MANILA TYTANA COLLEGES



MANILA TYTANA COLLEGES

Manila Doctors College of Nursing

Pres. Diosdado Macapagal Blvd., Metropolitan Park, Pasay City

COURSE OUTLINE

COURSE TITLE : THEORETICAL FOUNDATIONS IN NURSING

COURSE CODE : TFN

COURSE DESCRIPTION : This course deals with the meta-concepts of a person, health, environment and nursing as viewed by the different theorists. Likewise, it includes non-nursing theories such as systems, developmental and change theories. It presents how these concepts and theories serve as guide to nursing practice. It further deals with health as a multi factorial phenomenon and the necessary core competencies that the nurse need to develop.

CREDIT UNITS : 3 units

PRE-REQUISITE : Psychology

PLACEMENT : 1st Year, 1st Semester

NO. OF HOURS : 54 Lecture hours

TERMINAL COMPETENCIES : At the end of the course and given case scenarios, the student should be able to:

Cognitive

1. Differentiate the views given by various nursing theorists on person, health, environment, and nursing.

2. Describe the various nursing and non – nursing theories as applied to the nursing practice.

3. Imbibe the values of teamwork, respect, love of God, integrity, caring, and other values essential to the nursing profession

4. Develop a deeper awareness of his/her rights, duties, and responsibilities to God, country, and the world.

Psychomotor

5. Utilize selected nursing and non – nursing theories in the care of clients.

1. Demonstrate selected competencies under eleven key areas of responsibilities pertinent to nursing

Affective

1. Relate with client(s) and their family and the health team appropriately.

2. Observe biothetical concepts/principles, core values and nursing standards in the care of clients

3. Manifest core values of nursing and the College

|Time Allotment |LEARNING CONTENT |

| | |

|Week 1 |MTC VMO |

|3 Hours |Vision |

| |Mission |

| |Core Values |

| |Caring |

| |Competent |

| |Committed |

| |Culturally-adaptive |

| |Creative |

| |Competitive Advantage |

| | |

| |Academic Requirements |

| |Grading System |

| |Class Standing |

| |Attendance |

| |Major Examinations |

| |Other requirements |

| |Textbooks and References |

| | |

| |Academic Policies |

| |Absences and Tardiness |

| |Classroom Routine |

| |Examination Policies and Procedures |

| |Classroom Behavior |

| |Evaluating Student’s Progress |

| |Consultation |

| |Subject Head and Mentoring |

| | |

| |Diagnostic Examination and Rationalization |

| | |

| |INTRODUCTION TO NURSING THEORY |

|Week 2 |History of Nursing Theory |

|3 hours |Significance of Nursing Theory |

| |Discipline |

| |Profession |

| |Components/Elements of Nursing Theory |

| |Purpose |

| |Concepts |

| |Propositions |

| |Definitions |

| |Assumptions |

| | |

| |Uses of Nursing Theory |

| |Analysis of Nursing Theory |

| |Clarity |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| |Derivable Consequences |

| |The Nursing Theory |

| |Fundamental Beliefs in Nursing |

| |Logical Positivism |

| |Empiricism |

| |Historicism |

| |Human Science |

| |Ethics |

| |Metaphysics |

| |Epistemology, ontology, aesthetics |

| | |

| | |

| | |

| |Types/Classification |

| |According to Level of Abstraction |

| |Grand Theory |

| |Middle-Range Theory |

| |Situation-specific Theory |

| |According to Goal Orientation |

| |Descriptive Theory |

| |Prescriptive Theory |

| |Metaparadigms of Nursing |

| |Health |

| |Human |

| |Environment |

| |Nursing |

| | |

| |CLIENT-CENTERED NURSING THEORIES |

| |Florence Nightingale: Environmental Model – 1859 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Health of Houses |

| |Ventilation and Warming |

| |Light |

| |Noise |

| |Variety |

| |Bed and Bedding |

| |Cleanliness of Rooms and Walls |

| |Personal Cleanliness |

| |Nutrition and Taking Food |

| |“Chattering Hopes and Advices” |

| |Observation of the Sick |

| |Social Considerations |

| |Propositions |

| |Assumptions |

| |External Variables |

| |Facts, Principles & Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Virginia Henderson: Definition of Nursing – 1955 |

|Week 3 |The Theorist |

|3 hours |The Theory |

| |Phenomenon |

| |Idea |

| | |

| | |

| | |

| | |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Breathe Normally |

| |Eat and Drink adequately |

| |Eliminate Body wastes |

| |Move and maintain desirable position |

| |Sleep and rest |

| |Select suitable clothes – dress and undress |

| |Maintain body temperature within normal range by adjusting and modifying the environment |

