Nursing Theory of Comfort - Literature review Example

Running Head: Nursing Theory of Comfort Nursing Theory of Comfort [The Writer’s Name] [The Name of the Institution] Nursing Theory of Comfort Introduction Description of Theory Nursing is defined by American Association (1980) as "the diagnosis and treatment of human responses to actual or potential health problems" (cited in Fawcett, 1984, pg. 84). Diagnosis, according to the nursing process is when the nurses identify the actual problems and find out how to treat them in order to prevent any potential problems. According to Walker, 1971) nursing is establishing limits or boundaries in terms of the person providing care; person with health problems receiving care; the environment in which care is given and an end-state, well-being (cited in Fawcett, 1984). This is related to what I mentioned before that the four concepts are interrelated; they cannot work on their own. The connections among the four metaparadigm concepts were clearly identified by Donalson and Cowley (1978) which states that "nursing studies the wholeness or health of humans, recognizing that humans are in continuous interaction with their environments" (cited in Rolfe, 1996, pg.6). This statement may be considered the major proposition of nursing's metaparadigm. Purpose Of The Theory The main purpose of nursing theory is power and management in nursing comfort theory purpose. To explain power, management, and their association to nursing comfort, with suggestions for the future of the regulation source. Review of writing and author's comments of the discipline winding up. The association of power and management focuses on head qualities, a model for the inter-relationship of leaders and generation, and the leader's attainment of a power position. Scope Or Level Of The Theory In spite of main strides in current years, nurses have suffered from a be short of power independently and collectively. Understanding the personality of power and its association to excellence leadership is necessary for nurses to decide their future. No doubt, this article defines power, discovers nurses' lack of power, and examines how the effectual use of power can assist nurses describe and control their practice (Abella, R. 2005, 7-17). Origins Of The Theory The first evidence of widespread dissatisfaction with the way in which sick people were provided with nursing care dates from the 1830s. It is important to recognize, however, that this evidence does not come from either nurses or patients. Both were likely to belong to classes of the population who leave few written records of their own, even if they were not actually illiterate. The complaints come from two particular sources (Abella, R. 2005, 1-6). One was a group of physicians and surgeons who were introducing new ways of practising medicine that were radically changing the whole nature of hospitals. The other was a circle of well-connected philanthropists whose criticisms expressed both the reforming spirit of evangelical Christianity and a growing concern about the fragility of social order under the stresses of industrialization and urbanization. These two factions had rather different visions for the future of nursing comfort but their combined influence transformed the standards expected from care providers in the home or in institutions (Aber, C., & Hawkins, J. 1992, 289-293). The basic interest of this research in such human inquiry in nursing comfort is connected to the work begun half a century ago with Peplau's theory of interpersonal associations useful to nursing Weplau 1952). Nursing's investigation of the human background of being and caring is predicated on the possible for enlargement and expansion which is intrinsic inside each person-called-patient. In the experts' view, being by means of and caring with people-in-care is the procedure which distinguishes nurses from all further health and social care disciplines, and desires to be familiar also as the process that underpins all Nursing Comfort. Development of university programs for nursing at the end of the 1910s appears, when looked at with hindsight, inevitable; pressures of the times were moving in this direction. The world-wide economy of the period was generally good, especially in Canada, which was going through an enormous period of population growth through massive immigration from Europe. The foundations were "well and truly laid," but the future has been a long time coming. When the UBC program began, some far-sighted leaders saw this as a first step to get nursing comfort theory education out of hospitals, where student nurses often were exploited for service needs at the expense of their educational goals. Nursing comfort theory leaders wanted nursing comfort theory in the educational system which, at that time, meant in universities (Attridge C., 2001, 41-69). In the 1960s and 1970s, some nursing comfort theory education moved into the newly formed community colleges, although the programs were shortened to two years. Since then, the move toward the baccalaureate degree as the educational foundation for nursing comfort theory has continued, and is now the stated goal of most nurses' organizations in Canada. With the development in 1989 of a collaborative program between the University of B.C. and the Vancouver General Hospital, all hospital based programs in B.C. finally closed. As well, by 1994 all diploma nursing comfort theory programs had established links with degree-granting institutions, which is a move to the philosophy of higher education for nursing comfort theory (Benner, P. 2003). Major Concepts According to the expert analysis Health professional attention in folk healing concepts of nursing theory of comfort as a means of complementing modern health care has flourished inside latest years. Yet, in spite of this seemingly latest area of study, many basic tenets of folk healing are reliable with principles credited to by modern health professionals. In this research for nursig comfort theory, I clarify several concepts nursing theory of comfort shared by customary folk