CONCEPTUAL of BASIC NURSING

THEORY OF CONSERVATION MODEL

(MYRA E. LEVINE)

LECTURER : LUCIA ENDANG HARTATI, SKp, MN

6th Group
- Gracia Ayu Christina P1337420617004
- M. Rois Ilham P1337420617039
- Fauziyyah Febiannisa P1337420617064
- Atikah Khairryah P1337420617066
- Citraningrum Putri Kurnia P1337420617058

HEALTH POLYTECHNIC OF HEALTH MINISTRY SEMARANG

2017

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 FOREWORD

First at all, give thanks for God’s love and grace for us. The entitled

“THEORY OF CONSERVATION MODEL (MYRA E. LEVINE)” can be

finished on time. It is written to complete the assignment of Conceptual of Basic

Nursing in the Bachelor of Applied Science in Nursing, Health Polytechnic of

Health Ministry Semarang.

The writer also wants to deliver sincere thanks to Mrs. Lucia Endang Hartati,

SKp, MN as lecturer and all of laboratory lecturers for who help the college students

and give a lot of useful knowledge, and all of people who has given their hands to

help completing this paper. It is the project to discuss how the theory of

conservation model by Myra E. Levine applied in nursing and its limitations.

This is not perfect model so the writer expects the critic and suggestion in

order to make it better, but we hope that this work may help the readers to learn

about the theory of conservation model by Myra E. Levine.

Semarang, 01 October 2017

The Writer

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 LIST OF CONTENT

ESSAY TITTLE……………………………………………………………… i
FOREWORDS……………………………………………………………….. ii
LIST OF CONTENT………………………………………………………… iii
CHAPTER I
PRELIMINARY
1.1 BACKGROUND………………………………………………………….. 1
1.2 FORMULATION OF THE PROBLEM………………………………….. 1
1.3 PURPOSE………………………………………………………………….1
CHAPTER II
CONTENT
2.1 BIOGRAPHY OF MYRA ESTRIN LEVINE……………………………. 2
2.2 BASIC CONCEPT………………………………………………………... 3
2.3 NURSING PROCESS USING LEVINE’S MODEL…………………….. 4
2.4 LEVINE’S CONSERVATION MODEL………………………………… 4
2.5 APPLICATION OF THE NURSING PROCESS IN LEVINE’S
CONSERVATION MODEL…………………………………………………. 5
2.6 LIMITATIONS………………………………………………………….. 6
CHAPTER III
CLOSING
3.1 CONCLUSION…………………………………………………………. 8
3.2 SUGGESTION………………………………………………………….. 8
REFERENCES……………………………………………………………… 9

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 CHAPTER I

PRELIMINARY

1.1 BACKGROUND
The development of nursing science, conceptual model and theory
is a high thinking activity. The conceptual model refers to global ideas about
specific individuals, groups, situations or events related to specific disciplines.
The concept is an idea where there is an abstract impression that can be
organized into real symbols, whereas the concept of nursing is the idea of
constructing a conceptual framework or nursing model. One of them is Myra
Estrin Levine, The Myra Levine nursing theory formulated in 1966and
published in 1973, describes the client as an integrated living beings who
interact and adapt to their environment.
The definition of nursing theory can help nursing students in
understanding how roles and actions of nursing are appropriate to the role of
nursing.

1.2 FORMULATION OF THE PROBLEM

a) What is the main concept of Levine’s theory?
b) What is the basic concept of the Levine Conservation Model?
c) How the Levine theory and the nursing process?

1.3 PURPOSE
a) To understand the main concepts of Levine’s theory
b) For the basic concept of the Levine conservation model
c) To determine the relationship of Levine theory to the nursing
process

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 CHAPTER II

CONTENT

2.1 BIOGRAPHY OF MYRA ESTRIN LEVINE

Myra Estrin Levine (1920-1996) was born in Chicago, Illinois. He

is the eldest of three siblings. Levine developed an interest in care because
her father was often ill (having gastrointestinal problems) and needed care
(George, 2002).

