. Humans have the
need to give and receive love, to feel
like they belong in a group
Example:
Friendship, Intimacy, Trust, Acceptance,
Receiving and Giving Affection, and Love.
 2nd Self-Esteem/ Esteem Needs
 Maslow broke up esteem needs into
two categories: the need for respect
from others and the need for respect
from oneself.
 Esteem presents the typical human
desire to be accepted and valued by
others.
RESPECT FROM OTHERS:
 fame, prestige, and recognition.
RESPECT FROM ONESELF:
 dignity, confidence, competence,
independence, and freedom.
 1st Self-Actualization Needs
 Maslow describes this level as the
desire to accomplish everything that
one can, and “to become everything
one is capable of becoming”.
 Refer to the realization of a person’s
potential, self-fulfillment, seeking
personal growth, and peak
experiences.
ASSUMPTIONS
 Attention needs to be given to all such
needs as attention to physiological
needs alone is not adequate for
motivating humans
 When the lower need is satisfied, a
person moves to the next higher-level
need.
 Human behavior is based on needs.
Such satisfaction influences behaviors.
 Man is a wanting being – Maslow
CRITIQUES:
 The Maslow’s theory is based on the
simple assumption that once an
individual derives satisfaction from
meeting a lower-level need, they will
move onto the higher-level needs, but
the feeling of satisfaction is hard to
measure as this is a feeling based on
human mind.
 A 2015 study notes that one criticism of
Maslow’s theory involves the order of
needs within the hierarchy. Some critics
say that while it is logical to put
physiological needs first and self-
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actualization last, people do not 5) EARLY ADOLESCENE
necessarily pursue or obtain the needs  12-14 Years Old
in this order.  Identity

APPLICATION IN NURSING 6) LATE ADOLESCENE

 Nurses can use Maslow's theory to  14-21 Years Old
prioritize patient care based on their  Forming Lasting, Intimate
physiological, safety, love and Relationships
belonging, esteem, and self-
actualization needs. THREE TYPES OF SELF
1) Good Me
 Assessing a patient's needs and  based on social appraisal
addressing them in the correct order is
essential for their overall well-being. 2) Bad Me
 based on the fear and anxiety of
negative feedback

3) Not Me
→ unknown; repressed component
of the self.

SULLIVAN’S INTERPERSONAL THEORY

WHO IS HARRY STACK SULLIVAN? CRITIQUES:

 Sullivan was a psychiatrist and  The relative lack of testing of Sullivan's
psychoanalyst known for his theory diminishes its usefulness as a
Interpersonal Theory of psychiatry. practical guide for parents, teachers,
psychotherapists, and others concerned
 He emphasized the role of interpersonal with the care of children and
relationships in shaping an individual's adolescents, However, if one accepts
personality and mental health. the theory without supporting evidence,
then many practical problems can be
DEFINITION managed by resorting to Sullivan's
 Role of interpersonal relationships and theory.
social experiences in shaping
personality. APPLICATION IN NURSING
 Provides the theoretical basis for
 States the purpose of all behavior is to interpersonal psychotherapy for
get needs met through interpersonal depression and schizophrenia.
interactions and decrease or avoid
anxiety  Proposes that depression develops
most often in the context of adverse
 Importance of current life events to events, particularly interpersonal loss
psychopathology
 Nurses can use Maslow's theory to
STAGES OF DEVELOPMENT prioritize patient care based on their
physiological, safety, love and
1) INFANCY belonging, esteem, and self-
 Birth – 18 Months actualization needs.
 Gratification of Needs
 Assessing a patient's needs and
2) CHILDHOOD addressing them in the correct order is
 18 Months – 6 Years old essential for their overall well-being.
 Delayed gratification

3) JUVENILE
 6-9 Years Old
 Formation of Peer Group

4) PRE – ADOLESCENE
 9-12 Years Old
 Developing relation within same
gender.

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→ separates a system from its
environment, defining its scope and
interactions

4) Input-Output
→ The exchange of resources, energy,
or information between a system
and its environment

5) Feedback
→ Mechanisms that allow a system to
receive information about its
performance and make adjustments
based on that information

6) Emergence
→ The appearance of new properties,
patterns, or behaviors in a system as
a result of interactions among its
components

7) Equifinality
→ The concept that different paths or
approaches can lead to the same
outcome or goal

BERTALANFFY’S GENERAL SYSTEM

THEORY

WHO IS LUDWIG VON BERTALANFFY? ASSUMPTION

 Ludwig von Bertalanffy was an Austrian  Holism
biologist and one of the pioneers of → The belief that understanding a
systems theory. He developed the system requires studying the
General System Theory to provide a interactions and relationships among
unified framework for understanding its components, as opposed to
complex systems in different disciplines. focusing solely on individual parts
DEFINITION  Interdisciplinary
 Von Bertalanffy's General System → The idea that GST can be applied
Theory, proposed by Ludwig von
across different fields, encouraging
Bertalanffy, is a transdisciplinary theory
collaboration and shared
that seeks to understand systems and
understanding between various
their interactions in various fields.
disciplines
 It explores the common principles and
 Open Systems
behaviors that apply to different types of
→ Systems that interact with their
systems, including biological, social, and
environment by exchanging matter,
organizational systems.
energy, or information, contributing
to their adaptation and evolution
KEY CONCEPTS
1) Systems
 Equifinality
→ set of interconnected and
→ The recognition that different
interdependent elements that work
pathways or approaches can lead to
together to achieve a common goal
the same outcome or goal,
or purpose.
emphasizing the flexibility and
adaptability of systems
2) Hierarchy
→ The organization of systems into
CRITIQUES:
levels, where smaller subsystems
1. Lack of specific steps
contribute to the functioning of larger
 Another criticism of GST is that it
systems
provides general concepts without
offering specific step-by-step
3) Boundary
guidance on how to apply those