| |Keep the body clean and well-groomed and protect the integument |

| |Avoid dangers in the environment and avoid injuring others |

| |Communicate with others by expressing emotions, needs, fears, or opinions |

| |Worship according to one’s faith |

| |Work in such a way that there is a sense of accomplishment |

| |Play or participate in various forms of recreation |

| |Learn, discover, or satisfy the curiosity that leads to normal development and health, and use the available health |

| |facilities |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Faye Glenn Abdellah: Patient-Centered Approaches Theory – 1960 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |To maintain good hygiene and physical comfort |

| |To promote optimal activity: exercise, rest and sleep |

| |To promote safety through prevention of accident and injury or other trauma and through the prevention of the spread|

| |of infection |

| |To maintain good body mechanics and prevent and correct deformity |

| |To facilitate the maintenance of a supply of oxygen to all body cells |

| |To facilitate the maintenance of nutrition of all body cells |

| |To facilitate the maintenance of elimination |

| |To facilitate the maintenance of fluid and electrolyte balance |

| |To recognize the physiological responses of the body to disease conditions – pathological, physiological, and |

| |compensatory |

| |To facilitate the maintenance of regulatory mechanisms and functions |

| |To facilitate the maintenance of sensory function |

| |To identify and accept positive and negative expressions, feelings and reactions |

| | |

| | |

| | |

| |To identify and accept inter-relatedness of emotions and organic illness |

| |To facilitate maintenance of effective and verbal and non-verbal communication |

| |To promote development of productive interrelationships |

| |To facilitate the progress toward achievement and spiritual goals |

| |To create and maintain a therapeutic environment |

| |To facilitate awareness of self as an individual with varying needs physical, emotional and developmental needs |

| |To accept the optimum goals in the light of limitations, physical and emotional |

| |To use community resources as an aid in resolving problems arising problems |

| |To understand the role of social problems as influencing factors in the case of illness |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Dorothea Orem: Theory of Self-Care Deficit – 1971 |

|Week 4 |The Theorist |

|3 hours |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Self-Care |

| |Self-Care Agency |

| |Self-Care Demand |

| |Self-Care Deficit |

| |Therapeutic Self-Care |

| |Nursing Agency |

| |Nursing Systems |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |Myra Estrine Levine: Conservation Principles: A Model for Health - 1969 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Wholeness/Holism |

| |Adaptation |

| |Conservation |

| |Conservation of Energy |

| |Conservation of Structural Integrity |

| |Conservation of Personal Integrity |

| |Conservation of Social Integrity |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Sis. Calista Roy |

|Week 5 |The Theorist |

|3 hours |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Adaptation |

| |System |

| |Adaptation Level |

| |Adaptation Problems |

| |Focal Stimulus |

| |Contextual Stimuli |

| |Residual Stimuli |

| |Coping Process |

| |Innate Coping Mechanism |

| |Acquired Coping Mechanism |

| |Regulator Subsystem |

| |Cognator Subsystem |

| |Adaptive Responses |

| |Ineffective Responses |

| |Integrated Life Process |

| |Physiological-Physical Mode |

| |Self-Concept-Group Identity Mode |

| |Role Function Mode |

| | |

| | |

| | |

| |Interdependence Mode |

| |Perception |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Lydia Hall: Care, Core Cure Model – 1964 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Care |

| |Core |

| |Cure |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

|Week 6 |Preliminary Examination with Rationalization |

|3 hours | |

| | |

| |NURSE-CLIENT DYNAMICS THEORIES |

|Week 7 |Betty Neuman: Neuman Syystems Model – 1974 |

|3 hours |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Wholistic Approach |

| |Open System |

| |Environment |

| |Created Environment |

| | |

| | |

| | |

| |Client System |

| |Wellness |

| |Illness |

| |Stressors |

| |Degree of Reaction |

| |Prevention as Intervention |

| |Reconstitution |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Madeleine Leininger: Culture Care: Diversity and Universality – 1985 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Human Care and Caring |

| |Culture |

| |Culture Care |

| |Culture Care Diversity |

| |Culture Care Universality |

| |Worldview |

| |Cultural and Social Structure Dimensions |

| |Environmental Context |

| |Ethnohistory |

| |Emic |

| |Etic |

| |Health |

| |Transcultural Nursing |

| |Culture Care Preservation or Maintenance |

| |Culture Care Accommodation or Negotiation |

| |Culture Care Repatterning or Restructuring |

| |Culturally Competent Nursing Care |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| | |