curative systems and the modern health care system. No doubt, these concepts of nursing theory of comfort comprise source of illness, agreement and balance, movement, colors, symbols, and family and society participation (Bowman, M. 2000, 37-39). The study of these concepts of nursing theory of comfort ought to allow nurses to have a higher understanding of Tran’s educational healing practices, as well as a sharp standpoint on the communal dimensions of folk and modern health care systems. Major Theoretical Propositions  The theories underpinning the model are Maslow's Hierarchy of Needs (1943) and the work of nursing theorist Virginia Henderson (1969). According to the Maslow's Hierarchy of Needs (1943) is theory of human inspiration. In order to reach one's full potential, to which he refers as self-actualisation, basic physiological needs must be met. Achievement of theses basic physiological needs provides the motivation to progress through the different levels of need. Nursing is required to facilitate the achievement of the basic needs in order to reach self-actualisation (Roper et al. 2002). Roper et al developed the model from Virginia Henderson's theory of nursing. Her theory proposes that there are fourteen basic needs of an individual which incorporate the fundamentals of nursing care. Roper et al derived from this twelve 'Activities of Living' (Roper et al 2002, Tomey & Alligood 2002). Nursing encompasses four pivotal concepts influencing the development of nursing theory and its application to practice. These are collectively known as the four metaparadigms of nursing: the individual, environment, health and nursing (Tomey & Alligood 2002). The Major Assumptions No doubt this research will look at indication on a critical event that has endorse a positive result. It is not a extremely main event but it stands out as it has a possible for learning. This research will recognize and explain Johns' (1994) model of reflection and give details what reflection is and why deep practice is essential and how it can be used. Schone (1983) optional reflection on dangerous occurrence as a precious term, sited in Ghaye and Lillyman (1997) a dangerous event id defined as “'incidence happen, but critical incidence are produced by the way we look at a situation, it is an interpretation of significance of the event.'” (p.8) Polit and Hungler (1999) defined a critical incident as: '... an observable and integral episode of human behaviour. The word 'critical' means that the incident must have a discernable impact on some outcome; it must make either a positive or negative contribution to the accomplishment of some activity of interest." (P.332) In this essay the outcome of the incident must be positive but it may contain some negative factors or issues. Reflection and reflective practice is not a new idea and not only nursing professionals use reflection. It wasn't brought about to confuse or make a practitioners life difficult. It has been around for a long time and Dewey (1933) was the one person who is known to have brought reflective practice into his work (Ghaye and Lillyman 1997). It is also noted in the Nursing Standard that Dewey is recognized as the first educationalist to right about reflection and learning throughout experience (Atkins and Murphy 1994). There are a lot of definitions of reflection most of them agree that reflection is an active, conscious process (Dewey 1993; Boud 1985; Schon 1987; and Reid 1993) Reflection is typically used when the practitioner comes across a trouble in practice and tries to make sense of it (Ghaye and Lillyman 1997). Dewey (1933) defined reflection as: 'an active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends.' (p.9) Dewey's idea of thoughtful practice and mirror image developed throughout empirical education theories. He concluded in his work the knowledge an person lives throughout can be explain as a dynamic range and that every practice influences the quality of prospect experiences. (Ghaye and Lillymann 1997). 2. Theory Analysis: Are concepts theoretically and operationally defined Boud et al (1985) have a different view and define reflection as: "a generic term for those intellectual and effective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation." Cited in Ghaye and Lillymann (1997) Boud et al looks at reflection from the learners perspective and that they look at the reflective process against what the learner can do. Theoretically And Operationally Statements In nursing there seems to be a rising interest in reflection and thoughtful practices and how this assist the practitioner to learn. Nurses face challenges every day and reflective practices help to further their professional development. Atkins and Murphy (1994) point out that some people do not learn from their experiences and although they have had years of practice still make the same mistakes. They suggest that this is due to a failure in analysing an experience so nothing can be learnt from it. This shows that maybe experience alone is not enough and reflection helps a person to learn (Clifford, R. 2005, 2-4). Theory Logically Organized Florence Nightingale (1859) was of the opinion that medicine and nursing should be clearly differentiated from each other, and during her time this was indeed the case. Prior to the establishment of her nurse training school at St Thomas’s Hospital in London, nurses were lower-order figures who were the ‘handywomen’ of the community. They were often paid for their services with gin, and to make their calls they often had to walk the streets alone at night, something a respectable woman would never do (Dennis, K. 2003, 41-51). In contrast, physicians came from the respectable middle and upper-middle classes and invariably their social and educational backgrounds were very different from those of the nurses who took orders from them. Therefore, prior to Nightingale’s interest in reforming nursing, it has to be said that there already existed a differentiation between these occupations. This is probably not the type of differentiation Nightingale meant. She did not believe that doctors cured; rather that nature or a healthy environment was responsible for the curing. At the end of her book Notes on Nursing she argues: Nurses could be actively involved in this process of ‘putting the patient in the best condition for nature to act upon him’ if given appropriate training. This may also remove them from their subservient position to the physician. Nightingale stated that, ‘if I have succeeded in any measure in . . . showing what true nursing is, and what it is not, my object will have been answered.’ (Diers, D. 2004, 51-55) However, Nightingale often contradicted herself. Although she is quoted as saying that obedience was ‘suitable praise for a horse’ (Farley, M. 2004, 197-202), her nursing schools encouraged obedience to the doctor. Further, the influences she derived from religion (use of the terms ‘sister’, ‘vocation’) and the military (hierarchy, duty and the idea of a uniform) also brought with them the requirement of unquestioned obedience. To lend support to this interpretation of Nightingale’s influence, Wood (1880), a contemporary of Nightingale, stated that, ‘In the training of nurses we should aim at making them intelligent, conscientious hand-maidens to the medical staff.’ It was unfortunate that Nightingale’s intense interest in research and its methods was not passed on through her nurse training courses. In contrast, medical students, who were mostly male, studied in universities where they were taught the importance of scientific enquiry and publication. The social order of the day did not assist in the development of a knowledge base for nursing. Expertise in Latin was essential to gain entrance to medical school and Latin was a language not normally taught to women (Farley, M. 2004, 197-202). Model Contribute To Clarifying The Theory When looking at the models of reflection and to which one to use John's (1994) model have structured reflection is one of the models that developed for promoting learning through reflection (Huston, C., 2001, 39-47). No doubt, the model can be used to assist the practitioners to observe themselves in a health promoting carry out and to expand the skills and information desirable in health promotion (Kalisch, B., & Kalisch, P. 2002, 74-82). (Kalisch, B., & Kalisch, P. 2002, 74-82) say that models of likeness are frequently recognized as models of learning. Reflection can distress itself as either minute accepts of clinical labor such as a hard patient or big aspects such as the hospital or Trust. They say that models of reflection help us to learn from experiences, help us overcome professional inertia by asking us to look at what we do. They tend to add more meaning to our clinical practice through reflective conversations and influence future actions. John's model (1994) is a model of direct reflection, this enables deep practitioners to right to use, make intelligence of and learn during experiences. It consists of a sequence of questions, which are split into five groups. explanation, indication, power factors, option strategies and learning. In choosing John's model (1994) there seems to be such a wide range of cues that it enables every aspect of the critical incident to be thought about, described, questioned, feelings are brought about while exploring many issues. Concepts, Statements, And Assumptions Used Consistently Due to confidentiality the names of the people in this critical incident have been changed due to the Code of Professional Conduct (1992). That is the essence of partnership is engaging the person in the process of their journey from the time they face the problem and come in to hospital until they go home. Partnership includes intimacy, trust, and authenticity. Furthermore, commitment, responsibility and accountability, which are the nature of nursing which Christensen identifies. Not only that, caring takes place within the context of a therapeutic relationship and is considered a moral vital of nursing (Leininger, M. 2004, 28-34). Theory Evaluation: Is The Theory Congruent With Current Nursing Standards Concepts, whether incorporated within a theory or not, explain and describe phenomena. Therefore, if the concept is unclear, its role in the propositional statements that seek to explain, describe or predict is questionable. This research aims to demonstrate how readers can clarify and analyse concepts in order to achieve understanding. Many of the concepts used in nursing theory of comfort, such as caring, empathy, self-esteem, frailty, etc., are abstract and nebulous and, as Janice Morse (1995: 32) states, ‘there is a vast amount of conceptual exploration yet to be accomplished’. She continues, ‘Because the theoretical base is the foundation of nursing theory of comfort research and practice, at this time the most urgent need for methodologic development in nursing theory of comfort exists in the area of conceptual inquiry.’ (Maraldo, P. 2004, pp. 64-73) No doubt, advanced Practice Nurses are Registered Nurses by means of area of expertise training at the master's-degree level standard, in primary care settings, such as the Nurse Practitioners and Nurse Midwives and acute care of inpatients, such as the Clinical Nurse Specialists and in operating rooms, such as Nurse Anesthetists. This has opened a door in the nursing field. Nurses' roles are no longer limited. Nurses now have opportunities to advance their career and expand their roles. Advanced Practice Nurses can be more directly involved in patient care decisions and be more independent from the physician. Advanced Practice Nurses are respected role models for Registered Nurses (Nichols, B. 2001, 35-31). No doubt, nurses in higher clinical nursing practice have a graduate degree in nursing. They conduct complete health assessments and reveal a towering level of independence and expert skill in the analysis and treatment of multifaceted responses of persons, families and communities to real or possible health troubles. They devise clinical decisions to administer acute and chronic sickness and endorse wellness. Nurses in higher clinical practice put together