The Roy Model
Transcript of The Roy Model
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The Roy Model
Jane Aebischer
December 5, 2002
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History
MSN 1966
Ph.D. Sociology 1977
Studied under Dorothy Johnson
Influenced by Helson, Turner,
von Bertalanffy General/Open systems theory(Johnson & Webber, 2002)
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Theoretical Thinking
Early 1960s
Focus on nursing diagnosis
Break from medical model
Development of concepts
Paradigms of philosophy and science Bases for theory research and testing(Meleis, 1997)
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Themes
Nursing - complex with many themes
Acknowledgement - testing/linkingpropositions
Realization concepts contribute todevelopment of specific ideas
(Meleis, 1997)
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Roys Theme
Humanism with a spiritual context
Incorporates values and moral beliefs
Nursing assists in promoting adaptation
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National League for Nursing
1972- universities required to useframework to enhance knowledge base in
theory
1983- criteria eliminated becauseframeworks too restrictive or not all-
inclusive(Johnson & Webber, 2001)
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Goal of Nursing
Stabilize with equilibrium the energy storesand spiritual harmony of the client in their
environment Assist adaptation within 4 modes:
Physiologic/Physical
Self-conceptrole function
Interdependence (Meleis,1997)
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Metaparadigm
Worldview of NursingConcepts:
Person
Health
Environment
Nursing
Transitions Interaction
Nursing therapeutics (Hickman, 2002)
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Studies
Urine control in nursing home clients-changes in contextual stimuli with
environmental alteration (Jirovec, Jenkins, Isenberg, & Baiardi, 1999)
Hearing impaired elderly- correlation withself-concept mode (Zhan, 2000)
Taiwanese children with cancer copingmechanisms used maintain balance in life(Yeh, 2001)
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Grand Theorist
Broad with multitude of components
Moderately abstract- involves physical,emotional interaction with society
Logical with interrelated concepts
Deductive framework requires muchresearch and testing for validation(Tomey & Alligood, 1998)
(Meleis, 1997)
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Further Research
Testing propositions from environment andnursing concepts with intervention studies(Frederickson, 2002)
Develop instruments for measuringchildrens adaptation(Yeh, 2001)
Larger sample size including diversity
Longitudinal studies for understandingcognitive processes and coping(Zhan, 2000)
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Group Home
Residents withintellectual disability
First level assessment-gather information on
behaviors of group
within 4 modes.
2nd level assessment-
Identified stimuli
affecting behavior Role function
Socialization processes
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Determine Behavior
Adaptive
Compromised
Ineffective
Positive or Negative
influences
Family dysfunctionexisted due to resident
having moodiness,stubborness,
noncompliance
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Action
NursingDiagnosis:Ineffectivesocialization R/Tdecreasedinteraction
Goals: Shortterm-Begin
planning photoalbum
Long term-Increasesocialization
Interventions:
Discussion of
feelingsFilm-E.T.
Showing photos
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Evaluate Interactions
Learn to identify group concepts
within the context of family