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THE EVOLUTION OF THEORY DEVELOPMENT IN NURSING WITHIN TYPES OF NURSING THEORY

PHILOSOPHIES

•Nightingale

•Wiedenbach

•Hende!"n

•#bdellah•Hall

•Wat!"n

•$enne

NURSING

THEORIES

•Pe%la&

•Olad"

•Ta'elbee

•Riehl(Si!ca

•Eic)!"n* T"+lin* S,ain

•Mece

•$anad

•Leininge

•Pa!

•Fit-%atic)

•Ne,+an

•#da+

•PendeCONCEPTUAL MODELS

•Oe+

•Le'ine

•R"ge!

•."hn!"n

•R"/

•Ne&+an

•0ing

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 N&!ing The"i!t!

•Fl"ence Nightingale* Hildegad Pe%la&* Viginia Hende!"n* Fa/ #bdella* Ida .ean Oland"* D""th/ ."hn!"n* Matha R"ge!* D""thea Oe+* I+"gene 0ing* $ett/

 Ne&+an* Si!te 1ali!ta R"/* .ean Wat!"n* R"!e+a/ Ri--" Pa!e* Madeleine Leininge* Paticia $enne

The Hieach/ "2 1"nte+%"a/ N&!ing 0n",ledge

Meta%aadig+3((( Phil"!"%hie! 1"nce%t&al M"del!The"ie! Meth"d"l"gie!

M"!t ab!tactM"!t c"ncete

1"nce%t&al Fa+e,") and M"del

•1"nce%t&al 2a+e,")4 !i+%l/ a g"&% "2 elated c"nce%t!5 It %"'ide! an "'eall 'ie, " "ientati"n t" 2"c&! th"&ght!5

•61"nce%t&al 2a+,")! act a! geneal g&ideline! 2" %actice* e!each* c&ic&la* and ad+ini!tati'e !/!te+! 7Nic"ll* 8999* %5 :9;

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Examples :

•$ett/ Ne&+an > de'el"%ed the !/!te+! +"del 2" n&!ing

•Si!te 1alli!ta R"/ > &!ed the ada%tati"n +"del 2" n&!ing

1"nce%t&al M"del! U!ed Fe?&entl/ b/ N&!e Re!eache! 1"nce%t&al +"del! "2 n&!ing4•R"/@! #da%tati"n M"del

•Oe+@! Sel2(1ae M"del

Othe +"del! de'el"%ed b/ n&!e!4•Pende@! Health P"+"ti"n M"del 7HPM<

•Mi!hel@! Uncetaint/ in Illne!! The"/

Commonaliies !e"een T#eo$ies an% Con&ep'al Mo%els

•U!e c"nce%t! a! b&ilding bl"c)!

•Re?&ie c"nce%t&al de2initi"n! "2 )e/ c"nce%t!

•1an be de%icted in a !che+atic +"del

•#e ceated b/ h&+an!

•#e de'el"%ed ind&cti'el/

Commonaliies !e"een T#eo$ies an% Con&ep'al Mo%els (&on)%*

•1ann"t be %"'enAthe/ ae !&%%"ted t" geate " le!!e degee!

•1an be &!ed t" geneate h/%"the!e!

•1an !e'e a! a !ti+&l&! t" e!each

Con&eps in #e n'$sin+ meapa$a%i+m

•Pe!"n

 >Reci%ient "2 cae* incl&ding %h/!ical* !%iit&al* %!/ch"l"gical* and S"ci"c&lt&al c"+%"nent!

 >Indi'id&al* 2a+il/* " c"++&nit/• En'i"n+ent

 >#ll intenal and e=tenal c"nditi"n!* cic&+!tance!* and in2l&ence! a22ecting the %e!"n

•Health

 >Degee "2 ,ellne!! " illne!! e=%eienced b/ the %e!"n• N&!ing

 >#cti"n!* chaactei!tic! and attib&te! "2 %e!"n gi'ing cae

 Meta Theory Il+& )e%ea,atan teda%at : le'el dala+ +eng&ng)a%)an +a!alah /ait& 4

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•Meng)lai2i)a!i h&b&ngan antaa il+& )e%ea,atan dan %a)ti)

