Nightingale

c

From Wikipedia, the free encyclopedia

Jump to: navigation, search
Florence Nightingale, also known as the À À

, providing care to wounded and ill
soldiers during the Crimean War
Florence Nightingale (1820±1910), considered the founder of educated and scientific nursing and
widely known as À À
[1], wrote the first nursing notes that became the basis
of nursing practice and research. The notes, entitled
(1860), listed some of her theories that have served as foundations of nursing practice in various
settings, including the succeeding conceptual frameworks and theories in the field of nursing.[2]
Nightingale is considered the first nursing theorist. One of her theories was the ^
, which incorporated the restoration of the usual health status of the nurse's clients into
the delivery of health care²it is still practiced today.

[hide]
1 Environmental effects
2 Environmental factors affecting health
º Provision of care by environment
è See also
References
Ô
^

She stated in her nursing notes that nursing "is an act of utilizing the environment of the patient
to assist him in his recovery" (Nightingale 1860/1969),[º], that it involves the nurse's initiative to
configure environmental settings appropriate for the gradual restoration of the patient's health,
and that external factors associated with the patient's surroundings affect life or biologic and
physiologic processes, and his development.[è]
Ô
^

Adequate ventilation has also been regarded as a factor contributing to changes of the patient's
process of illness recovery
Defined in her environmental theory are the following factors present in the patient's
environment:
Pure or fresh air

Pure water
Sufficient food supplies
Efficient drainage
Cleanliness
Àight (especially direct sunlight)[]
Any deficiency in one or more of these factors could lead to impaired functioning of life
processes or diminished health status.[6]
Ô

The factors posed great significance during Nightingale's time, when health institutions had poor
sanitation, and health workers had little education and training and were frequently incompetent
and unreliable in attending to the needs of the patients. Also emphasized in her environmental
theory is the provision of a or and
, attending to patient's
dietary needs by assessment, documentation of time of food intake, and evaluating its effects on
the patient.[7]
Nightingale's theory was shown to be applicable during the Crimean War when she, along with
other nurses she had trained, took care of injured soldiers by attending to their immediate needs,
when communicable diseases and rapid spread of infections were rampant in this early period in
the development of disease-capable medicines. The practice of environment configuration
according to patient's health or disease condition is still applied today, in such cases as patients
infected with × (suffering from tetanus), who need minimal noise to calm them
and a quiet environment to prevent seizure-causing stimulus.
Theory of Interpersonal Relations

ë

!
"

#$
% &
' "
(
)#$
*&'
'" ( +
, -
).$
/%''
0#$
"
"

1

"

''

2

0
34

'56
'7 "'
'
8 -7'
'

"&&$
8 -
8$9$:2*9' $
%$

+
"

""
""'

' "

"7'
2 -'
"
'

"

'$
&''

'

'- "
'$

''

'

' $

" '

" "

" "
$

-

'

-
'$
·
4&

'7
'

/
4/7
" '

'
7
"'

9
4&

á
á

'
'
"

$
4&"'

'
'$2
"'

'

'

-

" '

-
ÿ'
'

"

''
'

$
½
- "'

-
4 '"'
"

"

×

"
'
"''
' ''

-'
ÿ
' " "'

'''
'
"
'
$
À4 '
7
"

"
-' 4
$ '' 7

$(

#$9

'
)$

0$1 ' ;

$1"

.$* "

3$*

$&

$'
$'
½
* '
' "'

2" '91
'-1 <
"

=0#>
& " '' 1 &* <
/ *
2
"" 5

4
$:

$2
"'

#$/7

)$

G
"
1

'

%" '
"'
(
-
'' -5

' '
7'

"
7'
7
'

"

''

1 '
"
"
'

" " '
"

''
" "

+ " "

'"

&
"'

"

2 "

"

- 5

'5
' "

'5

7
5

" '

'

"' '

7
"

"

-

" "

'

""'
"

'

-

$
1
""'
"
' ' '

"
-

'

'

5
" '

'

'5"

'

"

' '
' '

;

G
Data collection Non continuous data

and analysis collection
[continuous] Felt need
Úay not be a felt Define needs
need
c

6

Interdependent goal
Úutually set goals setting
6
^
Plans initiated Patient actively

towards seeking and drawing
achievement of help
mutually set goals Patient initiated
Úay be
accomplished by
patient , nurse or
family
^
-
§ased on mutually Occurs after other

expected behaviors phases are completed
Úay led to successfully
termination and Àeads to termination a
initiation of new
plans

'

' '
'
'

""
" -

' $?

""
'
"'$

'
'

' '
"

$

'
$
'

' "

@' '
'7

"

'

7 '

; $2

'

"

$
A

$
'
"
'

'
'
"

'

$9

$
'

'
"
-

'

'

$20B

"
'
' '

6
$
'
;'

'
'$ B7
'

7

'

'
5

$(

À
2
" ' ''

'
' ' ''
9

' ;
(

B
"
$8

' '

'"'

-
½
9$%$=>$
"7

'

"' '
"7
4?

7

' '
"7
"

$
$1$?$%

" -"
-
7

41

'
'

G

</

? '
"
'
"

" C

'
"
;

"

' C$1 -

"

"'
4
A. "

§.

C. ""'

D. '
E.
' '

<
"'

"'' '

'

"
637

-

"

'
'

'"
$
2

"'

' "-
'

6"

'
<

"
-
"

"
""'

$

" "
-

"
$9 ' '

' 5

"
'
$

Ú

¦^

¦

6 6
6

!
"

#

$

%
& '

#
# (
Ú

) * # $
' + , #

,
$

$

#

$ #
-
-

'. ' , "
//
$
0,

1
' / !#

#
.

1, 2

2

,
3
, 1
*

4
))
1
+ ' 2 1
+
,

$
# 52 +
' "
6 #
$
* ( 7 8 ,

1
, *

5

6 $ #
# 9

#

#
#

#

$ :
4
))
66 6

Ú

#

*
2
; #
#

<
#

2
#
$
#

** 8 2
5

$

$

6 =

$
.& */ *(
# >
53 :

$#

#
$
#
6 (
5

#

? & # ; #

@

A 6
$#

;

$
#
#

'

#

5 .
6 ( 5'

$
# ;
$ #
6
)

$
$

- 5

$ 6 5

6
#

-
6 ( ( =

.
# 2

#

:

)

B

.

;
.
'

9
>

+
&

$

# $ $#
+
$ #

#

5# .

#
6 #

5 ;
6 (

$ -

$ . #
++

# $

;

$
$ ;

$
$

$9 ;

# #

$

:
#

$: #

:
# +
$
#

& $ # $ # #

;

#

#

$

;

#
#

+
#
$

$

;

$ ;
$ . ;

$

;

+++ C

ë

5 # 6

/
# $ > 5A

$ +
9

$

A +

+

#

$ $

#
#

6 B
5
$

# 6
+D 5

6 ( 5

;
#

@

@
.

6 8/=

#

#
:

-
-

&
E
$

&
$ .
:

>

D 2 # $ & '

# #

$

+
#

.

$
%

$

8>

$

$

$

. $ -

# F
$

.

F
# $
:

(
$
# $

# $ $ .
9$
$ #

$
:
C#

$
#

$ #
& #
.
$
2 $

+

!
> 2

% +
>

% ( ,
> F

$
;

$
% / G
> +

;

ü ! "! #

&

8 3

# ;

#

'

# $

#

-
$
$

$ F

H # ,

#

#

C

#
. >

+

> F
$
;
+ -

;

; > 2$ -

% -

++

> F

$
$
.#

; > 2 FB ;
% &

+++

> F: #

#

; > F:
&
+D $" %&2>

: #

#

; > C

6

&

>

#
2 $

C $

$ #
C $
-

C $ .#
$9
C $

C $

#
C $
$

-
C $ .

:

C $ $ #
$ $9
C $
# $

2 #
2 $

- $ $ & ;
#

-

2 $

2

:

#

#
.
$
-

2 $
2 $
#

' $
"
;

"
#
;

$

66 6
I
# H

# !
; H

%

C

H

9

!

$

$

$ $

& # $

$
#

B

&
;
$
$
+ #

$ :

. 2ICI

#
:
&
B

$ #

+ #

$ #

$

. $
%
H

$ H . $
.
B
#

$
B

;
.#
$

#

#
#

$
$ .#

&

#
#

#

. $
2$

#

$

.

$ E

6 6
' %"(
G

$

'
# $ C

"#

$

& # $
&

$
# # #
#

' %
'"
'
#

+ #

2# ,
!
, G
1

$ J C +

"

$

#
$

'
$

! # $ ,

' %!""
'
$

0

$

$

&

G

' %"
)
'

$

#

;

"
$

.
2
#
!("%
"

2

9

i $ &

&!(
G
"

$
$ # $

4 #

6

+

$

$
4 #

'
B$

+ #

+

#

KKK

: ;
# #

&

#

'
G

:

$
i ÿ

#

%
/$D &

1! $
$1$$" E
+

)F*$$9$" 9+

)3$
? )

.3

" "
' '
" "
" "

+
"
( " A & $
%
D " '

'
'
0$
D

' "'6
-

""'
"' '
$
i
23%
"
"'
"
"G
""'
""'
"'

C$
1

G' '

'"'- "
5H$
23D ' '
;
"
G
" " H

"
-
"%

7 '
"
"

$
·
1"G7

" '''

;

"

'
'

'

' '
'
" H

"

4
8 '

' $
8
"

'

8
"

"
7

"

'- - $
8
' "'

' 5' "

"

D -

"' '
;
"

)
"
4
$ ?