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concepts in practical situations. This
lack of specific steps can make it
challenging for practitioners to
translate the theory into actionable
strategies.
2. Vagueness of terms
 One criticism of the General
Systems Theory (GST) is that some
of its terms, like "emergence" or
"feedback," can be vague and open
to interpretation, leading to
confusion when trying to apply them
in practical situations. This
vagueness can hinder precise
communication and understanding,
especially when different people
interpret these terms differently
APPLICATION IN NURSING
 Nurses use this theory to view patients
as holistic systems with interconnected
physical, psychological, and social
components. By considering these
components together, nurses can
provide more comprehensive and
effective care.
LEWIN’S CHANGE THEORY
WHO IS KURT LEWIN?
 Kurt Lewin was a psychologist known
for his work in social psychology and
group dynamics.
 His Change Theory is widely used in
organizational and healthcare settings to
manage transitions and improve
processes.
DEFINITION
 Lewin's Change Theory, developed by
Kurt Lewin, is a model that describes
the process of planned organizational
change.
 It consists of three stages: unfreezing
(preparing for change), change
(implementing the change), and
refreezing (stabilizing the change).
STAGES OF CHANGE THEORY
1) UNFREEZE
 Initial phase/stage of change.
 This first stage of change involves
preparing the organization to accept that
change is necessary, which involves
breaking down the existing status quo
before you can build up a new way of
operating.
EXAMPLE: A patient was rushed to the
hospital due to its illness. The doctor then
examined and found out that his illness was
caused by his bad habits. After examining
the doctor then explained it thoroughly to
the patient that his bad habits caused his
illness and he needs to stop it or else it will
get worse. The doctor is trying to convince
the patient by explaining why it’s important
to get rid of his bad habits.
2) CHANGE
 When a change is implemented
 After the uncertainty created in the
unfreeze stage, the change stage is
where people begin to resolve their
uncertainty and look for new ways to do
things. People start to believe and act in
ways that support the new direction.
EXAMPLE: After some time, the patient
went back to the hospital to do some follow
up checkups and have implemented some
changes about his bad habits which was
seen by the doctor because there were
improvements to his body.
3) REFREEZE
 Final stage; stabilizing the change.
 When the changes are taking shape and
people have embraced the new ways of
working, the organization is ready to
refreeze. The outward signs of the
refreeze are a stable organization chart,
consistent job descriptions, and so on.
 The refreeze stage also needs to help
people and the organization to
internalize or institutionalize the
changes. This means making sure that
the changes are used all the time, and
that they are incorporated into everyday
business.
EXAMPLE: The patient then made these
changes his daily habits for his body to
further recover from its damage caused by
his bad habits.
ASSUMPTION
1) Change is a process. Lewin's theory
assumes that change is not a single
event but a process that occurs over
time.
2) The theory posits that there are three
main stages in the change process:
Unfreezing, Change, Refreezing
3) Force Field Analysis. To achieve
change, you need to increase the
driving forces (pushing for change) or
decrease the restraining forces
(resisting change).
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CRITIQUES:
 Simplicity
→ Critics argue that Lewin's three-
stage model oversimplifies the
complex nature of organizational
change.
 Inadequate Attention to Emotional
Aspects
→ The model doesn't delve deeply into
the emotional aspects of change.
 Linear Nature
→ Lewin's model suggests a linear
progression from unfreezing to
changing to refreezing.
APPLICATION IN NURSING
 Nurses and nurse leaders often use
Lewin's theory to plan and implement
changes in healthcare settings, such as
introducing new patient care protocols
or technology. It helps them navigate
the complexities of change while
minimizing disruption to patient care.
ERIKSON’S PSYCHOSOCIAL
DEVELOPMENT
WHO IS ERIK ERIKSON?
 Erik Erikson was a German-American
developmental psychologist known for
his work on the psychological and social
aspects of human development. His
theory provides insights into how
individuals' social and psychological
development impacts their well-being.
DEFINITION
 Erikson's Psychosocial Development
theory, proposed by Erik Erikson,
outlines eight stages of psychosocial
development that individuals go through
across their lifespan.
 Each stage represents a unique
developmental task and a challenge that
must be successfully navigated.
 Failing to deal with these conflicts might
hinder the person to acquire the vital
competencies required for a strong
sense of self.
 While, success in dealing with these
conflicts can provide the person a good
personality which can also affect the
next stages
PSYCHOSOCIAL STAGES
ASSUMPTIONS
 Erikson’s theory assumes that at each
stage, a person experiences specific
conflicts which allow for personal
development to occur.
 This theory is based on the assumption
that a stage must be completed
successfully and failing to do so will
hinder the person acquiring such
personality
CRITIQUES:
 One major weakness is that it failed to
provide the exact full details of how to
move from one stage to another and
how to resolve the conflicts that a
person faces at each stage.
 For the strengths, it highlights the
importance of social relationships that
influence a person’s development and
also points out the social nature of
human beings. Moreover, researchers
also found evidence supporting
Erikson’s theory.
 The theory was important since it
emphasized how crucial relationships
are for influencing personality and
growth at every stage of development
APPLICATION IN NURSING
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 Nurses use Erikson's theory to assess
the psychosocial needs of patients at
different life stages. Understanding a
patient's developmental stage can help
nurses tailor their care and support to
address specific psychosocial
challenges and promote overall well-
being.
KOHLBERG’S MORAL DEVELOPMENT
WHO IS LAWRENCE KOHLBERG?
 Lawrence Kohlberg was An American
psychologist known for his research on
moral development.
 Kohlberg theorized that humans develop
their moral judgements in 6 stages. To
confirm his theory, Kohlberg interviewed
boys between the ages of 10 and 16. He
then analyzed how they would justify
their decision when confronted with
different hypothetical moral dilemmas.
DEFINITION
 Kohlberg theorized that humans develop
their moral judgements in 6 stages. To
confirm his theory, Kohlberg interviewed
boys between the ages of 10 and 16. He
then analyzed how they would justify
their decision when confronted with
different hypothetical moral dilemmas.
 It emphasizes the cognitive
development of moral thinking and
decision-making.
MORAL/MORALITY:
 Cullis, et al (1999): define morality
as beliefs about what is wrong and
right, good and bad.
 Slavin, R (1988): refers moral to
rules that tell people how to
communicate with one another and
behave, how to avoid hurting others
and how to get along in life
generally.
LEVELS OF MORAL REASONING
1) PRE-CONVENTIONAL – self-centered
Stage 1: Obedience and Punishment
Orientation
→ “Would I be punished if I do this?”
→ Moral decisions are based on fear of
punishment and desire for personal
reward.
Stage 2: Self-Interest
→ “What’s in it for me?”
→ Individuals consider their own needs
and interests while recognizing that
others may have different
perspectives. Moral decisions are
guided reciprocity and fair exchange.
2) CONVENTIONAL
Stage 3: Interpersonal Relationships
→ “If I do this, are people going to like
me?”
→ Moral decisions are influenced by
the desire to be seen as a good
person in the eyes of others. They
seek to maintain positive
relationships and conform to societal
expectations.
Stage 4: Maintaining Social Order
→ “Is what I am doing against the law?”
→ Individuals start valuing authority,
rules, and the greater societal good.
Moral decisions are driven by
maintaining social order and
upholding the law.
3) POST CONVENTIONAL
Stage 5: Social Contract
→ “Law is contractual”
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→ Moral decisions are based on an
understanding of the social contract,
where laws and rules are seen as
flexible and subject to change for the
greater good. Individual rights and
democratic principles are
emphasized.
Stage 6: Universal Principles
→ At this highest stage, individuals
develop their moral principles based
on universal ethical principles, such
as justice, equality, and human
rights. They are willing to act against
societal norms if they conflict with
these principles.
→ You have your own set of principles.
ASSUMPTIONS
 This theory is based on the assumption
that moral reasoning is the basis for
moral behavior
 His theory is based on analysis of moral
dilemma administered to people of
different ages.
CRITIQUES:
1) MORAL REASONING DOES NOT
EQUAL MORAL BEHAVIOR
 Kohlberg's theory is concerned with
moral thinking, but there is a big
difference between knowing what we
ought to do versus our actual
actions. Moral reasoning, therefore,
may not lead to moral behavior.
2) THE FEMINIST CRITIQUE
 Carol Gilligan, a colleague of
Kohlberg, (1977, 1982, 1987),
pointed out the initial 1958 study,
which remained the core of empirical
support, was run exclusively on
young American male subjects, from
which Kohlberg then generalized to
all human beings in all eras.
APPLICATION IN NURSING
 Nurses use Erikson's theory to assess
the psychosocial needs of patients at
different life stages. Understanding a
patient's developmental stage can help
nurses tailor their care and support to
address specific psychosocial
challenges and promote overall well-
