Non-Nursing Theories in Nursing PDF

Republic of the Philippines **UNIVERSITY OF EASTERN PHILIPPINES** University Town, Northern Samar Web: http://uep.edu.ph Email: **COLLEGE OF NURSING AND ALLIED HEALTH SCIENCES** **BS NURSING** **NCM 100:** **THEORETICAL FOUNDATION IN NURSING** **Prepared by:** **NEMIA G. FLORANO, RN, MAN,...

Republic of the Philippines **UNIVERSITY OF EASTERN PHILIPPINES** University Town, Northern Samar Web: http://uep.edu.ph Email: **COLLEGE OF NURSING AND ALLIED HEALTH SCIENCES** **BS NURSING** **NCM 100:** **THEORETICAL FOUNDATION IN NURSING** **Prepared by:** **NEMIA G. FLORANO, RN, MAN, PhD** **LESSON 7** **THEORIES RELEVANT TO NURSING PRACTICE:** **NON - NURSING THEORIES** VERVIEW Introduction  Figure 1. Welcome to Theoretical Foundation In Nursing -Module Lesson 7 **LEARNING OUTCOMES:** 1. Ensure working relationship utilizing relevant conceptual/theories of effective communication and interpersonal relationship in nursing practice. 2. Discuss relevant concepts in collaboration with interpersonal, cultural and related theories. **LEARNING OBJECTIVES** 1. Define key terms. 2. **Identify the different views of non-nursing theorists and models relevant to nursing practice.** 3. Analyze the metaparadigm of the different non-nursing theories and models of nursing interventions. 4. Value the theoretical works of non-nursing theorists as it relates to nursing knowledge development. **KEY TERMS:** **ACTIVITY** Before reading the abstraction, do this activity: **ANALYSIS** **ABSTRACTION** **Nursing has adopted the application of both nursing and non-nursing theories.** **Nursing theories, complemented by the non-nursing theories, are used to develop models applied in nursing practice. For nursing students, it is important to determine the application of nursing theories versus the non-nursing theories to help them grasp the concepts behind the models used in nursing today. This will highlight the nursing models and their use in clinical interventions.** I. **Abraham Maslow's Human Needs Theory** - [The Basic Human Needs] - Each individual has unique characteristics, but certain needs are common to all people. - A need is something that is desirable, useful or necessary. - Human needs are physiologic and psychologic conditions that an individual must meet to achieve a state of health or well-being. [Maslow's Hierarchy of Basic Human Needs] - **1. [Physiologic]** - Oxygen - Fluids - Nutrition - Body temperature - Elimination - Rest and sleep - Sex **2. [Safety and Security]** - Physical safety - Psychological safety - The need for shelter and freedom from harm and danger **3. [Love and belonging]** - The need to love and be loved - The need to care and to be cared for. - The need for affection: to associate or to belong - The need to establish fruitful and meaningful relationships with people, institution, or organization **4. [Self-Esteem Needs]** - Self-worth - Self-identity - Self-respect - Body image **5. [Self-Actualization Needs]** - The need to learn, create and understand or comprehend - The need for harmonious relationships - The need for beauty or aesthetics - The need for spiritual fulfillment C:\\Users\\Nemia Florano\\AppData\\Local\\Microsoft\\Windows\\INetCache\\Content.MSO\\9D54A30D.tmp  Maslow's hierarchy of needs theory operates under the basis that man is a social being whose action is motivated by the need to care for himself, to be loved and appreciated. The components of the theory presented in the model above. During nursing care, the practitioner ought to be keen on how the actions contribute to the realization of these needs. II. **SULLIVAN'S TRANSACTIONAL ANALYSIS (TA)** - Transactional analysis is a brief therapeutic approach based on Freud\'s as well as Adler\'s and Sullivan\'s ideas. It was formulated by Eric Berne (1910-1970) and had great success, especially in America. Its strength is in its simplicity, not least its everyday, understandable terminology. - TA therapists and their patients talk about [Parent, Adult, Child, concepts] which correspond to the [Freudian Superego, ego and id.] - The therapy\'s [main aim] being that of *putting the patient\'s conscious, mature, realistic, [ethical Adult (EGO)] in charge of his reckless, impulsive, [selfish Child (ID)] and the harsh, [controlling Parent (SUPEREGO)].* - The therapy is conducted in a group setting, where the members\' \"scripts\", \"games\", self-defeating and self-perpetuating transactions are analyzed. - TA claims to demystify human psychology, but it ends up by becoming over-simplistic and mechanistic. Transactional analysis - WikiVisually III. **Ludwig von Bertalanffy's General Systems Theory** - [Systems](http://www.nwlink.com/~donclark/hrd/sat1.html) theory was proposed in the 1940\'s by the biologist Ludwig von Bertalanffy and furthered by Ross Ashby (1964). Von Bertalanffy was reacting against both reductionism and attempting to revive the unity of science. He is considered to be the founder and principal author of general systems theory. **System:** a. made up of separate components b. Parts rely on one another, are interrelated, share a common purpose, and together form a whole c. Has specific purpose or goal d. Uses a process to achieve that goal e. The content is the product and observation obtained from the system - von Bertalanffy (1968) wrote that a [system is a complex of interacting elements and that they are open to, and interact with their environments]. In addition, they can acquire qualitatively new properties through emergence, thus they are in a [continual evolution.] When referring to systems, it also generally means that they are *self-regulating* (they self-correct through feedback). - System thinking is both part-to-whole and whole-to-part thinking about making connections between the various elements so that they fit together as a whole. **[System Theory]** 1. - 2. - 3. 