G ;

'

'

"

"

-
H
$ &
G

' '

" '

<

'

'

'I

" ' $H
#$ &
'
5

"
'
'

"'
"'

"
' ""

$
)$ "

G
'" '

I

''"

$H

"

"'

" G ;

"'

'

"

I'

$

G"
"

-
' 5'

''"
GH

G H
H
/' G

'

"'

'

H$

' G
H$
/'

"' ' G' "
'
H
"

'G

' H

B $
!
1

G
'
C" 7 " '

'
'
' H$
/'

G
H

"

"

$
/'

G

H"
'

$
D '
"

"'

'

'"'

$
'
" ;

"'

'

"

I'

$
G " '

""'

'

'
7
H
i ÿ
G ' '

'
"

'
"
'
$H
· 4G

'

'
'H
G

'
"
'

''

"
H
"'
"
""
' ''
" 7'
"

7
' "'
""
"
'

(
$H
ÿ #
' ' "'
""'

7
H
#

' '

'
"
D

" "
"

H
# -

'

'
' '

'' ' - '
"

D ' ;C$
- i
! 666661
666( ' " 666
&""

%'
17

&
/

2

&'

½$
D GH

I

'

$2
"
'
" ' '

<" '

$
G1 '
H

'

7
$&''
D B
" '

G9
H "
'

'

7

' "
$
GH

"
5

$1

' '

;

I
" '
'

'' $
c

!

D B

'
" ' '

" $$&

"

'
4
&""

%'
17

&
/

2

&'

·
%

'"'

$! )'
"
" D <
4
2""''
%''
2'

% '

2

"
'

""'
' " '- "'

$

" ' '

"'

"

$ '
'

'

"

"
$

/

" " '

"
$2"

"

"

$2"

''

$D <

''
'

'

"

$

&""

D $
%'

D
&""

*$@
$
2""''
$
·
2""'

"
""

$
2""'

"
'

2'
B "
B' $
&

-

$
'

'
'
'$

D <

'"
$
J"

'
'

'
"' $

'
"*$@

$
i×
2

' '

'
""
"
$

'
$

;
' "

'

$
'

'
"
-

'

'

'
;'

'
'$

'

'
5

$
À
D
'

' '
"

'

$
"
"' '

'

""'

$
2
""'

D <
"

$
" '

-
""'
"

-
'

$

-

""'

$

" "

'
'
$
D
"
7'

'
"

""'

'
7'

'

' J
$
D B

" 7 $
ÿ
D B

"'

'

"
"""'
""'
"'

$

"

' ".
$/'

' ""
'
''

'$$
' '
$
"'
5
"'
'
=>
'
" 7 " '
=> "

=#>

"
$
& ''

5 $

'

"5 $
c ½
½ c %&'()%)
*************************************************
c½-G· ×½ Gc
!

!
+ÿ ,À '())-.
c
' ''

+ÿ ,
À '())-.
½/ ' /

c +·,
×'%01-.
c

0)2c
()
c '

×G
Gc c½ÿG½ë G-

' '
'
$
'
/
' ' '3

+

' 'ë,c .
4+ .
c
×5
c +À
.
c -ÿ c5
ë ÀGÿG
ë ÿ
½ 6

? '
B ? '

A' "'

$
9 '

" ;'$

"

K6" J
B4
/
8'4

"' ' :

+
'

2
"' "' "

%
"'
'
"
E9 B

5
'
%"
" '$
%"
"
2
")' '
'$
?

B
'
!$& B "

A/$9 4(( ' '

( " $
D8
B ( 46 J
1'' "'

$
( '

""'
'
'

'
'
'
'$

'B' ('

' "
"' $2

' '
' '$2
'

"
" $
('
6
"'

" ' '

' '"

"
'
%'

' "
"
- '5
'
'J
'''

"'
7
$
×Gc×
½ ÀG· Àÿc·5-c·½ë G- ÿ
%
/$:B1 " 1 "J'
$
'"'

4
"1 "6(

"1 "6(%"'

"1

8 '
= "

>

'
=

" " ">
1
6'
=9

"';

' "B
*/
AB4 9
'
'

' "'
"4
(
/

1
'

1 '

&' '

J
(

'

'

*
/$ B4
"

1'' "

'

*

'
'
"''
- "

$
5" ' "

'

=
" >

%
/$D B 2

'

I

" '

$
2

' "
$
&
'

""

J

'
" '

$

'

"''

6

7 $
%
'
'
$
1
(
4 K 1

&

' '

$

' "
6
" '

'
7
$

'

'

""'
5

B49
'

"

'

&' '

G:

H
B '

7

$
' '

$
'
=1'

"
>" '

""'

'
B

$
2 @B! '
" ""'

$
&' '
"" '

"

$
? I ' '

=
'

'
' '

'

>

$
L'
D
'
"

'

'

'
= ' "
>$
' 88$A 2
$
&$D$ &
"
&' '
"" '
"

"

$
A "'

"
=&A>$
*
7'"'
"

''""'
&A'
'

$
""'
'J'
'
'6'
$

"

'

' $
9 /$ 4 2
'
" '"
' '
$

1

' "B

"'""'
$
" "6

4
$:

$2
"'

#$/7

)$

7 4
$1

$ '
#$ '
)$A
0$1

$(
2D: B 2
'

$
'

' '

" '

B
7 "B
'

B

$
/
"

4
$

$'

#$'

D ' B9
'
$
9

*
''

4
'

"
/

% " "

"
$
@
/$B !

"'

( 2
'

J"

*
2 ''

' "'
" '

J"

"

''

'

"

$
$*'B

4*
&

&' 7

7
"'

'

"

$
@
@ 'B ( "

'
' "
"' "
'$
9
'" ' "

"
"
'

'

'
B

$
' ' '

'

$
( "
'

'"'' "
$
* AB (

'
$
'

'
6'
*I ' '
' ''
'
'
'

(

'
"$
(
'

'
""
"
;; B 2
' 6
4 " '

$
'
&
"" B
' '
$
(

'

'

$

'

'

' '

D$B4

9

F
$
2
"'
'
"'

'
' "
' '
''

'
" '

"'

'

×Gc×À ÿ Gc
½

'
½

'

''

irginia Henderson's Need Theory

This page was last updated on November 6, 2010
========================================
³Nursing theories mirror different realities, throughout
their development; they reflected the interests of nurses
of that time.´
6
³The Nightingale of Úodern Nursing´

³Úodern-Day Úother of Nursing.´
"The 20th century Florence Nightingale."
"little Úiss ºx"
§orn in Kansas City, Úissouri, in 1897 and is the
th child of a family of 8th children but spent her
formative years in irginia
Received a Diploma in Nursing from the Army
School of Nursing at Walter Reed Hospital,
Washington, D.C. in 1921.
Worked at the Henry Street isiting Nurse
Service for 2 years after graduation.
In 192º, she accepted a position teaching nursing
at the Norfolk Protestant Hospital in irginia,
where she remained for several years
In 1929, Henderson determined that she needed
more education and entered Teachers College at
Columbia University where she earned
her; §achelor¶s Degree in 19º2, Úaster¶s Degree
in 19ºè.
Subsequently, she joined Columbia as a member
of the faculty, where she remained until
19è8(Herrmann,1998)
Since 19º, she has been a research associate at
Yale University School of Nursing.
Died: Úarch 19, 1996.

Is the recipient of numerous recognitions for her

outstanding contributions to nursing.
H was a well known nursing educator and a
prolific author.
She has received honorary doctoral degrees from
the Catholic University of America, Pace
University, University of Rochester,, University
of Western Ontario, Yale University
In 198, Úiss Henderson was honored at the
Annual Úeeting of the Nursing and Allied Health
Section of the Úedical Àibrary Association.

In 19º7 Henderson and others created a basic

nursing curriculum for the National Àeague for
Nursing in the US in which education was
³patient centered and organized around nursing
problems rather than medical diagnoses´
(Henderson,1991)
In 19º9, she revised: Harmer¶s classic textbook
of nursing for its èth edition, and later wrote the
th; edition, incorporating her personal definition
of nursing (Henderson,1991)
Her work influenced the nursing profession in
America and throughout the world
The founding members of ICIRN (Interagency
Council on Information Resources for Nursing)
and a passionate advocate for the use and sharing
of health information resources.
In 1978 the fundamental concept of nursing was
revisited by irginia Henderson from Yale
University School of Nursing ( USA ).

196 (with §. Harmer)-Textbook for the

principles and practices of Nursing.
1966-The Nature of Nursing. A definition and its
implication for practice, Research and Education
1991- The Nature of Nursing Reflections after 20
years
Analysis of Nursing Theory Images of Nursing,
190-1970

c
This school of thought includes theories that reflect an

image of nursing as meeting the needs of clients and
were developed in response to such questions as:
What do nurses do?

What are their functions?
What roles do nurses play?
Answers to these questions focused on a number

of theorists describing functions and roles of
nurses.
Conceptualizing functions led theorists to
consider nursing client in terms of a Hierarchy of
needs.
When any of these needs are unmet and when a
person is unable to fulfill his own needs, the care
provided by nurses is required.
Nurses then provide the necessary functions and
play those roles that could help patients meet
their needs.

c
!"!
c

G

$
%

#
G
&
G

ß
-

-

'

(
#

(

c
)
G
6 *

)

(
+

-

)

,
# -

+,
Henderson¶s concept of nursing was derived form

her practice and education therefore, her work is
inductive..
She called her definition of nursing her ³concept´
(Henderson1991)
Although her major clinical experiences were in
medical-surgical hospitals, she worked as a
visiting nurse in New York City.
This experience enlarges Henderson¶s view to
recognize the importance of increasing the
patient¶s independence so that progress after
hospitalization would not be delayed
(Henderson,1991)
irginia Henderson defined nursing as "assisting
individuals to gain independence in relation to
the performance of activities contributing to
health or its recovery" (Henderson, 1966).
She was one of the first nurses to point out that
nursing does not consist of merely following
physician's orders.
She categorized nursing activities into 1è
components, based on human needs.
She described the nurse's role as substitutive
(doing for the person), supplementary (helping
the person), complementary (working with the
person), with the goal of helping the person
become as independent as possible.
Her definition of nursing was one of the first
statements clearly delineating nursing from
medicine:
¦

*
,

*

.