education, research, organization, management, and discussion into their clinical role. They function in uncompetitive relations with nursing peers, physicians, professionals, and others who pressure the health environment (Reverby, S. 2002, 5-11). Roles in Nurse Midwifery and Nurse Anesthesia developed in the first half of the 20th century, while the Certified Nurse Specialist and the Nurse Practitioner roles developed in the second half of the century. There were many elements that created the demand for Advanced Practice Nurses. The large number of immigrants in the early 1900s created the need for Nurse Midwives. Another thing that influenced the growth of Nurse Midwives was when the government started to become aware of the poor maternal and child health in the US when it didn't have enough healthy males to serve in the armed forces in WWI. Physicians also had a lack of interest in obstetrics and this increased the opportunity for nurses to fill the role of Nurse Midwife. According to the expert analysis physician shortages in the 1960s created the necessitate for clinical occupation in nursing in the form of Certified Nurse Specialists and Nurse Practitioners. In general poor health care, particularly for children, led to the growth of the first Nurse Practitioner program at the University of Colorado in 1965. The practice of Nurse Practitioners has been constantly evolving since 1965, when the role was developed by Henry Silver, M.D., and Loretta Ford, R.N. (Sox 1979). Consumers liked the humanistic, health-promoting and cost-effective services that the Nurse Practitioner and the Nurse Midwife provided and this consumer demand and preference led to the expansion of these roles. This was a simple concept of supply and demand (Torres, G. 2005, 1-16). The Theory Congruent With Current Nursing Interventions Or Therapeutics According to the expert analysis nursing Interventions Classification (NIC) is an attempt to describe nursing comfort theory behavior by using a consistent nomenclature of nursing treatments. Incomplete research focused on group of people nursing comfort theory activities has been incorporated in the Iowa Intervention Project to date. No doubt, the main purpose of this study was to examine how nursing comfort theory activities carry out by RN baccalaureate students in the public school setting be conventional to the activities and interventions classifications projected by the Iowa Intervention Project (Tucker, R. 2001, 731-756). Up to date health care reform suggestion describe policy agendas that comprise an expanded role for nurses in the delivery of main health care services in a variety of settings. The majority plans highlight preventive care. Projected benefits packages typically wrap a broad range of preventive services for which higher practice nurses would be amongst the health care providers entitled for repayment for services. Nurses concerned in the release of main health care services will therefore need to provide precise information on which nursing interventions work superlative (Worell, J. 2004, 443-450) The Theory Been Tested Empirically And It Is Supported By Research The researcher will spotlight on the dependent variable and effort to predict or make clear it through its association to the self-governing variable. The researcher will be eliminating and controlling the variables to reduce interference with the final result. The types of psychoeducational care will be controlled and the effect measured and reported in numeric terms. Various tools which have been proven effective in previous studies will be used to measure the intensity of nausea and vomiting. Evidence of Theory Used By Nursing Educators, Nursing Researchers, Or Nursing Administrators As the exact cause of this phenomenon is not fully understood, there cannot be a specific panacea administered to all patients who suffer that will give instant relief. By examining the specific ways by which nurses can offer support, we may be able to identify a positive relationship between this support and the relief of symptoms (Yoder, J., 2002, 381-388). Theory Socially Relevant and Theory Relevant Cross-Culturally If we analyzed then we come to know that Nurses are the main caregivers in any correctional setting and are the vertebral column of correctional health care. (1) The American Nurses Association (ANA) documented correctional nursing theory of comfort social and culturally as a nursing specialty in 1985 when ANA urbanized the capacity and principles of Nursing Practice in Correctional services. (2) Being documented as a nursing area of expertise recognize the exclusive features of a meticulous carry out that set it separately from further nursing comfort theory practices. ANA highlight the significance of professional independence for this area of expertise when it stated in its standards of put into practice that the sole blame of correctional nursing is health care in correctional services and that it was unsuitable for correctional nurses to contribute in care functions (Yoder, J., 2002, 381-388). The Theory Contribute To The Discipline Of Nursing The knowledge gained from this research will help nurses who work with pregnant women in the community, antenatal clinic or hospital setting to understand the importance of professional development strategies such as keeping up to date with current safe treatments of NVP and being able to advise clients accordingly (Yoder, J., 2002, 381-388). Nurses may be able to implement strategies to increase support of affected women and be able to educate their families regarding support needed at home. References Abella, R. (2005). Toward employment equity for women. The Canadian Business Review, Summer, 7-17. Abella, R. (2005). Equality at work and at home. Policy Options, December, 1-6. Aber, C., & Hawkins, J. (1992). Portrayal of nurses in advertisements in medical and nursing journals. Image, 24, 289-293. Attridge C., & Callahan, M., (2001). Women in women's work: Nurses, stress, and power. Recent Advances in Nursing, 25, 41-69. Benner, P. 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