4. - **[Types]** - - - - - - E.g. chemical reaction occurring under specific conditions IV. **Kurt Lewin's Change Theory** - The Change Theory of Nursing was developed by [Kurt Lewin](https://nursing-theory.org/nursing-theorists/Kurt-Lewin.php), who is considered the [father of social psychology]. This theory is his most influential theory. He theorized a [three-stage model of change known as unfreezing-change-refreeze model] that requires prior learning to be rejected and replaced. - Lewin's definition of behavior in this model is "[a dynamic balance of forces working in opposing directions] - The **Change Theory** has three major concepts: [driving forces, restraining forces, and equilibrium.] - 1\. [Driving forces] are those that push in a direction that causes **change** to occur. They facilitate **change** because they push the patient in a desired direction. They cause a shift in the equilibrium towards **change**. - 2\. [Restraining forces] are those forces that counter the driving forces. They hinder change because they push the patient in the opposite direction. They cause a shift in the equilibrium that opposes change. - 3\. [Equilibrium] is a state of being where driving forces equal restraining forces, and no change occurs. It can be raised or lowered by changes that occur between the driving and restraining forces. - The Kurt Lewin, **change theory model**, is based around a 3-step process (Unfreeze-**Change**-Freeze) that provides a high-level approach to improvement. It gives a manager or other **change** agent a framework to implement a **change** effort, which is always very sensitive and should be as seamless as possible. - **Nursing change** theory **models** help **change** managers and others facilitating **changes** in health care organizations anticipate barriers and overcome them. Without one of the **models** of **change** management in **nursing**, successfully guiding and sustaining new behaviors can be much more difficult. - There are **[three stages in this nursing theory]**: unfreezing, change, and refreezing. - 1.**[Unfreezin]**g is the process which involves finding a method of making it possible for people to let go of an old pattern that was somehow counterproductive. It is necessary to overcome the strains of individual resistance and group conformity. - There are three methods that can lead to the achievement of unfreezing. - The first is to increase the driving forces that direct behavior away from the existing situation or status quo. - Second, decrease the restraining forces that negatively affect the movement from the existing equilibrium. - Thirdly, finding a combination of the first two methods. - 2\. The **[change stage]**, which is also called "moving to a new level" or "movement," involves a process of change in thoughts, feeling, behavior, or all three, that is in some way more liberating or more productive. - 3\. **The [refreezing stage]** is establishing the change as the new habit, so that it now becomes the "standard operating procedure." Without this final stage, it can be easy for the patient to go back to old habits. - Lewin's 3 Stage Model of Change [provides an intuitive and fundamental understanding of how changes occur,] in context of the social behaviors observed at an individual and collective level within a group.  The Change Theory is another non-nursing theory that has significance in nursing. This theory stipulates that as human beings grow, their needs also change. This change is dynamic, gradual, and it happens every day even without noticing. This theory recommends that the nursing practitioner ought to identify areas that need change, analysis of forces causing the change and those that are resisting the change, the methods that the change manifest through, how customs affect the change, how change is brought about, and the study of the change itself. V. **Erickson's Psychosocial Development** - Erik Erikson was an ego psychologist who developed one of the most popular and influential theories of development. While his theory was impacted by psychoanalyst [Sigmund Freud\'s work](https://www.verywellmind.com/sigmund-freud-his-life-work-and-theories-2795860), Erikson\'s theory centered on psychosocial development rather than [psychosexual development](https://www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962). - **Stage 1**: [[Trust vs. Mistrust]](https://www.verywellmind.com/trust-versus-mistrust-2795741) - **Stage 2**: [[Autonomy vs. Shame and Doubt]](https://www.verywellmind.com/autonomy-versus-shame-and-doubt-2795733) - **Stage 3**: [[Initiative vs. Guilt]](https://www.verywellmind.com/initiative-versus-guilt-2795737) - **Stage 4**: [[Industry vs. Inferiority]](https://www.verywellmind.com/industry-versus-inferiority-2795736) - **Stage 5**: [[Identity vs. Confusion]](https://www.verywellmind.com/identity-versus-confusion-2795735) - **Stage 6**: [[Intimacy vs. Isolation]](https://www.verywellmind.com/intimacy-versus-isolation-2795739) - **Stage 7**: [[Generativity vs. Stagnation]](https://www.verywellmind.com/generativity-versus-stagnation-2795734) - **Stage 8**: [[Integrity vs. Despair]](https://www.verywellmind.com/integrity-versus-despair-2795738) - Erikson\'s theory described the impact of social experience across the whole lifespan. Erikson was interested in how social interaction and relationships played