/

*

, (

¦
.# *
00/(

# -

Two events are the basis for Henderson¶s development

of a definition of nursing.
First, she participated in the revision of a nursing

textbook.
Second, she was concerned that many states had
no provision for nursing licensure to ensure safe
and competent care for the consumer.
In the revision she recognized the need to be clear about

the functions of the nurse and she believed that this
textbook serves as a main learning source for nursing
practice should present a sound and definitive
description of nursing.
He believed the principles and practice or nursing must

be built upon and derived from the definition of the
profession.
Henderson's focus on individual care is evident in that
she stressed assisting individuals with essential activities
to maintain health, to recover, or to achieve peaceful
death.
She proposed 1è components of basic nursing care to

augment her definition. In 19, Henderson¶s first
definition of nursing was published in §ertha Harmer¶s
revised nursing textbook.

1

§reathe normally. Eat and drink adequately.

Eliminate body wastes.
Úove and maintain desirable postures.
Sleep and rest.
Select suitable clothes-dress and undress.
Úaintain body temperature within normal range
by adjusting clothing and modifying environment
Keep the body clean and well groomed and
protect the integument
Avoid dangers in the environment and avoid
injuring others.
Communicate with others in 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.
Àearn, discover, or satisfy the curiosity that leads
to normal development and health and use the
available health facilities.
The first 9 components are physiological. The tenth and

fourteenth are psychological aspects of communicating
and learning The eleventh component is spiritual and
moral The twelfth and thirteenth components are
sociologically oriented to occupation and recreation

The major assumptions of the theory aret:
"Nurses care for patients until patient can care for

themselves once again. Patients desire to return to
health, but this assumption is not explicitly
stated.
Nurses are willing to serve and that ³nurses will
devote themselves to the patient day and night´ A
final assumption is that nurses should be
educated at the university level in both arts and
sciences.
# -

2

(
6
:
Have basic needs that are component of health.

Requiring assistance to achieve health and
independence or a peaceful death.
Úind and body are inseparable and interrelated.
Considers the biological, psychological,
sociological, and spiritual components.
The theory presents the patient as a sum of parts
with biopsychosocial needs, and the patient is
neither client nor consumer.
2.^
Settings in which an individual learns unique

pattern for living.
All external conditions and influences that affect
life and development.
Individuals in relation to families
Úinimally discusses the impact of the community
on the individual and family.
Supports tasks of private and public agencies
Society wants and expects nurses to act for
individuals who are unable to function
independently. In return she expects society to
contribute to nursing education.
§asic nursing care involves providing conditions
under which the patient can perform the 1è
activities unaided
º. #
Definition based on individual¶s ability to

function independently as outlined in the 1è
components.
Nurses need to stress promotion of health and
prevention and cure of disease.
Õood health is a challenge. Affected by age,
cultural background, physical, and intellectual
capacities, and emotional balance Is the
individual¶s ability to meet these needs
independently?
1(
c
Temporarily assisting an individual who lacks the

necessary strength, will and knowledge to satisfy
1 or more of 1è basic needs.
Assists and supports the individual in life
activities and the attainment of independence.
Nurse serves to make patient ³complete´
³whole", or "independent."
Henderson's classic definition of nursing:

The nurse is expected to carry out
physician¶s therapeutic plan Individualized care
is the result of the nurse¶s creativity in planning
for care.
Use nursing research
÷ Categorized Nursing : nursing care
÷ Non nursing: ordering supplies,
cleanliness and serving food.
In the Nature of Nursing ³ that the nurse is and
should be legally, an independent practitioner and
able to make independent judgments as long as
s/he is not diagnosing, prescribing treatment for
disease, or making a prognosis, for these are the
physicians function.´
³Nurse should have knowledge to practice
individualized and human care and should be a
scientific problem solver.´
In the Nature of Nursing Nurse role is,´ to get
inside the patient¶s skin and supplement his
strength will or knowledge according to his
needs.´
And nurse has responsibility to assess the needs
of the individual patient, help individual meet
their health need, and or provide an environment
in which the individual can perform activity
unaided
Henderson's classic definition of nursing "I say
that the nurse does for others what they would do
for themselves if they had the strength, the will,
and the knowledge.
§ut I go on to say that the nurse makes the
patient independent of him or her as soon as
possible."
# -

c

Henderson views the nursing process as ³really the

application of the logical approach to the solution of a
problem. The steps are those of the scientific method.´
³Nursing process stresses the science of nursing rather
than the mixture of science and art on which it seems
effective health care service of any kind is based.
´ 3

# -

1

(
c
# -
1

c
# -
1

c
)

,

(
c

6
-

*
,

*

, (
c
)

*
,

(

c

,

*

*

(
c

6

*
*

, *

*

(

(
c

# -
1

4

5

(

(

6
#

c
6
#
+

^

,

^

6

6

$

c

2

+

' ,

^

&*
*

# -

Theories can interrelate concepts in such a way as

to create a different way of looking at a particular
phenomenon.
Concepts of fundamental human needs,
biophysiology, culture, and interaction,
communication and is borrowed from other
discipline.E.g.. Úaslow¶s Hierarchy of human
needs; concept of interaction-communication i.e.
nurse-patient relationship
Theories must be logical in nature.
Her definition and components are logical and
the 1è components are a guide for the individual
and nurse in reaching the chosen goal.
Theories should be relatively simple yet
generalizable.
Her work can be applied to the health of
individuals of all ages.
Theories can be the bases for hypotheses that can
be tested. Her definition of nursing cannot be
viewed as theory; therefore, it is impossible to
generate testable hypotheses.
However some questions to investigate the
definition of nursing and the 1è components may
be useful.
Is the sequence of the 1è components followed
by nurses in the USA and the other countries?
What priorities are evident in the use of the basic
nursing functions?
Theories contribute to and assist in increasing the
general body of knowledge within the discipline
through the research implemented to validate
them.
Her ideas of nursing practice are well accepted
throughout the world as a basis for nursing care.
However, the impact of the definition and
components has not been established through
research.
Theories can be utilized by practitioners to guide
and improve their practice.
Ideally the nurse would improve nursing practice
by using her definition and 1è components to
improve the health of individuals and thus reduce
illness.
Theories must be consistent with other validated
theories, laws, and principles but will leave open
unanswered questions that need to be
investigated.

The philosophy reflected in Henderson's theory is

an integrated approach to scientific study that
would capitalize on nursing's richness and
complexity, and not to separate the art from the
science, the "doing" of nursing from the
"knowing", the psychological from the physical
and the theory from clinical care.

+
Henderson believed nursing as primarily

complementing the patient by supplying what he
needs in knowledge, will or strength to perform
his daily activities and to carry out the treatment
prescribed for him by the physician.
She strongly believed in "getting inside the skin"
of her patients in order to know what he or she
needs. The nurse should be the substitute for the
patient, helper to the patient and partner with the
patient.
Àike she said...
"The nurse is temporarily the consciousness of
the unconscious, the love of life for the suicidal,
the leg of the amputee, the eyes of the newly
blind, a means of locomotion for the infant and
the knowledge and confidence for the young
mother..."
Henderson stated that ³Thorndike¶s fundamental
needs of man´ (Henderson, 1991, p.16) had an
influence on her beliefs.
alue in extending nursing science
From an historical standpoint, her concept of

nursing enhanced nursing science this has been
particularly important in the area of nursing
education.
Her contributions to nursing literature extended
from the 19º0s through the 1990s and has had an
impact on nursing research by strengthening the
focus on nursing practice and confirming the
value of tested interventions in assisting
individuals to regain health.
4
Nursing education has been deeply affected by

Henderson¶s clear vision of the functions of
nurses.
The principles of Henderson¶s theory were
published in the major nursing textbooks used
from the 19º0s through the 1960s, and the
principles embodied by the 1è activities are still
important in evaluating nursing care in thee21st
centaury.
Others concepts that Henderson (1966) proposed
have been used in nursing education from the
19º0s until the present O'Úalley, 1996)

Henderson supported nursing research, but

believed that it should be clinical research
(O¶Úalley, 1996). Úuch of the research before
her time had been on educational processes and
on the profession of nursing itself, rather than on;
the practice and outcomes of nursing , and she
worked to change that.
Each of the 1è activities can be the basis for
research. Although the statements are not.
Written in testable terms, they may be
reformulated into researchable questions. Further,
the theory can guide research in any aspect of the
individual¶s care needs.
&
Àack of conceptual linkage between

physiological and other human characteristics.
No concept of the holistic nature of human being.
If the assumption is made that the 1è components
prioritized, the relationship among the
components is unclear.
Àacks inter-relate of factors and the influence of
nursing care.
Assisting the individual in the dying process she
contends that the nurse helps, but there is little
explanation of what the nurse does.
³Peaceful death´ is curious and significant
nursing role.
4-G^
G
c4-6c7
#^G-6^
6

Assist nurses to describe, explain, and predict

everyday experiences.
Serve to guide assessment, interventions, and
evaluation of nursing care.
Provide a rationale for collecting reliable and
valid data about the health status of clients,
which are essential for effective decision making
and implementation.
Help to describe criteria to measure the quality of
nursing care.
Help build a common nursing terminology to use
in communicating with other health
professionals.
Ideas are developed and words are defined.
Enhance autonomy (independence and self-
governance) of nursing through defining its own
independent functions.
6
^
Provide a general focus for curriculum design

Õuide curricular decision making.
6
-
Offer a framework for generating knowledge and

new ideas.
Assist in discovering knowledge gaps in the
specific field of study.
Offer a systematic approach to identify questions
for study; select variables, interpret findings, and
validate nursing interventions.
Approaches to developing nursing theory
§orrowing conceptual frameworks from other
disciplines.
Inductively looking at nursing practice to
discover theories/concepts to explain phenomena.
Deductively looking for the compatibility of a
general nursing theory with nursing practice.
$uestions from practicing Nurse about using
Nursing theory

Does this theory reflect nursing practice as I

know it?
Will it support what I believe to be excellent
nursing practice?
Can this theory be considered in relation to a
wide range of nursing situation?
Personal Interests, Abilities and Experiences
What will it be like to think about nursing theory
in nursing practice?
Will my work with nursing theory be worth the
effort?
#

`

î

#
*
^() (September 1, 1909, Reading, Pennsylvania ± 17 Úarch 1999) was a
nursing theorist whose seminal work
was published in 192.
Dr. Peplau emphasized the nurse-client

as the foundation of nursing practice. At the
time, her research and emphasis on the give-and-take of nurse-client relationships was seen by
many as revolutionary. Peplau went on to form an interpersonal model emphasizing the need for
a partnership between nurse and client as opposed to the client passively receiving treatment (and
the nurse passively acting out doctor's orders).
The essence of Peplau's theories is the creation of a

. Nurses, she thought,
could facilitate this through observation, description, formulation, interpretation, validation, and
intervention.
For example, as the nurse listens to her client she or he develops a general impression of the
client's situation. The nurse then validates his or her inferences by checking with the client for
accuracy. The result may be experiential learning, improved coping strategies, and personal
growth for both parties.
Peplau died in 1999, aged 89.