| |Dorothy Johnson: Behavioral Systems Model - 1968 |

|Week 8 |The Theorist |

|3 hours |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Patient Behavioral System |

| |Structural Characteristics |

| |Functional Requirements |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Hildegard Peplau: Interpersonal Relations – 1952 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Four Phases of Nurse-Patient Relationship |

| |Six Nursing Roles |

| |Four Psychobiological Experiences |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| | |

| |Ida Jean Orlando: Nursing Process Theory – 1961 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| | |

| | |

| | |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Nurse’s Responsibility |

| |Need |

| |Presenting Behavior of Patients |

| |Immediate Reactions |

| |Nursing Process Discipline |

| |Purpose of Nursing |

| |Automatic Nursing Action |

| |Deliberative Nursing Action |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Imogene King: Theory of Goal Attainment – 1971 |

|Week 9 |The Theorist |

|3 hours |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Health |

| |Nursing |

| |Self |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Jean Watson: Theory of Human Caring – 1979 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| | |

| | |

| | |

| | |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Ten Carative Factors |

| |Clinical Caritas Processes |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Martha Rogers: Science of Unitary Human Beings – 1970 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Energy Field |

| |Pattern |

| |Universe of Open Systems |

| |Pandimensionality |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Anne Boykin and Savine Schoenhoffer: Theory of Nursing as Caring – 1993 |

|Week 10 |The Theorist |

|3 hours |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| | |

| | |

| | |

| | |

| |Key Concepts |

| |Focus and Intention of Nursing |

| |Person |

| |Nursing Situation |

| |Story as Method for Knowing Nursing |

| |Personhood |

| |Direct Invitation |

| |Call for Nursing |

| |Caring Between |

| |Nursing Response |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Ernestine Weidenbach: Prescriptive Theory |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Nursing |

| |Goal of Nursing |

| |Health |

| |Environment |

| |Human Being |

| |Nursing Client |

| |Nursing Problem |

| |Nursing Process |

| |Nurse-Patient Relations |

| |Nursing Therapeutics |

| |Focus of Nursing |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| | |

| | |

| | |

| |Joyce Travelbee: Human-to-Human Relationship Model – 1971 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Purpose of Nursing |

| |Disciplined Intellectual Approach |

| |Therapeutic Use of Self |

| |Human-to-Human Relationships |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Rosemarie Rizzo Parse: Theory of Human Becoming – 1981 |

|Week 11 |The Theorist |

|3 hours |The Theory |

| |Phenomenon |

| |Idea |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Meaning |

| |Transcendence |

| |Rhythmicity |

| |Human Becoming |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Josephine Paterson: Humanistic Nursing – 1976 |

| |The Theorist |

| |The Theory |

| |Phenomenon |

| |Idea |

| | |

| |The Metaparadigms |

| |Person |

| |Health |

| |Environment |

| |Nursing |

| |Key Concepts |

| |Nursing |

| |Goal of Nursing |

| |Health |

| |Environment |

| |Human Being |

| |Nursing Client |

| |Nursing Problem |

| |Nursing Process |

| |Nurse-Patient Relations |

| |Nursing Therapeutics |

| |Focus of Nursing |

| |Propositions |

| |Assumptions |

| |Facts, Principles, Laws |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

|Week 12 |Midterm Examination with Rationalization |

|3 hours | |

| | |

| |DEVELOPMENTAL THEORIES |

|Week 13 |Erik Erickson: Psychosocial Stages of Development |

|3 hours |The Theorist |

| |The Theory |

| |Historical Perspective |

| |Key Concepts |

| |Trust vs. Mistrust |

| |Autonomy vs. Shame and Doubt |

| |Initiative vs. Guilt |

| |Industry vs. Inferiority |

| |Identity vs. Role Confusion |

| |Intimacy vs. Isolation |

| |Generativity vs. Stagnation |

| |Integrity vs. Despair |

| |Strengths and Weaknesses |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Comparison with other Developmental Theories |

| | |

| |Sigmund Freud: Psychosexual Theory |

| |The Theorist |

| |The Theory |

| |Historical Perspective |

| |Key Concepts: Stages of Development |

| |Oral |

| |Anal |

| | |

| |Phallic |

| |Latency |

| |Genital |

| |Strengths and Weaknesses |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Comparison with other Developmental Theories |