being.
PIAGET'S COGNITIVE THEORY
WHO IS JEAN PIAGET?
 Born in Neuchâtel, Switzerland
 Swiss psychologist who was the first to
make a systematic study of the
acquisition of understanding in children.
 Studied natural sciences at the
University of Neuchâtel where he
obtained a Ph.D.
 Is best known for his research on
children's cognitive development.
 Piaget established a theory of cognitive
development through observing his own
children's behavior on certain tasks
during infancy and childhood.
 Piaget identified four major periods that
corresponded to the child’s development
at various ages (Lerner, 2003)
DEFINITION
 Piaget's Cognitive Theory, developed by
Jean Piaget, focuses on the cognitive
development of children.
 It describes how children progress
through distinct stages of cognitive
development, from infancy to
adolescence, and how they acquire
knowledge and problem-solving abilities.
CONCEPTS
 Schema - an assumption that an
individual has of the self, others or the
world; building blocks of knowledge.
 Assimilation - process by which we
incorporate new information into existing
schemas.
 Accommodation - new information or
experiences cause you to modify your
existing schemas
 Equilibration - process of balancing
assimilation and accommodation to
create schemes that fit the environment
STAGES OF COGNITIVE DEVELOPMENT
1) SENSORIMOTOR (BIRTH - 2)
 Babies develop their first schemas
by using their senses.
 Object permanence - ability to know
that an object exists even when it is
not being sensed.
2) PREOPERATIONAL STAGE (2 - 5)
 The thinking is influenced by the way
things appear rather than logical
reasoning.
 Egocentric - inability to see and
understand other people’s
viewpoints incapable of conservation
(mental manipulation of object)
3) CONCRETE OPERATIONAL (6 – 11)
 More frequent and accurate use of
logical transformations and
operation
 Children at this age can think more
logically about physical reality
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4) FORMAL OPERATIONAL (12 - WHO IS ERIC BERNE?
ABOVE)
 Scientific & abstract reasoning
 Metacognition - ability to reflect upon
one’s thinking
ASSUMPTIONS
 Children are active learners.
 Children construct knowledge through
personal experiences.
 Early intellectual growth arises primarily
out of the child's interactions with
objects in the environment.
CRITIQUES:
 Underestimating infant's capacity.
 Overestimating the ability of
adolescence
 Neglected cultural and social interaction
factors in the development of children's
cognition and thinking ability
APPLICATION IN NURSING
 Pediatric nurses apply Piaget's theory to
assess and understand the cognitive
abilities and developmental needs of
child patients. This knowledge helps
nurses communicate effectively with
children, provide age-appropriate
education, and support their emotional
and cognitive development.
ERIC BERNE’S TRANSACTIONAL
ANALYSIS
 a Canadian-born psychiatrist and
psychoanalyst known for his work in
transactional analysis.
 His theory and therapy approach have
been applied in various fields, including
psychology, counseling, and nursing.
 His theory was based on the ideas of
Freud and Carl Jung but it was distinctly
different.
DEFINITION
 Eric Berne's Transactional Analysis (TA)
Theory is a psychoanalytic theory that
focuses on understanding and
improving communication and
relationships.
 It emphasizes three ego states (Parent,
Adult, Child) and the transactions
(interactions) between individuals based
on these ego states.
 Berne introduced the concept of “Life
Scripts” which are unconscious life
plans or patterns of behavior that people
develop in early childhood. These
scripts are influences by a person’s
upbringing and experiences and can
shape their life choices, relationship and
decisions.
THREE EGO STATES
a) PARENT EGO STATE
- when we play, often unconsciously, a
parent role; we imitate what our parent
would have done in a situation. These
things could be like criticizing, scolding,
advising, nurturing, and caring actions.
b) ADULT EGO STATE
- it is stable, reasonable and able to observe
what is going on in the moment to make
rational decisions. Its goal is to help people
understand that each role has its
importance and place. In most situation,
people should play this role.
c) CHILD EGO STATE
- when we go back to feelings and actions
that we would have engaged in when we
were children. Our creativity, spontaneous
actions and wonder comes from here.
TWO TYPES OF TRANSACTION
1) COMPLEMENTARY TRANSACTIONS
→ occur when two people
communicate with each other in the
same role.
2) CROSSED TRANSACTIONS
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→ takes place when two people
communicate with each other in
different roles.
ASSUMPTIONS
 People are OK:
→ berne believe that every individual
has intrinsic worth and value
 Three Ego states:
→ every individual has three ego
states, which influences thoughts,
feelings and behavior
 Transactions:
→ human interaction can be analyzed
and their ego states either
complement or cross one another
 Script:
→ concept of “Life Scripts” which are
life plans or patterns of behavior that
people develop in early childhood
based on their experience and
interactions with caregivers and
environment.
STRENGHTS
1) APPLICABILITY:
→ can be applied in many ranges of
issues and settings
2) HOLISTIC APPROACH:
→ emphasizes a holistic approach to
understanding individual; considered
emotional, behavioral and social
dimensions.
WEAKNESS
1) STIGMATIZATION AND LABELING:
→ oversimplify and potentially
stigmatize individuals. May lead to
misunderstandings
2) LACK OF EMPIRICAL VALIDATION:
→ there are limited empirical research
supporting its core concept and
assumptions
APPLICATION IN NURSING
 Nurses can use TA to enhance their
communication skills and improve
interactions with patients
colleagues. By recognizing and adapting
to different ego states in conversations,
nurses can promote effective
communication, build trust, and enhance
patient-centered care.
3) PHILOSOPIES
NIGHTINGALE’S ENVIRONMENTAL
THEORY
WHO IS FLORENCE NIGHTINGALE?
 She was born in Florence, Italy
 She is known as the “Founder of
Modern Nursing”
 The first nursing theorist
 Known as a heroine during the Crimean
War, as her and her team provided care
to wounded and ill soldiers. She was
called “The Lady with the Lamp” as they
said that during the night, she would
carry a lamp.
 Wrote the first nursing notes which she
published as a book named “Notes on
Nursing: What it is and What it is Not”
 She was the first to propose that nursing
required specific education and training
DEFINITION
 Florence Nightingale's Environmental
Theory emphasizes the significance of
the environment in patient care.
 She believed that the nurse's role is to
manipulate the patient's environment to
promote healing and well-being.
 “The act of utilizing the environment of
the patient to assist him in his recovery”
CONCEPTS
1) ENVIRONMENT
→ These environments can be external
and internal.
→ The physical environment is
stressed in Nightingale’s writing, she
focused more on the ventilation,
warmth, noise, light and cleanliness.
2) PERSON
→ Referred person as patient
and → The one receiving the nursing care
3) HEALTH
→ For Nightingale, she states that
“health is not only to be well, but to
be able to use every power we
have.”
→ Health is maintained by controlling
environmental factors to prevent
disease.
→ She believed that nursing should
provide care to the healthy as well
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as the ill and discussed health
promotion as an activity in which
nurses should engage.
4) NURSING
 Nursing is the "activities that
promote health which occur in any
caregiving situation. They can be
done by anyone.
NIGHTINGALE’S CANON
1) HEALTH OF HOUSES
5 Essential Components of a healthy
environment
• Pure air
• Pure water
• Efficient damage
• Cleanliness
• Light
2) VENTILATION AND WARMTH
 to consider the source of air in the
patient’s room
 for temperature the patient should
not be too warm or too cold.
3) LIGHT
 Nightingale believed that the second
to fresh air was light
4) NOISE
 She stated that nurse’s responsibility
is to assess different kinds of noises.
5) VARIETY
 She believed that variety in the
environment was a critical aspect in
the patient’s recovery
6) BED AND BEDDING
 Nightingale viewed bedding as an
important part of the environment.
7) CLEANLINESS OF ROOMS AND
WALLS
 "The greater part of nursing consists
in preserving cleanliness “
8) PERSONAL CLEANLINESS
 Focus on personal cleanliness
9) NUTRITION
 Important to note on the patient’s
dietary intake. Variety of food.
10) CHATTERING HOPES AND ADVICES
 Focused more on the psychological
aspect of the environment
STRENGHTS
 It is simple yet logical as it provides
explanations and descriptions on the
concepts at hand.
 It serves as general guidelines for
nurses due to its broad applications.
WEAKNESS
 Healthy environment conditions can go
so far in treating illnesses and diseases.
 In Nightingale’s Environmental Theory,
there is little information on the
psychosocial environment compared to
the physical environment.
APPLICATION IN NURSING
 In modern nursing, Nightingale's theory
is applied by ensuring that patient
environments are clean, comfortable,
and conducive to healing. This includes
maintaining appropriate lighting,
temperature, and ventilation in
healthcare settings, as well as providing
a quiet and peaceful atmosphere for
patients.
HENDERSON’S NURSING NEED
THEORY
WHO IS VIRGINIA HENDERSON?
 Virginia Henderson, a nurse, and
educator, was born in 1897. She is
known for her contributions to nursing
education and practice.
 “First Lady of Nursing”
 “First Truly International Nurse”
 “The 20th Century Florence Nightingale”
 “Modern-Day Mother of Nursing”
 “The Modern-Day Nightingale”
DEFINITION
 Focuses on the importance of
increasing the patient’s independence
so that progress after hospitalization
would not be delayed
 Emphasizes the basic human needs
and how nurses can meet those needs.
She identified 14 basic needs that