Ô

3

÷ 3
! "
÷ 33
#

! $%"

º"
Ô
&
Hildegard Peplau was born September 1, 1909, in Reading, PA, the second daughter of
immigrants Õustav and Ottylie Peplau, and one of six children. As a child, she witnessed the
devastating flu epidemic of 1918, a personal experience that greatly influenced her
understanding of the impact of illness and death on families.
Peplau began her career in nursing in 19º1 as a graduate of the Pottstown, PA, School of
Nursing. She then worked as a staff nurse in Pennsylvania and New York City. A summer
position as nurse for the New York University summer camp led to a recommendation for Peplau
to become the school nurse at §ennington College in ermont. There she earned a bachelor¶s
degree in interpersonal psychology in 19èº. At §ennington and through field experiences at
Chestnut Àodge, a private psychiatric facility, she studied psychological issues with Erich
Fromm, Frieda FrommReichmann, and Harry Stack Sullivan. Peplau¶s life-long work was
largely focused on extending Sullivan¶s interpersonal theory for use in nursing practice.
From 19èº to 19è she served in the Army Nurse Corps and was assigned to the º12th Field
Station Hospital in England, where the American School of Úilitary Psychiatry was located.
Here she met and worked with all the leading figures in §ritish and American psychiatry. After
the war, Peplau was at the table with many of these same men as they worked to reshape the
mental health system in the United States through the passage of the National Úental Health Act
of 19è6 and so on.
Peplau held master¶s and doctoral degrees from Teachers College, Columbia University. She was
also certified in psychoanalysis at the William Alanson White Institute of New York City. In the
early 190s, Peplau developed and taught the first classes for graduate psychiatric nursing
students at Teachers College. Dr. Peplau was a member of the faculty of the College of Nursing
at Rutgers University from 19è to 197è. At Rutgers, Peplau created the first graduate level
program for the preparation of clinical specialists in psychiatric nursing. She was a prolific writer
and was equally well known for her presentations, speeches, and clinical training workshops.
Peplau vigorously advocated that nurses should become further educated so they could provide
truly therapeutic care to patients rather than the custodial care that was prevalent in the mental
hospitals of that era. During the 190s and 1960s, she conducted summer workshops for nurses
throughout the United States, mostly in state psychiatric hospitals. In these seminars, she taught
interpersonal concepts and interviewing techniques, as well as individual, family, and group
therapy. Peplau was an advisor to the World Health Organization and was a visiting professor at
universities in Africa, Àatin America, §elgium, and throughout the United States. A strong
advocate for graduate education and research in nursing, she served as a consultant to the U.S.
Surgeon Õeneral, the U.S. Air Force, and the National Institutes of Úental Health. She
participated in many government policy-making groups. After her retirement from Rutgers, she
served as a visiting professor at the University of Àeuven in §elgium in 197 and 1976. There
she helped establish the first graduate nursing program in Europe.[ ]
Ô

Peplau's model has proved of great use to later nurse theorists and clinicians in developing more
sophisticated and therapeutic nursing interventions
Ô

Peplau's Seven Nursing Roles illustrate the dynamic character roles typical to clinical nursing.
ÿ

"
&

'

3 -
(& )

º ½ *

'

+
, × -

'

. ÿ
-

/ (`
-

+

&

0 ½

'1
)
Ô

1. Orientation Phase
2. Working Phase
-Identification Phase
-Exploitation Phase
º. Termination / Resolution Phase
E9 <

G
""

F

" '

" "

$H

G
"* H
G* 6%*
"$H
C
'
? '
$C
C
*#70C
@(
* 3.
0
' "" "
3
'

"
E
'% "
&1' "
8

9
8
%$($$
8 -

91

E
1'" "

$
2#''

'

" -

9
E"
29

'

'(
( +

F' B%#*
B%#)$
15
I ( "
"'

)3=93>
1'0#' '

, +
1'
"$
%4*'$

2
'
" '
"

'

$
E9 - '
"'
$
1' '
"
(
'+

"&''+
+
" '
+
"
8
:
, +

230*9

& *
"

& 9
1'
"
*' A& '
$
×
2#.9

'
''' "

A"
+1''

G

'
;

' H=9 >
2#49B' '
7
- ""
)

0
F
'

"
"=9 >
9 -" '
" &'

" "2(2=2
'( ' 2"

'" >
'
"

"
"
'$
2.3
"
' '
"
E
9 " , +
1' "=+1&>$

0=
$9>6 7
-"
' '
' "
$
6
"$&"

'
" '
'
'/'

6
"" '
"

& " 2 "06.
½ ÿ½c
' "

'

" '
"

"'

'5
4
8
M
8

"'
M
8
M
&

5
" ' "

'
"'
"$
( '
;"'

' '

"9' "$
8 "

" "

' 5$

'"'

'

$
ÿ c ½ /%07)/%01)
c

G

$
G
%

ß
&
#
G

-

-
'
%ÿ

(
#

(

c
)
G
6 *

)

(
-

+

)
,

ë½
9 B' '

"" '
'
'

" -'
$$
1' "
"G' '
H=9 >
&
I ' ' 7'' 6'

-
, -(
$
7' 9 B
' ;

'
"'

B'

"

;

=9 >
E9 "C

'

" ' "'

'

' C=9 >$
1 "
"

'

" " '< $
1'
;'

)'

$
1'
<

= "
>

=
>'
= -

>

"
'

$
9"
" "
"

'

" '4

#½ ! ' '
+
.
'
#+ë'%088.
½ë

" 9 B
""
"$
?

'

"
7
-$
1' ' '

"
'
"'

'"
' $
2
' ;

'

"'
"

7
- '"
'
'
"
'
"$
9
' '
'

"
"
"
" $
9 <" ' '

'

'
'
'"
$
1 )'

"''

"
$2
009 B"
"
"
9B

7
-$
½%9

$/
-5
$
/

$
*

$
1
$
1 '

'
6$
*

I
'

"

@
'
'

&

I
$
( '

7
"
$
8 ''
B"
$
8 -'

"''
$

'
" "'
$
A'
"
'

"'
$
"
'
' $

"

' ' '
"' '

'

"

'
' '

''
'

I
"

4
C'"

''"
'$

7 '

$

G

H&"

'

''$
ë$
% 4
9'

'
"
$
5
'
'
' '"

$
*

$
(
' ' ' ' '

'
$

"

' '

'
' $
$
1
' 5
" $
& 7
'
" '

""'
"
$
2

"
* '
'
"
'

" $
1

- "
''1 '

7'

'
"
"'

$2

7'
'

'

'
$
'' '
'

'"
)'

#$ë
%"
B

"'

)'
$

"

' "
$
!
' $&""'
'
'-
'
'
''

'2

B

M
9c

'-
'

-

" ")'$
&

"'

"
'$

-

G'
HG C C
$C
9 <' '"
"4
¦

á

á
á

á
¦
7'

'
'B

'
2 ;'

"
B'

"
'$
+'
÷ (
;4'
÷ 4 ' " $
2

"G

'

-
I

N
'

" -
"

'"'
$H
G -
'
' ;'
'
"' $H
2

" H

B-

- ''
$H
&

"

'
'" '

9 <' '"
"C2

"

"
"

- $

2

-

"
$C
ëc

9
'G
'
"
'
'

" $

"
'
"'
$H
G '

'' "

7
"''

'
""'

'' "-$
Hÿ : ë
%9
c
ë%9
c ë%9

c ×

·
c

' '

c · '

c

'
'
c '

' ' '

×
c ë%9

;

½!

ÿ

× ë c

6
#
+

^

,

^

6

6

$

c
2

+

u

^

À' '
× ë
'

' '
'
'
""

" -

' $
( '
""
'

'
' '
"
' $/$$$
* B9' "F' '
"
'
6
' '
$$6

'
$
9"
'
'
)'

"
'
' $

; $
9 -'

" " $
'
"

'

$9
"
"'

F
"

$
9 5

"
"

)'
" $
2
5' "
)'
"
+1&

'
M
8

"
'"'
M
'

'
"
-

'

'

$
9 "'
' ''

" '$
9
'
"
"
'

'$
'
;'

'
'$
2
'
'"

)'

"
'
$

'

'
5

$

" '

9 <

'

'
"'

'
; <'
' 7

"
''
C C "
"
C- C
' ' "
'

" ' ' '$

9 '

-

"
'

'

'"

'$
1
C

-C "

-
$

"

$
A-$$$
C

' ' "
' '

" ""
'
"

"

" '
"
"

- ' "'
"

$$$C
9

G -B"
"H
=9 $>" ' "$
E 7
''
?
'

' '
"'
''

'

"
'
$
9'

7
"
#

'
'

" ' '
'' "
"

$

'
""'
9 B'
"
"'
"$
' "9 B

I

7
-"
#

'

)'

'

'
$
:
' '

9 =>
'
"
#

:<* >
½
9

'

' ' '=:B* >$*' "
'"

'
'
" "
"

F
'
'
' " -

'

$
/' "
)'

'
" '$&

$
8

"

'
5
$?