| | |

| |Jean Piaget: Cognitive Development Theory |

| |The Theorist |

| |The Theory |

| |Historical Perspective |

| |Key Concepts: Stages of Cognitive Development |

| |Sensorimotor |

| |Stage 1 |

| |Stage 2 |

| |Stage 3 |

| |Stage 4 |

| |Stage 5 |

| |Stage 6 |

| |Preoperational |

| |Concrete Operational |

| |Formal Operational |

| |Strengths and Weaknesses |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Comparison with other Developmental Theories |

| | |

| |Laurence Kohlberg: Moral Development Theory |

| |The Theorist |

| |The Theory |

| |Historical Perspective |

| |Key Concepts: Stages of Moral Development |

| |Pre-conventional Morality |

| |Conventional Morality |

| |Post-conventional Morality |

| |Strengths and Weaknesses |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Comparison with other Developmental Theories |

| | |

| |Abraham Maslow: Hierarchy of Needs |

| |The Theorist |

| |The Theory |

| |Historical Perspective |

| |Key Concepts: Hierarchy of Needs |

| |Physiologic |

| |Safety and Security |

| |Love and Belongingness |

| |Self-esteem |

| |Self-actualization |

| |Strengths and Weaknesses |

| | |

| | |

| | |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Comparison with other Developmental Theories |

| | |

| |GENERAL SYSTEM and CHANGE THEORIES |

|Week 14 |Ludwig von Bertalanffy: General System Theory – 1968 |

|3 hours |The Theorist |

| |The Theory |

| |Historical Perspective |

| |Key Concepts: General System Theory |

| |System |

| |Important Aspects of a System |

| |Characteristics of a System |

| |The System Process |

| |Strengths and Weaknesses |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| | |

| |Kurt Lewin: Planned Change |

| |The Theorist |

| |The Theory |

| |Historical Perspective |

| |Key Concepts: Planned Change |

| |Unfreezing |

| |Moving |

| |Refreezing |

| |Strengths and Weaknesses |

| | |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| | |

| |Ronald Lippit: Planned Change |

| |The Theorist |

| |The Theory |

| |Historical Perspective |

| |Key Concepts: Planned Change |

| |Development of a need for change |

| |Establishment of a change relationship |

| |Working toward a change |

| |Clarification or diagnosis of the client system’s problem |

| |Examination of alternative routes and goals: establishing goals, and intentions of action |

| |Transformation of intentions into actual change efforts |

| |Generalization and stabilization of change |

| |Achieving a terminal relationship |

| |Strengths and Weaknesses |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| | |

| | |

| |Robert Chin and Kenneth Benne: Planned Change |

| |The Theorist |

| |The Theory |

| |Historical Perspective |

| |Key Concepts: Planned Change |

| |Empirical-Rational Strategies |

| |Normative-Re-educative Strategies |

| |Power-Coercive Strategies |

| |Strengths and Weaknesses |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| | |

| |PHILIPPINE CONCEPTUAL MODELS |

|Week 15 |Carmencita Abaquin: Prepare Me |

|3 hours |The Theorist |

| |The Theory |

| |Basic Assumptions and Concepts |

| |Presence |

| |Reminisce Therapy |

| |Prayer |

| |Relaxation-Breathing |

| |Meditation |

| |Values Clarification |

| |Quality of Life |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| |Sis. Letty G. Kuan: Retirement and Role Discontinuities |

| |The Theorist |

| |The Theory |

| |Basic Assumptions and Concepts |

| |Physiological Age |

| |Role |

| |Change of Life |

| |Retiree |

| |Role Discontinuity |

| |Coping Approaches |

| |Theory Application |

| |Nursing Practice |

| |Nursing Education |

| |Nursing Research |

| |Theory Analysis |

| |Simplicity |

| |Generality |

| |Empirical Precision |

| | |

| | |

| | |

| | |

| |PROBLEM-SOLVING APPROACH and THE NURSING PROCESS |

| |Definition: |

| |Problem-solving |

| |Nursing Process |

| |Purposes/ Benefits |

| |Steps in Problem-Solving: |

| |Assessment |

| |Planning |

| |Implementation |

| |Evaluation |

| |The Nursing Process: |

| |Assessment |

| |Diagnosis |

| |Planning |

| |Intervention |

| |Evaluation |

| |Situations/ conditions where problem-solving approach can be applied |

| | |

| |HEALTH AS MULTIFACTORIAL PHENOMENON |

|Week 16 |Definition of Health |

|3 hours |WHO |

| |Factors Affecting Health |

| |Political |

| |Safety |

| |Oppression |

| |Political Will |

| |Empowerment |

| |Cultural |

| |Practices |

| |Beliefs |

| |Heredity |

| |Environment |

| |Socio-economic |

| |The National Health Situation |

| | |

| |CARE ENHANCEMENT QUALITIES/CORE VALUES |

| |Love of God |

| |Caring as the core of nursing |

| |Compassion |

| |Competence |

| |Confidence |

| |Conscience |

| |Commitment (commitment to a culture of excellence, discipline, integrity and professionalism) |