nurses should assist patients with to
restore or maintain health.
 The function the nurse performs is
primarily acting for the patient when he
lacks knowledge, physical strength, or
the will to act for himself as he would
ordinarily act in health or in carrying out
prescribed therapy
CONCEPTS
1) PATIENT
→ an individual who requires
assistance to achieve health and
independence, or in some cases, a
peaceful death
2) ENVIRONMENT
→ Part of the role of a nurse is help the
patient manage his/her surroundings
for protection
3) HEALTH
→ quality of life and is a necessity for a
person to fully function
4) NURSING
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→ despite being a part of the health
care team, a nurse caries out their
role independently
 HUMAN BASIC NEEDS
→ Cover the physiological,
psychological, spiritual, and social
needs of a human being in order to
fully function.
 INDEPENDENCY
→ Patient- being able to maintain
health and basic needs after
recovery.
→ Nurse- being able to give assistance
to patient by identifying ways on how
to provide them with their basic
needs during recovery.
14 HUMAN BASIC NEEDS
1) Breathe normally
2) Eat and drink adequately
3) Eliminate body wastes
4) Move and maintain desirable
postures/positions
5) Sleep and rest
6) Select suitable clothing
7) Maintain body temperature within
normal range by adjusting clothing and
modifying the environment
8) Keep the body clean and well-groomed
and protect the integument
9) Avoid dangers in the environment and
avoid injuring others
10) Communicate with others in expressing
emotions, needs, fears, or opinions
11) Worship according to one’s faith
12) Work in such a way that there is a sense
of accomplishment
13) Play or participate in various forms of
recreation
14) Learn, discover, or satisfy the curiosity
that leads to normal development and
health and use the available health
facilities
ASSUMPTION
 Nurses care for patients until they can
care for themselves once again
 There is a desire for the patient to return
to health
 Nurses are willing to serve, and “nurses
will devote themselves to the patient day
and night"
 Nurses should be educated at the
college level in both sciences and arts
STRENGHTS
 Relatively simple, logical, and applied to
individuals of all ages
 Uncomplicated and self-explanatory
 Widely accepted in nursing practice
today
WEAKNESS
 Absence of a conceptual diagram that
interconnects Henderson’s theory’s 14
concepts and sub-concepts
 On assisting the individual in the dying
process, there is little explanation of
what the nurse does to provide
“peaceful death"
APPLICATION IN NURSING
 Nurses can apply Henderson's theory by
assisting patients with activities of daily
living (ADLs), such as bathing, eating,
and mobility. This theory guides nurses
in providing holistic care that promotes
patients' self-care abilities.
ABDELLAH’S 21 NURSING PROBLEM
WHO IS FAYE ABDELLAH?
 Faye Glenn Abdellah was born in New
York City in March 13, 1919,
 She finished her basic nursing
education, Magna Cum Laude in 1942
from Fritkin Memorial Hospital School of
Nursing.
 famous and celebrated when she
became the first nurse and woman
nurse to serve as Deputy Surgeon
General of the United States.
 Due to her contribution both in nursing
and education she was inducted into the
US National Women's Hall of Fame.
DEFINITION
 Faye Abdellah's 21 Nursing Problem
Theory focuses on identifying nursing
problems and promoting individualized
patient care. It categorizes nursing
problems into 21 areas, encouraging a
systematic approach to patient care.
CONCEPTS
 NURSING PROBLEM
→ According to Abdellah. The practice
of competent nursing care in the
future is for the nursing student to
realize that identifying and
answering overt and covert nursing
problem is the core of Nursing.
 PROBLEM SOLVING
→ The problem-solving process
includes:
• Identifying the problem.
• Selecting relevant data.
• Devising hypotheses.
• Testing hypotheses through
the assortment of data.
• Revising hypotheses when
necessary.
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21 NURSING PROBLEMS
1) To maintain good hygiene and physical
comfort.
2) To promote optimal activity: exercise,
rest, sleep
3) To promote safety through prevention of
accident, injury, or other trauma and
through the prevention of the spread of
infection.
4) To maintain good body mechanics and
prevent and correct deformity.
5) To facilitate the maintenance of a supply
of oxygen to all body cells.
6) To facilitate the maintenance of nutrition
of all body cells.
7) To facilitate the maintenance of
elimination.
8) To facilitate the maintenance of fluid and
electrolyte balance
9) To recognize the physiologic responses
of the body to disease conditions-
pathological, physiological and
compensatory.
10) To facilitate the maintenance of the
regulatory mechanism and functions.
11) To facilitate the maintenance of sensory
function.
12) To identify and accept positive and
negative expressions, feelings and
reactions.
13) To identify and accept interrelatedness
of emotions and organic illness.
14) To facilitate the maintenance of effective
verbal and non-verbal communication.
15) To promote the development of
productive interpersonal relationships.
16) To facilitate progress toward
achievement and personal spiritual
goals.
17) To create or maintain a therapeutic
environment.
18) To facilitate awareness of self as an
individual with varying physical,
emotional and developmental needs.
19) To accept the optimum possible goals in
the light of limitations, physical and
emotional.
20) To use community resources as an aid
in resolving problems arising from
illness.
21) To understand the role of social
problems as influencing factors in the
cause of illness.
ASSUMPTION
 “Nursing is based on an art and science
that molds the attitudes, intellectual
competencies, and technical skills of the
individual nurse into the desire and
ability to help people, sick or well, cope
with their health needs.”
 art -The art of nursing can be described
as the caring, compassion, etc.
 science -The science of nursing is the
pathophysiology, disease process, and
techniques learned during the nursing
education and applied during patient
care
CRITIQUES
 People are also the only justification for
the existence of nursing. Without
people, nursing would not be a
profession since they are the recipients
of nursing care
 Abdellah’s typology of 21 nursing
problems is a conceptual model mainly
concerned with patient’s needs and
nurses’ role in problem identification
using a problem analysis approach.
APPLICATION IN NURSING
 Nurses can use Abdellah's theory to
assess patients comprehensively and
address specific nursing problems. This
theory helps nurses prioritize care
interventions based on the identified
problems.
WIEDENBACH'S THE HELPING ART OF
CLINICAL NURSING
WHO IS ERNESTEIN WIEDENBACH?
 Wiedenbach is known for her work in
theory development and maternal infant
nursing while teaching maternity nursing
at the Yale University
 Earned her Registered Nurse's License
from the John Hopkins School of
Nursing in 1925
 Earned a certificate in Nurse-Midwifery
from the Maternity Center Association
School for Nurse-Midwives in New York
 She published Family-Centered
Maternity in 1958 and Communication:
Key to Effective Nursing
DEFINITION
 Emphasizes the importance of the
nurse-patient relationship and the
nurse's role in helping patients meet
their needs. She focuses on the nurse's
understanding of the patient's unique
situation.
CONCEPTS
1) THE PATIENT
→ Any person receiving help of some
kind from the health care system
→ A help include care, teaching, and
advice
2) A NEED FOR HELP
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→ A measure desired by the patient
that has the potential to restore or
extend the ability to cope with the
demand implicit in his actions
→ A need for help is based on the
individual’s perception of his own
situation
3) NURSE
→ A functioning human being who not
only acts, but thinks and feels as
well for the nurse whose action is
directed toward achievement of a
specific purpose, thoughts, and
feelings have a disciplined role to
play
4) JUDGEMENT
→ Represents the nurse's capability to
judge a situation and make
decisions for the patient
5) SKILLS
→ The nursing skills are executed to
achieve a specific patient-centered
purpose rather than completion of
the skills itself being the end goal
6) PERSON
→ Has a unique potential to develop
self-sustaining resources
→ The human being basically strives
toward self-direction and relative
independence and has
responsibilities to fulfill
ASSUMPTION
1) A PHILOSOPHY
→ The nurse’s philosophy is his/her
attitude and belief about life and how
that attitude affected his/her reality
• Reverence for life
• Respect for the dignity,
worth, autonomy,
individuality of each human
being
• And resolution to act on
personally and professionally
held beliefs
2) A PURPOSE
→ What the nurse wants to accomplish
through what he/she does
3) A PRACTICE
→ Are those observable nursing
actions that are affected by beliefs
and feelings about the meeting the
patient’s need for help
4) THE ART
→ Includes understanding patients
need and concerns Developing
goals and actions intended to
enhance patient’s ability
→ Improve the patient’s condition and
prevent complications
STRENGHTS
 Widenbach’s theory is clear, consistent,
and intelligible in terms of concepts, and
definitions
 The central ideas and concepts of
Wiedenbach’s nursing theory are used
widely in contemporary nursing practice
to address patient health needs and
achieve optimal care outcomes
WEAKNESS
 Inconsistencies in employing principles,
philosophy, and assumptions
interchangeably
 Lack of propositions and linkages
between concept
APPLICATION IN NURSING
 Weidenbach's theory encourages
nurses to provide individualized, patient-
centered care. Nurses can use
therapeutic communication and
empathy to better understand the
patient's needs and provide appropriate
support.
WATSON'S THEORY OF HUMAN
CARING
WHO IS JEAN WATSON?
 Watson was born on July 21, 1940, in