'''
"

B'$
À
A'- "' '

-
'

''

'$
' '
"

'
"$
2"

)'

;

'
' $
A'-
6
""'

" ' "'$
&

''

7
"

$
G'"
H' "'
$

-
Gÿ ÿGc -ÿ c5½ë G- ÿ

&

'7 '
7'$
1

"'$

" ' '

"'
'
" ""'
' -

$
9
''

5
"'$
9 '

' '

" $
2 "$
/'
=' "6 '> "

"

"'
$

" '" ''

!'' ' -$
-
:""" -"

- $
&
' -
'"'" "
$
:""

' '

"5
"
F '

"

$
& '

' '
" -"
' $
2'
-
'
'
'
N' '

7 $
%'
-"
'

"

'
'$
O
" '
'

%

" '
'
'2-
M
8

2
7'
'
'M
(

'

"

M
2

&
/7'
8

-

-

'
'M
8 -

""
M
ÿ
'-
&'

'

& "

%
"9 B"
"
)'

*I " ' '

'
9 B

(
* <9'
&

+"

('

'
A

×
2' ' 9

' "

"
"$
1B

"

"
5" ' "$
9 '
'
" ' "
'
'
"

"

'

$
9"
"
)'
"''
' '
"67
$
?! & <

6:

0

2 :%+( 2:
?! & '

"

''

4
%& -%
1 !
? (":""'"
+1 '9
1'%

"9
'8
%$($
' '

''
" ''
'
'$
2" '

'
6'
'
'& ''

"
"

'
$
&''

''

'
'
'
'' - "

'- '

$
&' '' 4
$ ' ;

"

$ %'

' "'

-
"

'
#$ '
' "

)$ '
'
' "

'
"

0$ &I

'

B
$ 9

' "'

"P
.$ 2
'
"

"
"

''

3$ 9

I

$ 8 -

" "

'

$ (
'

'

'5

'5

"

=2.#

#6G '
' "
B

H
$>
92A:1:92(&A+%/22!1:? 9/ 9/:,
& B

6'
'
'

" '
''
$

'

'

'

'
"$
&

' "

'" ''

$
*&D:&11+* 2:1(:(/ 1P/A& 2:1921
"& B" - ' $

1

KB" KB" '

"

I'
"K

B

'
' $
1"

B
$
&

'
'
'

""'
F

'

' '
" '

' F

'
" '
'
'

"

' F
''

'
'
" "

" "
& '

" $

"

"
'
B $-

"
'
B
A
-

1

"'

*- ;

2
"

'

;

-
;

E

B' '

(

"

"

' ""'

/7

B" B'

'

2
"
"

B
%' ' '
-
:
"

1- "' '

& '
"-
' "

"
;
" -
+ " '

+ " '
6
%'
" - "

' "
"
'

6
I '

' ' '

"'

"

(
"'
'
+12!:A/*1
&12( :&AA& 2/ 1

' ' "

'

47'

"

"''
I

"
""'

''
' '
"

1+1 /&A(&///%1
"'

' " " 7
'
"'

' "

" '
"'

' "

"'

' "" '

'
' ;
' "

'

"'

' "
'"'

"'

' " "'
$
/*/%2&A(&///%1

"''

7 "
'

"''

"
'
"'

' """'

' '

" '

"'

'
"

'
N

'

"'

" "
'

/1 :& 2E/(&///%1
''

"

'

'
' "

" ' " '"'

' "
&%/AA&9B1 9/:,&%+12!
& B

'"'

'

$

'

'
I
' '
"
$
+12!
& B

"
'

-

" $
&''

''

'
'
'
'' - "

'- '

$
9/&A 9
9
'
""'

'

'

7
" '

"'
'

;

+12!:A/*1

'
'
"'
'

'
B"

" ' " "
"'
'

$ '

'
$
&

'
"'

" '
'

" ' " " "'
$
'
' ' '
"'

" '
'

" ' " " "'

:A/*1:AE2!
'
$
"

$ '

#$ "

)$

' '
"

0$
'
"' '

"

$
&%/AA&9B1 9/:,&% 9/?:+*&D:(:(/ 1
+12!
" $

2& B '

"

"

"

'
"6

$

'

"I
$
1'
' '

''
'- '

$
/1:
& ' '

' '
$
'
" '
'
'
' $

'
I
"'
"
7
' "$
2 =" >
'
"
9
' "

"'$
9/&A 9
2

J(
& '
& '

7' " $
&
&
"
"
-
G

HG

" H'
"
' '$
1:(2/ ,&%/E2:*/
1 '
' G "

'

H$9 "

" ' "''
$

'
" '

' $
&%/AA&9B18:@&%(9&&( /21 2(1:?& 9/:,
('

'
& B

' '
"

'
""

"

" '
-

" $
('

'
'

'
$
('

'#
? -" ' '

' $
('

')
"'

" -$
('

'0

"

'
'

"-
('

'
& B '' '

'

'
'

'

'"''"' $
('

'.
&
'
'

7
5

+1/:?:A/*12 9/+12!:(/11
&11/11*/ 9&1/
"

' '
"
$
&'
'

" '

"

' '
$

'

"
'

'
'

''
$
+12!%2&!:121

"
' '

'
B'"'

'
$
'"' "

$

'

A&2!9&1/

"
'

$:'

$
2*A/*/ & 2:
+

" -

$
/E&A+& 2:
&''

&'B& '
1
"
'
'

"
'
B '- "

'
"

$
7
""'
"

" & B
''

'
$

'-
"

'
"

&

"

"& B" -B'
( ' " 7'''

K
"

'' "
1
" '
'
1 '
&

' "

( "'
'
:
"F%'
'

1 '
2

7

'

' '

'

(
6&
"
(:(/ :?:!/112E/& 2/ (&/
("

'

;
"

"'
'
""
''
"

(
"
'

('"

'

(

'' "'
"

'
/A/*/ 1:?(
2 /12E/(&/
(
'

5 - '
' "5
"
'

2(+$:

2(+5

)
2

'

"

'

1 "'&

' '' 5

'"

A
'

'
'

'"

"
'

'

7

9 ' -

7
'

"

'

//?2 1:?(
& 2/

I

;
"'
'

' '
9,12(2&

'
5

'
""'

' '

'
9:12 &A
""'
""'
"
""
'
+12!/1:/A
- '

$"

I
"'

6''

(:**+2 ,
'

'
;
"
;

2*A2(& 2:1:?(?:+12!/%+(& 2:
*'

"

(
" "
' ' ' ' 7''
'

'

B$

" "

''
$
:;
"
'
'

2

'

'
'

' '

" $

'

6
"

"
'55

2

'
' '

5

"'
"'

"

'

"
'
"6'
"

' "6""'

5
'' '
'
6

''
$
-

$
2
6
'
' '

5
'$ "'

""

'

9 '
""

"

'7

'

'
' "

+1/?+A/11

'
''
'

"

'
'

"
'
$
& B '
'

F

'
" '

$
& ' '
'

'
$1

'
" '
'

'
E&A+/2/Q /%2!+12!1(2/(/
2

'
;

"

;' '
" '
7'$
1'
;
B

"

- $$
+12!/1/&(9
1 '

'

''
" ''
'
'$
A2*2 & 2:1
E
'

A

'

'
9" -'

' '
"

-
1+**&,
+& B' '

"

'

"

'

"
'
-

" $
?
" -
(:(A+12:1
& B
"
;
'$ " ;

$
2

'

'

$ B ' " ""'

'

'
'$
: < '

#

2 :%+( 2:
2D: $

2D$: "
"

' '$=?
(>$
" , -*' (
1 '
" 1
$D <+
,
*&

" ( +
, -$
& '
"
, 1' "%'
"

!
*
9
'
'$
&
, I'

"
2

"*

9

42

"*
9
( '
'
(' $
2
"
'

'
- %'6

$
1"

"

*'A9

*&%'
"' I'
4 1
"
'
'9
$

"
''
. -

4
%' ' " '
:

"
9(
9

'

$
: <

0"

'

$
2 :%+( 2: : 9/:,
"

"

<

" $

<
"

$
"

'

'

" "

7

"
$
' "

"

$
*&D:%2*/12:1:? 9/ 9/:,
%

7' "

$

'

B
" $
÷

B

$
÷
N
"

$
'
'
'
"

B

$
&
' '
"

'

""

$
÷ : $
?'
" " 6 ;'

6
'

2
'
6

'' J

2
6

?+( 2:1:?:?/112:&A+12!
J:!&2R2!2(2A/
?

"
S$
""
'
"

" '
' "'
7'

' '
'

'

" "
" '

"
"

5"

6%

"
M
2"

"
"

"'
" " '
/1/ 2!/9&E2:J:A/*& 2(12 +& 2:
"

"

"
' ;

'

"

"
" '

"

"

'

'

'

2**/%2& //&( 2:J2 /&A/1:1/
'
"" I'

I'

'

'

/'

'"

'

"

-

"
B

'

" '

7'
'

+12!:(/11%21(2A2/62E/1 2!& 2:
&
7

" '

"

'
"'

' '
"

''-

"

7

' "7

'

""'

&

''

""'
'
'
'
"

"

"
8

7

'

'

' ' '

2*:E/*/ 6/1:A+ 2:
2

'

4

'

' '
"

2''
'

' "

$
9

"

5

'
'
'

$
&11+* 2:1
8

'
'

'

" "

" ''

"

5

""

"'

' '

' "

'
9
'
7 '

'

"
J

''
'

" '

9
'

'

'
'

'

"
"

"

"

&

" '

"

' '

'

%:*&2(:(/ 1
$ J

""
'
"

$ ' "'
7'S$$"
'
" $?