| |Love of People |

| |Respect for the dignity of each person regardless of creed, color, gender and political affiliation. |

| |Love of Country |

| |Patriotism (Civic duty, social responsibility and good governance) |

| |Preservation and enrichment of the environment and culture heritage |

| | |

| | |

| | |

| | |

| | |

| | |

|Week 17 |COMPETENCY-BASED APPROACH TO THE BSN CURRICULUM |

|3 hours |Competency |

| |Definition |

| |Components |

| |Knowledge |

| |Skills |

| |Attitude |

| |Core Competencies |

| |Patient Care Competencies |

| |Safe and Quality Nursing Care |

| |Communication |

| |Collaboration and Teamwork |

| |Health Education |

| |Enabling Competencies |

| |Management of Resources and Environment |

| |Records Management |

| |Empowering Competencies |

| |Legal Responsibilities |

| |Ethico-moral Responsibilities |

| |Personal and Professional Responsibilities |

| |Enhancing Competencies |

| |Quality Assurance |

| |Research |

| | |

| |*** Project Presentation |

|Week 18 |Final Examination and Comprehensive Examination with Rationalization |

|3 hours | |

|TEXTBOOK: |Tomey, M. a. (2008). Nursing Theorists and TheirWork 6th Edition. Mosby Elsevier. |

|REFERENCES: |Abaquin, C. (1999). "PREPARE ME" Interventions and the Quality of Life of Advanced Progressive Cancer Patients. |

| | |

| |Alfaro-Lefevre, R. (2006). Applying Nursing Process; A Tool for Critical Thinking 6th Edition. Lippincott Williams &|

| |Wilkins. |

| | |

| |Coon, D. a. (2008). Psychology: A Journey 3rd Edition. Thompson Woodsworth. |

| | |

| |Feldman, R. (2010). Understanding Psychology 9th Edition. McGraw Hill. |

| | |

| |George, J. (2011). Nursing Theories The Base for Professional Nursing Practice 6th Edition. Pearson Education. |

| | |

| |Kawolski, R. a. (2005). Psychology 4th Edition. Wiley and Sons, Inc. |

| | |

| | |

| |Kozier, B. a. (2007). Kozier & Erb's Fundamentals of Nursing Concepts, Process and Practice 8th Edition. Pearson's |

| |Publication. |

| | |

| |Kuan, L. (1985). Retirement and Role Discontinuities. |

| | |

| |Mc Ewen, M. a. (2011). Theoretical Basis for Nursing 3rd Edition. Wolters Kluwer Health, Lippincott Williams & |

| |Wilkins. |

| | |

| |Meleis, A. (2012). Theoretical Nursing Development and Progress 5th Edition. Wolters Kluwer, Lippincott Williams & |

| |Wilkins. |

| | |

| |Octaviano, E. a. (2008). Theoretical Foundations of Nursing: The Philippine Perspective. Ultimate Learning Series. |

| | |

| | |

| | |

| | |

| | |

| |Taylor, C. e. (2005). Fundamentals of Nursing Care: The Art and Science of Nursing Care 5th Edition. Lippincott |

| |Williams & Wilkins. |

| | |

| |UPOU. (2005). N207: Theoretical Foundations of Nursing. UPOU: National Computer Center. |

|GRADING SYSTEM: |CLASS STANDING – 40% |

| |-Quiz |

| |-Written Reports / Internet Annotations |

| |-Group Work / Project |

| | |

| | |

| |MAJOR EXAM – 60% |

| | |

| |FINAL GRADE – (PRELIM=30% + MIDTERM=30% + FINAL=40%) |

| | |

| |COURSE/SUBJECT GRADE = FINAL GRADE=80% + COMPREHENSIVE EXAMINATION=20% |

Prepared and Submitted by: Checked and Endorsed by:

ALEJANDRO C. NONOG, JR., RN, MSN KATHERINE VERA A. SANTOS, RN, MAN

Subject Head / Lecturer Level I, II, III Coordinator

Recommending Approval: Approved by:

MICHAEL C. LEOCADIO, RN,RM,MAN LINDA V. SUBIDO, RN, MAN

Academic Coordinator Dean

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