welch, west Virginia, the youngest of
eight children.
 Founder of the center for human caring
and
in Colorado
 Dr. Jean Watson is distinguished
professor of nursing and holds an
endowed chair in caring science at the
university of Colorado health sciences
center
DEFINITION
 Jean Watson's Theory of Human Caring
emphasizes the importance of the
nurse's caring attitude and actions in
promoting healing. It highlights the
nurse-patient relationship as central to
nursing practice.
CONCEPTS
1) SOCIAL/SOCIETY
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→ The society provides the values that
determine how one should behave
and what goals one should strive
toward
2) HUMAN BEING
→ Human being is a valued person to
be cared for, respected, nurtured,
understood, and assisted; in
general, a philosophical view of a
person as a fully functional
integrated self
→ A human is viewed as greater than
and different from the sum of his or
her parts
3) HEALTH
→ The unity and harmony within the
mind, body, and soul; health is
associated with the degree of
congruence between the self and
the self as experienced.
→ It is defined as a high level of overall
physical, mental, and social
functioning; a general adaptive-
maintenance level of daily
functioning; and the absence of
illness, or the presence of efforts
leading to the absence of illness
4) NURSING
→ A human science of persons and
human health-illness experiences
mediated by professional, personal,
scientific, esthetic, and ethical
human care transactions.
→ Encourages nurses to practice the
“art of caring” and provide
compassion to ease the patient and
family’s suffering.
10 CARRATIVE FACTORS
1) forming humanistic-altruistic value
systems
2) instilling faith-hope
3) cultivating a sensitivity to self and others
4) developing a helping-trust relationship
5) promoting an expression of feelings
6) using problem-solving for decision-
making
7) promoting teaching-learning
8) promoting a supportive environment
9) assisting with the gratification of human
needs
10) allowing for existential
phenomenological forces.
ASSUMPTIONS
 Caring can be effectively demonstrated
and practiced only interpersonally.
 Caring consists of carative factors that
result in the satisfaction of certain
human needs.
 Effective caring promotes health and
individual or family growth.
 Caring responses accept the patient as
he or she is now, as well as what he or
she may become.
 A caring environment offers the
development of potential while allowing
the patient to choose the best action for
themselves at a given point in time.
 The science of caring is complementary
to the science of curing.
 The practice of caring is central to
nursing
STRENGHTS
 Although some consider Watson’s
theory complex, many find it easy to
understand. The model can guide and
improve practice as it can equip
healthcare providers with the most
satisfying aspects of practice and
provide the client with holistic care.
WEAKNESS
 The theory does not furnish explicit
direction about what to do to achieve
authentic caring-healing relationships.
Nurses who want concrete guidelines
may not feel secure when trying to use
this theory alone. Some have suggested
that it takes too much time to
incorporate the Caritas into practice,
and some note that Watson’s personal
growth emphasis is a quality “that while
appealing to some may not appeal to
others.
APPLICATION IN NURSING
 Nurses can apply Watson's theory by
fostering a caring and compassionate
environment for patients. This includes
active listening, being present with the
patient, and promoting a sense of trust
and connection.
BENNER'S NOVICE TO EXPERT THEORY
WHO IS PATRICIA BENNER?
 A well-known author, lecturer and
researcher on health and ethics
 She has a rich background in the
research field
 A nursing theorist famous for introducing
the Skill Acquisition in nursing
 She is the first to develop the five
different stages of clinical competence
 She published her pioneer work in her
book, “From Novice to Expert:
Excellence and Power in Clinical
Nursing Practice”
DEFINITION
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 Patricia Benner's theory focuses on the
development of nursing skills and
expertise over time. It identifies five
stages of nursing proficiency: novice,
advanced beginner, competent,
proficient, and expert.
CONCEPTS
1) Presents a systematic way of how a
nurse develops their skills and
understanding of patient care over time.
2) Utilizes the Dreyfus Model of Skill
Acquisition by the Dreyfus brothers,
Stuart and Hubert, as basis or
underlying principle in creating the
concept
3) Consists of 5 levels of nursing
experience or stages of clinical
competence
5 LEVELS OF NURSING EXPERIENCE
STAGE 1: NOVICE
 Beginner with no experience
 Taught general rules to help perform
tasks
 Rules are context-free, independent of
specific cases, and applied universally
STAGE 2: ADVANCE BEGINNER
 Demonstrates acceptable performance
 Has gained prior experience in actual
situations to recognize recurring
meaningful components
 Principles, based on experiences, begin
to be formulated to guide actions
STAGE 3: COMPETENT
 Typically, a nurse with 2-3 years of
experience on the job in the same area
or in similar day-to-day situations
 More aware of long-term goals
 Gains perspective from planning own
actions based on conscious, abstract,
and analytical thinking and helps to
achieve greater efficiency and
organization
STAGE 4: PROFICIENT
 Perceives and understands patients and
situations as whole parts
 More holistic understanding improves
decision-making
 Learns from experiences what to expect
in certain situations and how to modify
plans
STAGE 5: EXPERT
 No longer relies on principles, rules, or
guidelines to connect situations and
determine actions
 Has intuitive grasp of clinical situations
 Performance is now fluid, flexible, and
highly-proficient
ASSUMPTIONS
1) Importance of Experience
→ Patricia Benner conceptualizes in
her theory that gaining experience is
a prerequisite for becoming an
expert in nursing.
2) Hands-on Practice to Gain
Experience
→ The theory emphasizes that the
knowledge embodied in the practical
world is important for the
development of nurses’ skills and
ability to provide healthcare.
→ Becoming an expert is not only
limited to one’s level of educational
attainment, but real-world
experiences are necessary to
become a professional.
3) How Nurses Develop Skills and
Understanding
→ The theory is not focused on how to
be a nurse. It focuses on how nurses
acquire nursing knowledge. She
proposed that one could gain
knowledge and skills (“knowing
how”), without ever learning the
theory (“knowing that”).
APPLICATION IN NURSING
 Benner's theory helps nurses and
educators understand the progression of
nursing skills. It guides the development
of educational programs and supports
nurses in their journey from novice to
expert practitioners.
“The nurse-patient relationship is not a
uniform, professionalized blueprint but
rather a kaleidoscope of intimacy and
distance in some of the most dramatic,
poignant, and mundane moments of
life”
PATRICIA BENNER, 1984
4) MIDDLE – RANGE THEORIES
PEPLAU'S INTERPERSONAL
RELATIONS THEORY
WHO IS HILDEGARD PEPLAU?
 Hildegard Peplau was a prominent
nursing theorist and psychiatric nurse.
 Peplau's extensive clinical experience in
psychiatric nursing strongly influenced
the development of her theory.
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 “Psychiatric Nurse of the Century  Patient begins to have a feeling
 “Mother of Psychiatric Nursing” of belonging and a capability of
 She became a member of the Army dealing with the problem, which
Nurse Corps decreases the feeling of
 Worked in a neuropsychiatric hospital in helplessness and hopelessness.
London during WWII.
3) EXPLOITATION
DEFINITION → Client makes full use of the services
 Emphasizes the “nurse-client” offered.
relationship as the main foundation of  Patient moves on from a
nursing practice. dependent role to an
 A “maturing force and an educative independent one.
instrument” involving an interaction  Authority is shifted to the patient
between two or more individuals with a as these goals are achieved
common goal. through self-effort
 Designed to give focus on psychiatric
patients only. 4) RESOLUTION
→ the client no longer needs
4 METAPARADIGMS professional services and gives up
1) Person dependent behavior. The
→ An organism that lives in an unstable relationship ends.
balance of a given system.  Termination of professional
2) Health relationship
→ “A word symbol that implies forward  The patient’s needs have
movement of personality and other already been met by the
ongoing human processes in the collaborative effect of patient and
direction of creative, constructive, nurse.
productive, personal, and community
living.” 6 NURSING ROLES
3) Environment 1) Stranger
→ Forces outside the organism from 2) Resource Person
which vital human social processes 3) Teacher
are derived from (example: norms, 4) Leader
beliefs, customs) 5) Surrogate
4) Nursing 6) Counselor
→ Significant, therapeutic,
interpersonal process. ASSUMPTION
 Nurse and the patient can interact.
FOUR PHASES OF THE THERAPEUTIC  Both patient and nurse mature as the
NURSE-PATIENT RELATIONSHIP result of the therapeutic interaction.
1) ORIENTATION  Communication and interviewing skills
→ involves engaging the client in remain fundamental nursing tools.
treatment, providing explanations
and information, and answering APPLICATION IN NURSING
questions.  In nursing, Peplau's theory is applied by
nurses to establish a strong therapeutic
 Problem defining phase relationship with their patients. This
 It starts when the client meets includes actively listening to patients,
the nurse as a stranger. providing emotional support, and
 Nurse responds, explains roles involving patients in their care decisions.
to the client, identifies problems, By using Peplau's theory, nurses can
and uses available resources create an environment that fosters trust
and services. and enhances the patient's overall well-
being.

