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THEORETICAL FOUNDATION OF NURSING MODULE 1 | LESSON 2 | FIRST SEMESTER LESSON 2: Nursing Core Values Psychomotor Domain 1. Perception: Senses cues that...

THEORETICAL FOUNDATION OF NURSING MODULE 1 | LESSON 2 | FIRST SEMESTER LESSON 2: Nursing Core Values Psychomotor Domain 1. Perception: Senses cues that guide motor Nursing Core Values, PNA 2019 activity. 2. Set: mentally, emotionally, and physically ready to act. 1. Love of God and Country 3. Guided response: initiates and practices skills 2. Caring and Excellence often in discrete steps. 3. Integrity 4. Mechanism: performs and acts with increasing 4. Collaboration e ciency, confidence, and proficiency. 5. Complete Overt Response: performs Outcomes-Based Education as an approach in the automatically. BSN Curriculum: 6. Adaption: adapts skill sets to meet a problem situation. 7. Organization: creates new patterns for specific OBE: strategy in nursing to meet the Philippines situations. Education Quality set by the government. PSGRMCORAO Monophonic: Cognitive Domain - My perception is set with a guided response 1. Knowledge: remembers previously learned from a mechanism that causes complete overt material. response that simultaneously includes 2. Comprehension: Grasps meaning of material adaptation and organization. (lower level of understanding) 3. Application: Uses learning in new and concrete 2012 Nursing Core Competency Standards situations.(higher level of understanding.) Professional Regulations Commission-Board 4. Analysis: Understands both the content and nursing came up with No. 24, Series of 2012 structure of material. ○ Nursing graduates must acquire 3 roles 5. Evaluation: Judges the value of material for a 1. Clinician given purpose. 2. Manager 6. Synthesis: formulate new structures from 3. Researcher existing knowledge and skills. KCAAES E ective Domain 1. Receiving: selective attendance to stimuli. 2. Responding: Response to stimuli. 3. Valuing: The attachment of value. 4. Organization: Conceptualizes the value and resolves conflict between it and other values. 5. Internalizing: Integrates the value system that controls behavior. RRVOI 1 THEORETICAL FOUNDATION OF NURSING MODULE 1| LESSON 2 Competency Vs Outcome of Program Goals: NCCS 1. Competency: general statement detailing Beginning Nurse Role 5 Responsibilities with On Client Care specific indicators. desired knowledge and skill. 2. Outcome: Very Specific that describes exactly Beginning On Nurse 6 responsibilities with what a student will do in a measurable way. Role on Management Specific Indicators. and Leadership Beginning on Nurse’s 3 Responsibilities with Role on Research Specific indicators. 2 THEORETICAL FOUNDATION OF NURSING MODULE 2 | LESSON 1 - 7 | FIRST SEMESTER Environmentalism LESSON 1: Developmental Theory People grow to what they are made of by their Three developmental perspectives environment. 1. Environmentalism ○ It Includes: 2. Organismic British Empiricism 3. Psychoanalytic perspective Cultural Anthropology Behaviorism Modern Perspective in Development British Empiricism John Locke’s Idea Environmentalist: Human beings are The idea of humans being a blank slate at birth. 1. British an empty Empiricism organism at birth. Children are uncivilized and require adults to 2. Behavioralism Humans are shape them. 3. Cultural passive, Behaviorism Anthropology development is by Important Figures: John B. Watson. B.F Skinner. experiencing the Albert Bandura, & Howard and Tracey Lender. environment. Roles shape John B. Watson’s belief: children ○ To understand human organisms is through objective observation of Organismic: Human beings are behaviors. 1. Naturalism active in ○ Environmental experience imposes 2. Maturationism determining their through conditioning and reinforcement. 3. Cognitive own course of B.F skinner’s belief: Development development. Theory Organism and ○ He defined conditioning as a learning 4. Humanism development play process dependent on reward and 5. Ethology a role in process punishment. 6. Moral development ○ The perceived consequences influence Development frequency behavior. Theory PC = FB Psychoanalytic: Humans are not Albert Bandura’s Belief: 1. Psychoanalysis rational governed ○ Developed Social learning. by by emotions or ○ Development is guided by avoidance or appetite initiation of behavior from other people. Development is a ○ Observing the consequences of someone constant process else, we learn. of compromising Side note: This would mean that of a person's needs and we develop by reference society’s (people). expectation Howard and Tracey Lendler’s belief: ○ Developmental di erences in children and adults, they repeat rewarded behavior and delete unrewarded behaviors. 1 THEORETICAL FOUNDATION OF NURSING MODULE 2 | LESSON 1 - 7 | FIRST SEMESTER Cultural Anthropology Margaret Mead & Ruth Benedict’s belief: Maturationism ○ Emphasis on experiential factors in Significant figures: G. Stanley Hall & Arnold development. Gesell ○ Di erent patterns of kids reflect diverse G. Stanley Hall’s belief: cultural values resulting in a variety of ○ believed that the development of a child adult characteristics repeats the phase of human evolution. Side note: we develop di erently ○ Adolescence is a period of “storm and depending on our cultural stress” background. Arnold Gesell belief: ○ Emphasized internal biological factors in development ignoring environmental Organismic Perspective role. People grow to what they make themselves to be ○ Advocated “normative tradition” ○ Palatandaan: “You’re on your own” developmental analysis ○ Includes Cognitive developmental Theory 1. Naturalism Emphasis on internal mental process and 2. Cognitive Development Theory environment interaction. 