"
#$ ! "J' " '

5'
' " "

)$ 9
J "5' $? " $1 "
' "

0$ /
J
"'

'

'
7

"

$ 9J

I'
'
"

'

.$ '
J

' ' '

'
'
'

3$ J

'

'

7''

" ' '

$ 'J

'
">
"

>

'
"
#>
'
'"

"

$ J

J'

""

"

' '
$

'J%'
"'
4

' "

7
'"' "
'

7

'

5

$
$ 2'
"'
J' " "

5"

#$

'6%' " '

J

'
'

' "
"
'

' "

"
'

)$ &

''

J'
"

'

'" '

9/:,&&A,121
&&%2!*& 2(:2!21
B" ' "

'-
" ' "91
'-1

"
1 '
'
J(' '
+ ""

D %B
"5
:A&%:<18:@&%(9&&( /21 2(1:?& 9/:,
'

' '
''
'

""
" -

'

'

;
'
"

'

'

'
"
-

'

'

'
;'

'
'

'

'
5

2 /&A%2*/12:1
& ;J

'

"

"
'

+ "" '
? ' '' ' '
"6

'

+7
"

'
"

? '
'

'

'
"

'

1 /! 91
+ "

'
'

'

''
""'
'

'

7 '

&
"B' " "

'

' " -
!

'
" I'

'
*-

'
"'

"' '

'

': < -"

"

-
9/:,(2 2O+/
A'- "

"
" ' '
J

"
'

'
J

'
"

''

'
? '

'
' ' '

' ""' "
A2*2 & 2:1
9
'

: <
-

'

'' ' '

'

9

"
"'
"
"

"

B'

'
/Q /&A(:*:/ 1
E ""
"
-

'
'

*

"'

'- "-
7

5 "

' '
'

' "
+( ' '

'
'
(

'

'
&

%

2

/

1+**&,

J2%&D/&:A&%:
%
"

% "

&

( '

('

' "

'
1

2
7
'

(
'

"

(:(A+12: : 9/:,
: <%
' " '

'

'

"

'
'

'

$
: <-" '
"
"'
"$=?
($>
: <

"

""'
'
'

$
"
-
<" '

$

"

' ' '
$
8
" -"
"

7' "

'"

$
9 &
"( '
/
8'
A

#

2 :%+( 2:
/
8' &
39
!$
8'<' '
"' < 9 &
"
( ' C$
/'
4
÷ $&$" 8 (
÷ $$" D 9 -1' "0
÷ *$&$" '( ( +
#)
÷ (
"'
6""
*

(

& '
1' " 6*, -)$$
(4
÷ 8'I
, "'
0
'

$
÷ &

" "

'0) '

" 0$
÷ 1
? 6(
*

03$
÷ 1" '2: -

" -$
1 *'33$
(:(/ 1&%%/?22 2:1
8'"-

' '
'$

C& ' " -

'
'

'" "

" " -

" "
$C

'

' " -''
' '$

' '
6

'
5 "

$
&6" 6
&6" 6 "C

7

'
"

""'

$
2
''
"

6" 6

'
"

$

"'

$
'

-" $
@
@ '

'

$
@ 4
÷ "'

÷ '

÷ '
'
D

( ' D

B -
-
' $
1 ' ""

"'
"

'""'
$
1 D

"' "'
"

7- ''
"
" $
1-
1- '

''"'

6'

'
"
-
"
$
1- "
"'
''
;
"
' ""'
" "$

/' =

>
5

"6
'$

'" "
"

$
1 "6 "6''
'

"6
$
8

I
"

$
@/,/A/*/ 1
8' )

' ' $
÷
÷
÷ '
'
÷

$

<

"
"

""'

"
$
8'

#
'
'

4
÷ '" "
÷ '
"

"
'
÷

'
" "$

'

''

$
2
"
'

'

"

$
'
'
'
'
'

""'
"
"

B" $
&

&
"'
÷

' '
÷ '

'

÷ '

'

'

'
$
" '
"' '

'''
"' '$
/1(2 2E/ 9/:,
8'<'

"'
4
'
'
'

' ;

' ' $
'
"
" "
"'
$

" '
'
$
%
(:(A+12:

'
' "
"'
"

B"

÷
"

÷ 7
"
"

÷

'=> "' "

÷

B

' "
"

" "

'
" $
'

"
"

B" $
(((
(B "A9

A,%2&9&AA&%9/ 9/:,
A9 , -(

1
$
1

"
'

6'$
1" - "'
7'

A (

" -"

"
$

'
"

' '
'' 4
$
'
$
'
#$
'

'

''

$ '
"

$
' ''
"
$
'

' " $

'
"

' '
'' T

'
'
'$
$&''

'

''
$ '
"

'$
'
''
"

$
'

' " $ 7

'''

" $

'

G'H

"

""" $
''' 7
"" ' "

- "

'
"

G
H' ''

"' "
"

''

$
2

"

"
'' "

-

''' '
"

" '$
%
:<1 "6(
%
:=)6.>

#

2 :%+( 2:
: ""

$
)
$
/
'9
J8
%(
#J1/$(
'+
"&'
)0J*1/$(
'+
"&'
2 '
'''

% " ' -
""

'

'

' % '
"1''.
"
"
'
"4( '
"
'
'.$' 3" 0
%/E/A:*/ :? 9/:,
)60.: -"

% "9
2

1' "
21

"9
$
9

5
"

$%

"
"
'
'$
0:5
'
"
' "

" "'

(+&$1'

' '
" "'

$
:B4( '
"'
'"
.
5
3300$
*&D:&11+* 2:1
"6

"
'

" '

'

" "'
J
'

1''"

"6'5

'
"'

& B- "

'"

"6'
1 "'
'
' 6'

'
7

%/?22 2:1:?%:*&2(:(/ 1
J
'
'
&'

'
"

'

''

/'

B'
"
'

'B
'

'

! "J

"" ' "

B "'

"

"

"
I

;'
;
""'
"' '

9
J

'
S
2

'
"'
S

$$'

'-
S
' I'

'
' ' '

'

'

/

'

"'

U U
'
U

9J
''

" '
;
( '
;

' "'
"'
&

'"'
' ' '
'

& C

N

' "'
"'
'

""'
N'
'$
&
" ' " "J'5

7' "''

"'

'

'

=> '=> " '
=#>

"'

'

' " '

:/*B1!//&A 9/:,:?+12!
:B
"

46
" "'

" "'"'

"

&$ "1 "(

2' 466
1 "'J'
' "'

"

"
"

1 "''J
'C

"
"'C6'

"7'
' '

'

' "'JC

" "''

" "

"'5

"
'
C
1 "'5
6'
'

" "'$#
'
" "'5
466
$+
%

9

$+ "'5

& '

" '

' "

"

'
"'

(
&%A
2
"
5
4
*
' """'

- "
"
"' '

'
'
'

'
'

";
"

""'

#$%
"'5

& '

'N" '
S$:
'

÷ /$$I

I
÷ I

'
9

"'
÷ 5'
" I $

' 466
÷ 1-'
'
'
÷ "

""'

"

''

÷ /""'
'
' '
÷ * " "' '
''
"

'

"
'"'" "
'
÷ A

""'
"
''

$ " "'"'

1'"
5
=
' "

>'

"'
""'
"
'$:
"0
" 466
÷ &'
" "

÷ !

÷ 1

÷

"

÷ '

($ "1

%'

B "'

2
"#' "'
"

"'
5
"

46
8 '

'

1
J'

%
"
"
1' "

'

! '"' "

" B

- "'

"
" '

B

B'

B "''

"'
:' ;

' ;
'
"

"
&
'

;"

'
"
""'

'
'

"

(
"
'
$1 '

( '
I

*

"
'
"""

*

'

"' ' "
"'

!
'

'

$

'
*

" '

' ' ""'

'
:/*B1 9/:,&%+12!:(/11
:B '

'

"'"'

"
"

"'$

''

''
'
"
'$
:;

' ' '
C
'

' '

$
( ":B '

'
c
Gc

&
% '
F

$ ;

J
-I
'

% "
"
"'
'

"

ÿ%/ /
B

'B'
"
B

B'
"

'
7
" "

"

B5
" "'
B''

" "'
ÿ(

'
"'

'

6
'
$
'
46

;
"

'
"

B

' "
'
1 '
"'
" "

""'
""'

'
" N '

B "
'"'

2

ÿ&

" "
'

'
"
'

$
' '
'

'

'"

&'
'

'

"

& '
":B

'

· ë ÿ
,

$ #'-N 1-
? 8
6 '6 '
/
'
:(6

? J 9 "

8
3
N
8
6V & "

'
3
+ 1/

1 %""'

2"5
'

' 2

' ""'
-
- " 7
P
* '

;
9 "

( 6

A
" /%+
8 '

B 9 : "
$ '

/
%
" '

;

'

A

'

½ ! c

& 25

" !P'

*
""'

8
?" '
&'

?
&5
"'
N
'
""'

-
25
'

9; 25
N?I !P'

!P'

"
'
25
&N

1
*
25
&'
!P'

$N

1
A "'
'
'

25

%"'
N

N
" '

*
' " 25
N?'
$ !P'

'
*
" 25

!P'

' N?+ 2
'
&'
25
N?W'
'
"'

;

P:%
&'
"'

& " 25
"
'

"9
P ""'

&I

" 25
&'

"

'

P
!P'

" &'
""'

" "

&I
"

25

'
'
:/*B18:@&% 9/(9&&( /21 2(1:?& 9/:,
'

' '
'
'
""

" -

'

'

;

"

'

'

'
"
-

'

'

'
'

'
'

'

'

:B

"

"
'

'

& "'5

* =0>"

' "
"''
' "'
'

' '
" - '$
'
1

'
'
'
2

" "
"'
'
'' '

'
1'"
& ' '
'

"
" '

"'

9 "' ''

' '
"

'
/7" ' " "'
'

A

2

:"

9
"
''$:B

"
7

''

"

&

'
"

1
:B
"' "
'
'

$
-

' '
"

'
$"#
" '$2

' ' ' '
'
7

'
'

/1/&(9::/*<1 9/:,
$ 1 "6'5

" '

4:" '
$

"

'

;
66'

"
:
#$ 1 "6'66
'

"''

'
)$ 1 "6'4"
''
0$ :< "6'"'

4
'"

"
''
$ %
/$:4

.$ :<
'
'$9 ''
3$ 1
:
4'

$ :<"

<1
*

2 :%+( 2:

B
' " 7
'

'
" $
2
" '

"
'

'

$
&
"'

"

' "
'