a role in the development and growth of human beings. - Each stage in Erikson\'s theory [builds on the preceding stages and paves the way for following periods of development]. In each stage, Erikson believed people experience a [conflict](https://www.verywellmind.com/what-is-conflict-2794976) that serves as a turning point in development. - These conflicts are [centered on either developing a psychological quality or failing to develop that quality]. During these times, the potential for personal growth is high but so is the potential for failure. - If people [successfully deal] with the conflict, they emerge from the stage with psychological strengths that will serve them well for the rest of their lives. [If they fail] [to deal effectively] with these conflicts, they may not develop the essential skills needed for a strong sense of self. - Erikson also believed that [a sense of competence motivates behaviors and actions.] Each stage in Erikson\'s theory is concerned with [becoming competent] in an area of life. - If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy in that aspect of development. **[Psychosocial Stages: A Summary Chart]** -------------------------------------------------------- ------------------------------ ---------------------- ------------- **Age** **Conflict** **Important Events** **Outcome** **Infancy** (birth to 18 months) Trust vs. Mistrust  Feeding Hope **Early Childhood** (2 to 3 years) Autonomy vs. Shame and Doubt Toilet Training Will **Preschool** (3 to 5 years) Initiative vs. Guilt Exploration Purpose **School Age** (6 to 11 years) Industry vs. Inferiority School Confidence **Adolescence** (12 to 18 years) Identity vs. Role Confusion Social Relationships Fidelity **Young Adulthood** (19 to 40 years) Intimacy vs. Isolation Relationships Love **Middle Adulthood** (40 to 65 years) Generativity vs. Stagnation Work and Parenthood Care **Maturity** (65 to death) Ego Integrity vs. Despair Reflection on Life Wisdom \*A brief summary of the eight stages VI. **Kohlberg's Moral development** - Kohlberg\'s theory proposes that there are three levels of moral development, with each level split into two stages. Kohlberg suggested that people move through these stages in a fixed order, and that moral understanding is linked to [cognitive development](https://www.simplypsychology.org/piaget.html). The [three levels of moral reasoning] include preconventional, conventional, and postconventional. - - By using children\'s responses to a series of moral dilemmas, Kohlberg established that the reasoning behind the decision was a greater indication of moral development than the actual answer. - - Lawrence Kohlberg (1958) agreed with [Piaget\'s (1932) theory of moral development](https://www.simplypsychology.org/piaget-moral.html) in principle but wanted to develop his ideas further. - - He used Piaget's storytelling technique to tell people stories involving moral dilemmas.  In each case, he presented a choice to be considered, for example, between the rights of some authority and the needs of some deserving individual who is being unfairly treated. - - Kohlberg identified three distinct levels of moral reasoning: [preconventional](https://www.simplypsychology.org/kohlberg.html#preconventional-morality), [conventional](https://www.simplypsychology.org/kohlberg.html#conventional-morality), and [postconventional](https://www.simplypsychology.org/kohlberg.html#postconventional-morality). Each level has two sub-stages. - Kohlberg\'s Moral Development Theory - Simplest Explanation ever - YouTube - People can only pass through these levels in the order listed. Each new stage replaces the reasoning typical of the earlier stage. Not everyone achieves all the stages. **APPLICATION AND EXERCISE**: **Post-test:** **Part I. Mastery\`** 1. When caring for the patients, nurses rely on the nursing theories to guide their actions. However, these theories are not enough to deliver the result to the required success. Some non-nursing theories are put into application with the nursing theories. From among the six non-nursing theories presented in this module, name one or two theories that strike you most and consider with utmost relevance that contributed much to develop models used in nursing. Why and how? 2. How do you understand this quote: "General system theory, therefore, is a [general science of wholeness]...The meaning of the somewhat mystical expression, "The whole is more than the sum of its parts" is simply that constitutive characteristics are not explainable from the characteristics of the isolated part. The characteristics of the complex, therefore, appear as new or emergent\... - Ludwig von Bertalanffy **SUMMARY** This module presented in detail the Non-Nursing Theories relevant to the nursing profession that provided a variety of concepts aligned with that of the clinical practice. These nursing theories, complemented by the non-nursing theories are used to develop models applied in nursing practice and form the foundation of procedures and interventions in nursing. **REFERENCES** 1. Alligood, M. R. (2014). Nursing theorist and their work. 8^th^ edition. Elsevier. 2. George, J. (2012). Nursing Theories: The base for Professional Nursing Practice. 6^th^ edition. 3. Tomey, A. M., & Alligood, M. R. (2006). Nursing theorists and their work. 6^th^ Edition. St. Louis: Mosby **Recommended Follow-Up/Readings:** 1. Nursing Theories from the references listed above and identify the different models/diagrams used by the nursing theorists to present their theory and use them as guide in making relationships with the works of non-nursing theorists.