3. Humanism Significant figure: Jean Piaget 4. Moral Development Theory ○ Belief: 5. Maturationism Explains how individual things 6. Ethology and human processes vary. Naturalism Sensorimotor 0-2 Infant physical development Jean Jaques Rousseau Thinks and use ○ Philosopher language ○ “Children are good, unless corrupted by Simple reflexes - society’s evil” repetitive ○ 5 stages of human nature behaviors Imaginative activity Animal Feeling of 0-5 pleasure and Pain Pre-Operational 2-7 Understand relationships Sensory Awareness 5-12 Basic conceptual thought Rational Functioning 12-15 and exploration Concrete 7-11 More social and operation logical. Emotional and 15-20 Increase of Societal Interests conceptual and intelligence Spiritual maturity Adulthood Use of logic and inductive reasoning. Formal 11+ Logical Operation Scientific thinking Solves complex problems Cognitive structure 2 THEORETICAL FOUNDATION OF NURSING MODULE 2 | LESSON 1 - 7 | FIRST SEMESTER maturity. Humanism Ethology Focuses on Dignity and freedom of all Charles Darwin Individuals. Describes Human Behavior in real life Significant figures: Abraham Maslow, Charlotte The role of human behavior in human Buhler, & Carl Roger survival ○ Their belief: Recognizes the importance of human Rejection of human nature on beings in harmony with their environmental control and environment. observable action. Focuses on Biological origins. They emphasized: internal factor and self-perception. Moral development Theory Abraham Maslow’s Hierarchy of needs: Lawrence Kohlberg ○ Some people reach a post conventional level of moral thinking. Universal ethical principles over laws and values. Ethical principles > laws and values. Cognitive needs: to know and understand, explain. And analyze Authentic needs: order, beauty, Symmetry Description: Some precedence over others Most important is at the base If the basics are not met the rest are not achieved. ○ Causes a person to lack motivar 5th level: actualization level/growth level Many don’t reach the 5th, they go up and down. 3 THEORETICAL FOUNDATION OF NURSING MODULE 2 | LESSON 1 - 7 | FIRST SEMESTER Psychoanalytic Perspective Kohlberg Social Development Theory Focuses on Underlying forces that motivate behavior. Level 1: Stage 1 Punishment and Sigmund Freud proposed psychosexual stages. Preconventional obedience orientation: Gratification shifts one body to another that is dependent on the child’s maturation level. “I must follow or ill be punished” Psychosexual development Stage 2 Instrumental relativist Orientation: ID aggressive sex drive Inborn “I must follow for a Operates on pleasure principle reward” Thinking process: imagery Irrational Level 2: Stage 3 Good-boy-Nice-Girl Conventional orientation: Ego Chief executive o cer Operates on reality principle “I must follow to be Secondary thinking process: accepted” logical and reality oriented Major function: adapts to Stage 4 Society-Maintaining reality, modulation of anxiety, orientation problem solving, controls and regulates instincts “I must follow for order Reality testing and defense in society” mechanism Level 3: Stage 5 Social Contract Super Ego conscience: punishes one for Post-Conventional reorientation: something wrong Ego-ideal, rewards one for “I must follow as there something good that was done are reasonable laws” Residue of internalized values and moral training of early childhood. Stage 6 Universal Ethical Principle Orientation: “I must follow the rules because my conscience tells me” 4 THEORETICAL FOUNDATION OF NURSING MODULE 2 | LESSON 1 - 7 | FIRST SEMESTER Psychosexual development Psychoanalytic Perspective Phases Age Developmental focus Erik Erikson: Birth - 18 Mouth: major site ○ 8 stages of psychosocial development in Oral months of tension and infancy and old age. gratification ○ Containing Crisis and resolution Id is present at birth Psychosocial Development theory Anal 1 ½ yrs - 3 Anus and yrs surrounding virtue developme developmental task area: is a major nt stage source of interest. Drive and hope Trust vs viewing the world as Voluntary mistrust safe and reliable. sphincter is the goal. ( control Self-control and autonomy achieving sense of genitalia will power shame/dou control passage ) bt Ego development Direction and initiative vs developmental Phallic 3-5 year Genital: is the Purpose guilt conscience, learning focus. conflict and anxiety Penis Envy & management Elektra Complex Castration fear & Methods and industry vs confidence in own Oedipus competence inferiority abilities, pleasure in Complex accomplishments Latency 5-11 to 13 resolves complex Devotion and identity vs sense of self and Genital focuses Fidelity role belonging are turned into confusion social activities Super ego A liation and intimacy vs forming adult loving love isolation relationships and 11-13 development of attachments overlapping biological Genital with the capacity. Productivity and generativity productivity, previous Appreciation for care vs establishing next true intimacy. stagnation generation wisdom ego accepting integrity vs responsibility and despair one’s life. 5