$
921 :,&%&(@!:+%:? 9/ 9/:21

)A : $

1'
10.*1*
9
'

'

" +(A&$1 $%$' '
'
1
'

$

'

'

+
"( " A & $

7 "" ' '

7

"
" ' '"'
$
.G&* " '

& '

H'$
2
"5

"

"( '

* " '
'.)
'
3$
%/E/A:*/ :? 9/*:%/A
B " '

" '$

(' =
>$
E
"A;

$
1

$
A
' $
&12(&11+* 2:1
/''

5'
""'
''

'

" '

'
'
$
*- -
7
$/'""
B

"
'
B

A:%

'
6
"'

'
""'

''

'

" 7 A:%

'

$
/''
N'

"

"
A:%$ A:%'

" '

$
8
" 7 A:% ' "
'

'
N'

-

A:%
'

" ''

"

6
"
$8 '
"

"

$
2 '

''

'"'
-
A:'"'

;
'

$

!$@$

'

"'
'
" '
-
"'
$
1'

" '

- "

'
7 ""'
$

I
'
- '
'

'"'

'-''

$
'

''

7'

$
(:(/ 1
(

46
"

'

7

'
'

'
'
N(
' 46' '
"'
5
''

'
'
'$

'
'
' "
'
"'

'

'=>$
"'
' 466
$!
'
'
$6

$:

-/
'

1

''

"

7'

$
&

'
'

' ' "

"'-'
'

" '$
%
'
46

"

"

"
A:%$
/
46 ' "
;

$
? 7 A:%46
'
'' -'

'

A:%"
$
A:%462

'
'

" $2
' ''
'7
'
'

$
A:46 "' '
'''

'
'
$

'
"'
'

A:%''

$/$$ ;
"8(
'

"
'
2
6

46
"

7'

'

$

46& ' "'

' ;

' 7

"
$
:
46&
'
'
" "

'

"'-$2

" ;' 7

'
$

462

" '

"
"
'

'
$
'

46

' "

"

"
'
'

" $
1

46&

" ' " 57'

'
5
'

"

$
1
46
"'

=
" >
=
7'

>7
=I "'>

"

$
&

?
A:%

' $
8 N2 468
'
'

"
'
$
÷ 2

"""''

"
=>$
÷ 2 7'7
"S

" ;

F

'
=>$
/E/ 2:
&''
B

$
" ' -

"

""'

$
2*&,/E/ 2:

''"

'

$:

=
" 7 A:%>

:

' -

$

'

' "
$
1/(:%&,/E/ 2:
1'
''"

'

"7

$
1'
" '

'
'

"
'N

$
/ 2&,/E/ 2:

''"

'

$

""

'

'
"'

'

$
?:+*&D:(:(/ 1
/1:
" ' "

'

'

$
/' '
""
4
÷ ' 6" "
' ''
'

"'
"
$
÷ ' ' 6"

'
$
÷ 1 ' 6'
6"

F ' N'

7'

'

$
÷ 1
6"

" ' "
"$
÷ %
6"

'

"$
/E2:*/

"

7

" ''
'

'

$
" ''

7
6

''""'

B "" '
""'

"

$
÷

7

'

$
÷ 7

7

'

$
÷
"'

'

'
' '

'
' "
$
9/&A 9

5

$1"

N G
'
'

= >

"
'
=0>H$
'

$ '

+12!
5 "

' '
"

'" '

$

- "

$
"G'
'
"

7 "

"

N'

'
$BB

'
B'
" '
'

N'
B'

"
'=>$
"

" "'

"'

1 &!/1:?+12!:(/11=,/+*&>
+12!%2&!:121
2
'5
"

F

"
' "

'
'
"
"
$
E'" = >

'
'

"

$

'

$$
" 7
""$
+12!!:&A1

-''
"

B
B'
"'" $
+12!:+ (:*/1

$
( "
"'
' "
" $
1

' " '

"

J
$
&'

'
'$
B11,1 /**:%/A?:*&
B '"

" '
"

'

I "
$
&11/11*/

'

$
(

"'
'
"'
'$
('

' "" 7 "" "
'
"'

" '

$
2
'

'

$
A" '' "'
=

"
>'

=
7
>"
7
$
'
""'
'
'
$
+12!%2&!:121

' '

'
"

$
9
- $
&'

'$
2""'
' $
2""'

$
!:&A
2B

-
'

$
A&2!
" '

""
'$
2*A/*/ & 2:
"
;
'

'

"

4'

-

1'
4'

-

4'

-

/E&A+& 2:
'

5

$
&((/ &(/, 9/+12!(:**+2 ,
B '

-
&
$
!
' ' '
"
'
''
'B $
&( 2(/

'
' "
'

$
'
' '
' '

'
$: "
B

'

"

+
' '

' "B

"

"

-

$
"

-

" '

$
'
5
'

'

'
"
"

''

"

-$

'

$
/%+(& 2:
''

'''' $
2
"
'
'' " ' '

" -

'

"'
$
2
'

2+
$
: "
I'
"

'
'
'$

" " ""''

''$
&

1

+
1
A
"'

'""

B ' "

" -$
&''
'
'
" '

"
$
/1/&(9
&

" "

'
'$

I I'
"

$
÷

N
B
"
"
"
"' '
;
"
"
'
$
÷

"
"

"'

"' '

'
B'
"

'B'
"'

$

'

' '
;
"
'" ' -$
B '
'$
2

" -
"

' $&''
'
'
" '

$
B1&% 9/(9&&( /21 2(1:?& 9/:,
' '

' '
'
'

""
" -

' $

" '

'

'
"

$

' '
"

'
N

'
' 5
''

'
$

'

÷ B

" '
'

$
÷ ' 5'
' "

' "''

'

5

"
'$

; $
÷ B "

" '$
÷

" "

"

''
$
÷
"

='
'''

>

"

'
$
÷

"

''

;
" '
'$
÷ :'-

'

'

#0

$
'
"

'

$
÷ B

"

'

"

$
÷ :" "
'

' '
"

5

' '
"

$
'

'
"
-

'

'

$
÷ ' ' "
'
'
'
"
F

'

- $
÷ ' '

' 7 '

'
"

'
7 '
"

$
'
;
'

'
'$
÷ : "

"'

"

N

' "

'$
÷ '
' '"
'

7

"
'
''

$

'

'
5

$
÷ 2
'
' " '

$
'- "'"'

' '
'
G H''

$
'&
'
G+
1
* "
'
'BB661 &$
%8 $+6 1''O
E $ $
#6#0=>$
÷ "

'

F ''

" '

'
$
67
'
"

'
'$
÷ '

<'
'

<
''

'6'
'

5
'
*
A1'
D(&&$G&'

" 1&/ < HD&&'
'
$&F#=)>4.363$
÷ "

"
'

" 17 &

/7=1&/> <1
* $
÷ 17
"'
'
$&

'

"

5

'
<
$
÷ ! " ' '
'

"1&/

"

<&

*

#

2
'

1$(

'
'

'
"

( "
(

9

A & :'
)#
' "*$*$
?
' "&

I " *
1
$
*<( A & #$

<
'

+
"
( " A & $
1
B%1 ' .#..
'
$
1$(

"'

" -
%
/$
D
D < -
" '- "
' "
' '1$(
"

' "'

"
'
'

"

$
1I
"'
"*
1
$*<(
'

'

$
1 ;' '

''
" "

$
1
'
K&

B
"

'' $
! "
'
'
'
''
* "''
"
66*
1
$*B
(
.6
*
1
$*B'
.6' "

' $
2" '?'

?
/'

'-
*

( ' /7'
9/:,%/1(2 2:
'
5
" B
4
÷ 8
" ' "'M
÷ 8

"'M
÷ 8''
M
B"

+(A&)$

C
-C.
15
""
'
"" -'
;
.B3B
:

"
'
$
/7 '

= 3F &>
6' 6 ' $
'

'

'
$
'
'

'5
'' ' ' ' ' $
9

"
B "$

'

$
B

"'
"

7

B

'

' ; '

"

$
) "

4 ' "6' '

"'

6'$
C''

' ' "
B

C2

"

' I'
" 7
'

"'

$
2 '

& ''

"
'$
'
$

B
' '
$
&

"

" B

$
:,&%& & 2:*:%/A(:(/ 14/&A,&%/E21/%
&

66 "
66

/
66

9
66
' "

66

( '
6&

'$
'
' " ' '
"" '
' '
'

( '
6
6' 6 ' '

'

'

+
'5'

&

' ' "

?'

"
2' 6" ;

'
'
$
( '
6/

? ' 6
7

' "

(
7
6

'

""'
"
" '

6"'
""'

'

'
& '
''
'" ' ""'

"

'
'
"

"
'' " '
'
7

( '
69

2
" < "

6 '

&

' "'

( '
6

"

"
"

'

5
" "

"'

" '

'

'

( '
61

(

T&I ' ' )'
6

' 4'
"
'
I

$

T'
"
'

'
'' '' '

%? &
*
01 "

8

M
8

- -'M
? &
*
'

1 "( '

?'

2
'
? &
* (

'
'"
(
""''" '

1
9
" '
'
1 "( '
* 42'5
" ' 7'

'" "5'

"
'

9/:,%/E/A:*/
%

%'

'

"

!'

O

(
(
9 '
' ' '-'

''M
9 '" '
'M
9 ''

'

'
M
1'
"'&
"

(

1
"

"' 7 "
;

( ' '

"

& " "

-"
9' ''
"

"'

'$
-"
'

1

' ''
'
'
"
"

'

'

"
'

' '
2

"

' &

!
9

' ' "

!

"'

'

"'

'

"

"

''
"
' "

"

&

!
2'

" ;
'

'

&
*
&$
'
1 "( '

?'

2
'
$!
'
! 2

?'

2
'
?'
*
+ "1 '

-

''

" '
"
'

&

A
&;
'

&
''
4
2

(

(
2

A" '
&

'
"'
"
" '
-

/7 "2

&

1
' "

/""'
'" 6
' 6

(
'
&

'

'

'

" '
(
&

/7 4
!
' "

''

( '
&

" 5

'

" '
&

( &

/7
9 7
+ A
1

&

9/+12!:(/11
&* ""

'$

4
?