2) IDENTIFICATION
→ begins when the client works
interdependently with the nurse,
expresses feelings, and begins to
feel stronger. RLANDO'S DELIBERATIVE NURSING
PROCESS THEORY
 Selection of appropriate
professional assistance WHO IS IDA JEAN ORLANDO?

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 Psychiatric Health Nurse, Theorist, and
Researcher.
 Well educated with many advanced
nursing degrees:
→ 1947- received a nursing diploma
from the Flowet Fifth Avenue
Hospital School of Nursing in New
York.
→ 1951- received a Bachelor of
Science degree in Public Health
Nursing from St. John's University in
Brooklyn, New York.
→ 1954- received her Master of Arts
degree in mental health consultation
from Teachers College, Columbia
University
DEFINITION
 Emphasizes the importance of the
nurse's interaction with the patient in the
nursing process. It focuses on the
deliberate, systematic, and purposeful
actions of the nurse to meet the patient's
needs.
CONCEPTS
1) HUMAN BEING
 Orlando uses the concept of human as
she emphasizes individuality and the
dynamic nature of the nurse-patient
relationship.
2) HEALTH
 In Orlando’s theory, health is replaced
by a sense of helplessness as the
initiator of a necessity for nursing.
3) NURSING
 Orlando speaks of nursing as unique
and independent in its concerns for an
individual’s need for help in an
immediate situation.
SUBCONCEPTS
1) FUNCTION OF PROFESSIONAL
NURSING
 The function of professional nursing is
the organizing principle.
2) PRESENTING BEHAVIOR
 Presenting behavior is the patient’s
problematic situation.
3) INTERMEDIATE REACTION
 The immediate reaction is the internal
response. The patient perceives objects
with his or her five senses.
NURSING REACTION:
 The patient’s behavior stimulated a
nurse’s reaction, which marks the
nursing process discipline’s beginning.
NURSING ACTION:
 When the nurse acts, an action process
transpires. This action process by the
nurse in a nurse-patient contact is called
the nursing process.
The nurse’s action may be automatic or
deliberative.
AUTOMATIC:
 are nursing actions decided upon for
reasons other than the patient’s
immediate need
DELIBERATIVE:
 are actions decided upon after
ascertaining a need and then meeting
this need.
4) NURSING PROCESS DISCIPLINE
 The nursing process discipline is the
investigation into the patient’s needs.
5) IMPROVEMENT
 Improvement is the resolution to the
patient’s situation.
5 PROCESS OF DELIBERATIVE
NURSING PROCESS
1) ASSESSMENT
 In the assessment stage, the nurse
completes a holistic assessment of the
patient’s needs
2) DIAGNOSIS
 The diagnosis can then be confirmed
using links to defining characteristics,
related factors, and risk factors found in
the patient’s assessment.
3) PLANNING
 The planning stage addresses each of
the problems identified in the diagnosis.
4) IMPLEMENTATION
 In the implementation stage, the nurse
begins using the nursing care plan.
5) EVALUATION
 In the evaluation stage, the nurse looks
at the patient’s progress toward the
goals set in the nursing care plan.
APPLICATION IN NURSING
 Nurses apply Orlando's theory by
actively engaging with patients to
identify their immediate needs and
concerns. Through skilled
communication and observation, nurses
assess patients' responses and provide
care tailored to those responses. This
approach ensures that nursing care is
patient-centered and responsive to the
individual's unique situation.
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→ Environment is not clearly defined.
TRAVELBEE'S HUMAN-TO-HUMAN Travelbee stated that the nurse must
RELATIONSHIP MODEL be observant of the patient