•Mende2ini!i)an* +enge+bang)an dan +eng&Bi te"i )e%ea,atan

•Ditega))an +en&&t di!i%lin te"i )e%ea,atan

•Peng&Bian dan inte%eta!i %andangan da!a 2il"!"2i dan ha!iln/a dih&b&ng)an dengan il+& )e%ea,atan

 Examples of meta-theory in nursing

•M"den n&!ing the"/ b/ Fl"ence nigtingale

•The de2initi"n "2 n&!ing acc"ding t" Viginia Hende!"n

•#t hel%2&l in n&!ing %actice b/ Ene!tine Wiedenbach

•1"e* 1ae and c&e acc"ding t" Lidia E5 Hall

•C8 n&!ing %"ble+ b/ Fa/e Glenn #bdellah

•Phil"!"%h/ and !cience "2 caing b/ .ean Wat!"n

•F"+ n"'ice t" e=%et4 e=ellence and %",e in clinical n&!ing %actice b/ Paticia $enne

G$an% T#eo$,

•The b"ade!t !c"%e "2 the the"/

•Gl"bal %aadig+ "2 !cience in n&!ing* ,hich i! highl/ ab!tact that bec"+e! the 2a+e "2 +ind ,ith the di!ci%line "2 n&!ing %inci%le!* and !%eci2ic a!!&+%ti"n!

•Gand the"/ ,hich can be "btained 2"+ the c"nce%t&al +"del a! a !tating %"int 2" de'el"%ing +iddle(ange the"/5

•F" e=a+%le* #llig"d 78998< "btained a +iddle(ange the"/ i! a the"/ "2 ceati'it/* act&ali-ati"n and e+%ath/* an acceleati"n "2 de'el"%+ent "2 the the"/ "2 e'"l&ti"n "2

R"ge! 789

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Middle-Range Theory•Dari grand theory dan mengandung sejumlah konsep yang berhubungan dengan aspek bebas dari dunia nyata

•Contoh middle theory adalah :

1.Hildegrad Peplau tentang Psycodinamic nursing .

2.Ida jean orlando tentang nursing process theory .

3.oy!e tra"elber tentang human to human relationship model.

#.$amona %. &er!er tentang maternal role attainment .

'.(athryn ) *arnard tentang parent-child interaction model .

+.,ola j. Pander tentang the health promotion model

Practice theory atau micro theory•&i!ro theory is a theory more !omple- and spe!ii!. Is a set o theoreti!al statements/ usually in the orm o hypotheses/ and a small part o the phenomenon.

•%his theory at least ormal and most tentati"e in theoreti!al le"el. %his theory is also the most limited in s!ope or appli!ation o time and s!ope. Pra!ti!e

theory is a spe!ial approa!h 0hi!h has a high "alue or s!holars and pra!titioners in 0orking to organie/ e-plain and try their ideas

)-ample•Propositions o nursing pra!titioners use to identiy/ des!ribe/ organie !on!eptual relationships 0ork in pra!ti!e/ although identi!al in the pro!ess but dier inthe terms and s!openya/ so the pra!titioner to in"estigate more spe!ii! relationships in smaller groups o people or single person.

•or e-ample nurses 0orking in general 0ards 0ith elderly patients re!ei"ing a medi!al diagnosis PP& 4Chroni! bstru!ti"e Pulmonary Disease5/ beoremeeting 0ith patients and nurses ha"e started to put his kno0ledge to organie by making hypotheses about the !on!eptual linkage 0ith disease in the elderlyPP& and un!tional status limitations.

• %he nurse then tried 0orking hypotheses through dire!t assessment and 0orking 0ith !on!epts and relationships !hange through the manipulation o peopleand the en"ironment.

BUILDING COMPONENT AS A THEORY1. %he assumption is a statement about the !entral phenomenon o a "i!arious dis!iplinary !on"i!tions 6 a reputed statements is true 0ithout proo and

demonstration. 7ssumptions !an be e-pli!itly or impli!itly.

2. Con!ept as a symboli! statement illuminati"e !lass phenomenon at the phenomenon 4(im 18935. In other 0ords the !on!ept o adl mental pi!ture o aphenomenon/ an idea or a building rom an obje!t at the a!tion.

3. Prin!iple: 7 De!laration that !onne!ts more than t0o !on!epts the !on!ept o 0riting on a theoreti!al le"el

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