1'

%
!

2

+" "&

*
1'
"'- " '
'
( '

'
'
'
;'

(' " -" '
('

' "

'

' '
'

" -

' $

'

;
'
"

'

'

'
"
- "'

'

'
;
'

'
'

'

'
5

&*

&1=>

#
' '

$
&*'
'
2
7

"'

''"'

$
'
&*
*
" &*
36%'
'
"' '

"

36A5

* "' '

6&*
'

D '

%9$($%%$!$=.>$ &

*

'

' ' '
'$D ":
'
' $=>.)6.3$
1 $?'
D$@ "@$'
D$($/ "$
9$@
-($R /$=3>$8 <'
"

''$D "&'
$3=>063$
( ($=>$&
6 "

<

$1''O
$#=#>06
03
,($9$=>$&

'
''4'
<
$1''O
$))6)3$
RA$=>$(

"6'
'6
4

<

$1''
O
$#=>0360$
1
0
6 "'

' "
""'
$
"
'
'$
' -
)
$
"

)

"

B

$
'

"

$
9
' "'

"

'

$

'
" B
7

$
ÿ ÿ ÿ

·

!"
!"
# $%
·
$ & $ '#

( )
$ *&

)+ + + ,
+,$+ $ -
!.
,
' F $
,
, i '
,

$

,
& ' 2 '

1'2
&

1'2 G )) F

F2 #

&

1'2 #
I
i

G ))% F 7 2
# ,

#

#
.
4
! "

0 '
, "
F )))

Ñ ÿÑ ×-Ñÿ½ ½ -
2 &

"2(

3 "

-2

4

2
"
2

#

5
6 3 3
Ú-ÿÿÚÑ½ÿ××Ñ½ÿ-½ÿ ÑÿÿÿÚÑ½ÿ
6 (

3

ÿ
! ,

;
:
! '

! 2#

.
! C $

$

! .
! ,

! G

! G

! +

F 72
#
(=
Ñ

! G

# #
4
! C

! 4

! G

$ #

! G

$

F 7 2
# (=
. .$ $

3 (

G G

'

&

, 4
+

( F !
"

6&&

/ +

+ !"
î/0%#
î î

1 )

. !"*

# #
#
# !"
$

- ÿ½ -ÿÑÑ½

6 6

"2 + 7

6

2

4

&

-
"
&

6%%-

%%
&
-

2

&

+

"
&

&
×½

"

&
2

6
2 !
1
&
+

8

&
&

&
&
"

&

2

$
# F
I $

( ,-

/ B$

-ÿ-×
6

2

"

2

Fawcett and Tulman used the model for the design
of studies measuring functional status after childbirth. They also used the model for retrospective and
longitudinal studies of variables associated with functional status during the postpartum period. The
model was also used for ongoing studies of functional status during pregnancy and after the diagnosis of
breast cancer. The model facilitated the selection of study variables and clarified thinking about the
classification of study variables. The model was a useful guide for the design and conduct of studies of
functional status.
9'

- - ::

#

c½-G· ×½ Gc

"' 2
'
'

" ' 5
" "
' =@P
* '- 0>$
'
"

'
6' '
6' 6
' 6
=

> ' "

"$=2(1>
'

5
" "" ' <
'

"'
'$=2(1>
;; "

3

C*6 6
C
=2(1>
""' '
C
'
C

CC"

'
'

"
"
"
" "C-$C
G ½½ë ½ë G- ÿ½

/'

%5+

*1$%$" +
"

"(2323
'
# 4
/
? 0 5
9
- "
'
9
'
" ""(
A +
('
½ë G-· ÀG
c½
'

''

"%
91
* 6

!1'' "+
9
*
$

;"
-
/ 91

* 6

-
&'

*
$

'

4

'

''$
ÿÿ
½ Gcÿ

' 7

' '

'

$
" '

" ' $

'
' '

"

$

'

'
6 6
$
'
' ' '

6 '$
'
B
"

$
'
I'
' "
'

$
'
B
½$ ë

÷ 9' " '

I'
' "

$
÷ *B

7'
÷ *
' '

-
÷ 9' ' '

'
"

'

$
÷ *
' '
=
>
'

½
÷ 9' '
'

$
÷ "
'

÷ :'

"
ÿ -G½ë ½ë G-
9' '

÷ *'
" ' ' '
' '
"'

1

÷ *
'

'

: *6A69

c -ÿ c5
-· 5ÿc·
-ÿ ÿ½ë G-

÷ :

""
"

"

÷ /

7'
÷ 2 '

ë
÷ : ' "' $2

"
c
÷ &''

'
"
-

ÿGÀGë c ×G c5½ë G-
'-

7"'

"
'
(
I ' '

'

' P6 '
! '-

6' '

' "'
ÿ½- c5½ëc·u 6c ÿÿ ÿ
ÿ
%""

"
'
'
'6 "'"

+" /'

'

" -
5 "

="

'$>
u
''

G' '' H
5
"
6%""'

'

'

'

;5

'$
%

;
'N

' 5
7'

''

'

'
'

'
À ×½ GcG½ë ½ë G-
c

&
"
'
"
%"""

'
'

-
G"7H
&

'

G
H

'
6
' '
'

-
/'
" 7'
5

" "5
"'
'
/7

"'
-
7'
'

'

5
" "
×- ½ <
( '

÷
'

( '

"
÷ (
'

'
" B
÷ /7
'"

÷ /
'

( '
'
÷ ? " '
B7'

"
1 ' 1"''
÷ *-

""'
"'

- ÿ -×ëGc
-ÿ ÿ½ë G-
$ '
'' 4
CC?'
1
;
$ 7' """4'

#$ :I 6 4 7'
"'

)$ 9' '
'66'
5 "? ';-<

7' "'"'

0$ &9' '
5
" "
$ ? '
4

c

c
is the term given to the body of knowledge that is used to define or explain
various aspects of the profession of nursing.

Ô
Ô

÷ *

÷ 33 $

÷ º!

33
8

º

,"
.9+

Ô

[1]
Ô

Õ have the broadest scope and present general concepts and propositions.
Theories at this level may both reflect and provide insights useful for practice but are not
designed for empirical testing. This limits the use of grand nursing theories for directing,
explaining, and predicting nursing in particular situations. Theories at this level are intended to
be pertinent to all instances of nursing.
Ô

Ú are narrower in scope than grand nursing theories and offer an
effective bridge between grand nursing theories and nursing practice. They present concepts and
propositions at a lower level of abstraction and hold great promise for increasing theory-based
research and nursing practice strategies.
Ô

have the most limited scope and level of abstraction and are developed
for use within a specific range of nursing situations. Nursing practice theories provide
frameworks for nursing interventions, and predict outcomes and the impact of nursing practice.
Ô
62

-9

- $-
6:
3

4!
$!

3

(!&
$-

+

#
1 $ $

6

1
6
"

3 $3

(%
$%

-

$

"
"55$
$-

6
-
"
!
"

( $" $
$
3

9" $

%

"$(

:

:

4
$
3
3
($3*
9 ; &
$3
"$3
:
9
#

;<

4;
Purposely omitted from this list is that most famous of all nurses, Florence Nightingale.
Nightingale never actually formulated a theory of nursing science but was posthumously
accredited with same by others who categorized her personal journaling and communications
into a theoretical framework.
Also not included are the many nurses who improved on these theorists' ideas without
developing their own theoretical vision

Nightingale

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Nightingale

Uploaded by

Copyright:

Available Formats

c 

From Wikipedia, the free encyclopedia

Florence Nightingale, also known as the À À

 Pure or fresh air

Theory of Interpersonal Relations

     

   

  4&   

$ '' 7

½   

G   

      

    

 + " "  

-   

    

 Data collection  Non continuous data

 Plans initiated  Patient actively

 §ased on mutually  Occurs after other

A.  "

"'' '  

  "

  

66   6 

+D     5  

D 2  #   $ & '

     

2    $ 

ü    ! "! #

; > 2  $  - 

+D   $"  %&2>   

  

    

·     

1 "  G7

 8  '  

     

   " 

          

   ! 

   " 

i ÿ 

    G ' ' 

½ $ 

D  G H

" '   ' 

!    

    

$D  <    

    

D  B  

     !  

      

    

   +

½ 6  

E9  B 

(   '   

  "1 "6(

  " 1

  -   "  

 5 " '  "  

2     

c

Florence Nightingale, also known as the À À

Pure or fresh air

4&

$ '' 7

½

G

+ " "

-

Data collection Non continuous data

Plans initiated Patient actively

§ased on mutually Occurs after other

A. "

"'' '

"

66 6

+D 5

D 2 # $ & '

2 $

ü ! "! #

; > 2$ -

+D $" %&2>

·

1"G7

8 '

"

!

"

i ÿ

G ' '

½$

D GH

" ' '

!

$D <

D B

!

+

½ 6

E9 B

( '

"1 "6(

"1

- "

5" ' "

2

B '

' '

? I ' '

A "'

" "6

7 4

% " "

' ' '

½

irginia Henderson's Need Theory

³The Nightingale of Úodern Nursing´

Is the recipient of numerous recognitions for her

In 19º7 Henderson and others created a basic

196 (with §. Harmer)-Textbook for the

What do nurses do?

Answers to these questions focused on a number

Henderson¶s concept of nursing was derived form

First, she participated in the revision of a nursing

§reathe normally. Eat and drink adequately.

"Nurses care for patients until patient can care for

Have basic needs that are component of health.

Settings in which an individual learns unique

Definition based on individual¶s ability to

Temporarily assisting an individual who lacks the

Theories can interrelate concepts in such a way as

The philosophy reflected in Henderson's theory is

Henderson believed nursing as primarily

alue in extending nursing science

From an historical standpoint, her concept of

Nursing education has been deeply affected by

Henderson supported nursing research, but

Àack of conceptual linkage between

Assist nurses to describe, explain, and predict

Provide a general focus for curriculum design