WHO IS JOYCE TRAVELBEE?

 Joyce Travelbee was a nurse, educator, HUMAN TO HUMAN RELATIONSHIP
and theorist with a background in
psychiatric nursing. Her theory was
inspired by her experiences in
psychiatric nursing and her belief in the
therapeutic potential of human
connection.

DEFINITION
 Joyce Travelbee's Human-to-Human
Relationship Model, developed in the
1960s, centers on the nurse-patient
relationship as a vehicle for mutual
growth and healing. This theory
emphasizes the importance of empathy
and the nurse's ability to connect with
patients on a human-to-human level.
CONCLUSION
CONCEPTS  Travelbee’s grand theory of Human-
1) SUFFERING toHuman Relationships provides nurses
2) MEANING with a foundation necessary to connect
3) NURSING therapeutically with other human beings.
4) HOPE The assumptions involve humans, who
5) COMMUNICATION are nurses, relating to humans who are
6) USING HIMSELF THERAPEUTIC suffering, are in distress, or have the
7) TARGETED INTELLECTUAL potential to suffer. Travelbee stated (as
APPROACH cited in Reed, 1992): "Experiencing
meaning in illness, in particular, has
METAPARADIGMS long been identified as an important
1) NURSING clinical phenomenon" (p 354). Because
→ "an interpersonal process whereby of the nurse’s knowledge and
the professional nurse practitioner experience, he or she develops a
assists an individual, family or rapport with ill humans. Nurses perceive
community to prevent or cope with and understand the uniqueness of every
experience or illness and suffering, ill human being and therefore facilitate
and if necessary, to find meaning in their finding meaning in suffering
these experiences.” (Travelbee, 2013).

2) HEALTH APPLICATION IN NURSING

 In nursing, Travelbee's model is used to
→ Subjective health is an individually
promote a deep understanding of
defined state of well-being in accord
patients' emotional and psychological
with self-appraisal of
needs. Nurses aim to establish genuine
physicalemotional, spiritual status,
connections with patients, fostering trust
while Objective health is an absence
and creating a safe space for emotional
of discernible disease, disability of
expression. This model helps nurses
defect as measured by physical
provide holistic care that addresses not
examination, laboratory tests and
only physical but also emotional and
assessment by spiritual director or
spiritual well-being.
psychological counselor.

3) PERSON
→ Person is defined as a human being.
Both the nurse and the patient are
human beings. human being is
unique irreplaceable individual who
is in continuous process of
becoming, evolving and changing

4) ENVIRONMENT

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patterns, helping them make informed
choices that promote their well-being.

PARSE'S HUMAN BECOMING THEORY

DEFINITION: PENDER'S HEALTH PROMOTION

Rosemarie Rizzo Parse's Human Becoming
Theory, developed in the late 20th century,
focuses on the individual's unique
experience of health and illness. It suggests
that individuals have the capacity to create
their own meaning of health and the ability
to make choices about their care.
AUTHOR BACKGROUND:
Rosemarie Rizzo Parse is a nurse and
nurse theorist with a strong background in
nursing education and research. Her theory
is deeply rooted in the belief that nursing
should be person-centered and sensitive to
individual values and experiences.
EXAMPLE APPLICATION IN NURSING:
Nurses applying Parse's theory respect the
patient's autonomy and actively involve
them in care decisions. They acknowledge
that each person's experience of health and
healing is unique and support patients in
defining their own health goals and
preferences for care.
NEWMAN'S HEALTH AS EXPANDING
CONSCIOUSNESS
MODEL
DEFINITION:
Nola Pender's Health Promotion Model,
developed in the late 20th century,
emphasizes the importance of individual
and environmental factors in promoting
health and preventing illness. It highlights
the role of self-efficacy and personal beliefs
in shaping health behaviors.
AUTHOR BACKGROUND:
Nola Pender is a nurse and nurse theorist
known for her work in health promotion and
nursing research. Her theory is informed by
her background in public health nursing and
education.
EXAMPLE APPLICATION IN NURSING:
Nurses use Pender's model to assess
individual beliefs, motivation, and
environmental factors that influence a
patient's health behaviors. They work with
patients to develop personalized strategies
for health promotion, focusing on building
self-efficacy and reinforcing positive health
practices.

DEFINITION:
Margaret Newman's Health as Expanding
Consciousness theory, developed in the
1970s, proposes that health is a process of
expanding consciousness. It suggests that
individuals are continuously evolving and
becoming more aware of their own health
patterns and possibilities.

AUTHOR BACKGROUND:
Margaret Newman is a nurse and nurse
theorist known for her contributions to
nursing theory and research. Her theory is
influenced by her background in nursing
education and her commitment to a holistic
approach to nursing care.

EXAMPLE APPLICATION IN NURSING:

Nurses applying Newman's theory focus on
assisting patients in their journey of self-
awareness and personal growth related to
health. They support patients in recognizing
and understanding their unique health

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