Levine graduated from the Cook County School of Nursing in 1944

and obtained a Bachelor of Science of Nursing (BSN) from the University
of Chicago in 1949. After graduating, Levine worked as a civilian nurse for
the US Army, as a nursing surgeon supervisor, and nursing administration.
After earning his Master of Science of Nursing (MSN) degree at Wayne
State University in 1962, he taught nursing in various institutions such as
the University of Illinois at Chicago and Tel Aviv University in Israel.
Levine wrote 77 published articles that included articles "An Introduction
to Clinical Nursing" published repeatedly in 1969, 1973 & 1989. He also
received an honorary doctorate from Loyola University in 1992 (Tomey &
Alligood, 2006).

Levine died on 20 March 1996 at the age of 75 years. Levine

personally stated that he did not aim specifically to develop "Nursing
Theory," but wanted to find a way to teach the main concepts in Medical
Surgical Nursing and strive to teach nursing students a new approach in
nursing activities. Levine also wants to move away from educational
nursing practice which he thinks is highly procedural and refocuses on
active problem solving and patient care (George, 2002).

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2.2 BASIC CONCEPT

Levine’s conservation model is a practical nursing with conservation

models and principles that focus on preserving the patient's energy for health
and healing.

When a person is in a state of conservation, that means the individual can

effectively adjust to health challenges, with little effort. There are three basic
concepts in Levine’s theory:

1. Wholeness: the concept of wholeness maintains that a nurse must strive to

address the client's external and internal environments. This allows the
client to be viewed as a whole person, and not just an illness.

2. Adaptation: adaptation consists of how a patient adapts to the realities of

their new health situation- the better a patient can adapt to changes in health,
the better they are able to respond to treatment and care.

3. Conservation: the product of adaptation “Conservation describes the way

complex systems are able to continue to function even when severely
challenged”. Conservation allows individuals to effectively respond to the
changes their body faces, while maintaining their uniqueness as a person.

Myra Levine describes the Four Principles of Conservation. These

principles focus on preserving the integrity of the individual:

• Energy conservation: Ensure clients do not spend too much energy, through
rest and exercise.

• Conservation of structural integrity: Conducting activities or tasks that will

help the client's physical healing.

• Conservation of personal integrity: Helping clients maintain uniqueness and

individuality.

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 • Conservation of social integrity: Helping patients in maintaining social and
community relations will improve their support systems while in the
hospital, and will also help the client's sense of self-worth.

2.3 NURSING PROCESS USING LEVINE’S MODEL

• 1. Assessment- The collection of facts, by way of interviews and

observation with the patient (considering conservation principles)

• 2. Judgement (Trophicognosis)- The application of nursing diagnoses

which will provide the collected facts with meaning in the context of the
patient’s circumstance

• 3. Hypotheses- The application of interventions that aim to maintain the

patient’s wholeness and promote their adaptation in the current situation

• 4. Interventions- The use of interventions will test the nurse’s hypotheses

• 5. Evaluation- Assessment of the client’s responses to imposed

interventions.

2.4 LEVINE’S CONSERVATION MODEL

The theory of nursing Myra Levine was formulated in 1966 and

published in 1973, describing the client as an integrated living being that
interacts and adapts to its environment. Levine believes that nursing
intervention is a conservation activity, with energy conservation as a key
consideration (Fawcett, 1989). viewed from the point of energy conservation
within the scope of the area as follows, Levine calls it the four principles of
conservation in nursing:

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 1. Energy Conservation

The purpose of this energy conversion is to avoid excessive use of

energy or fatigue. Because individuals need energy balance and renew
constant energy to maintain life activity. In nursing practice this is seen in
the patient's room beside the patient's bed.

2. Conservation of Integrity Structure

Healing is a process of change from the integrity of the structure. A

nurse must limit the amount of tissue involved with the disease through
functional changes and nursing orders.

3. Conservation of personal integrity

A nurse should be able to respect the patient's self. This can be seen
when the client is called by his name. This appreciation occurs because of
the personal value process that provides privacy during the procedure.

4. Conservation of Social Integrity

Life means community, social and health are predetermined social

circumstances. Therefore, nurses play a role in providing for families,
helping religious life and using interpersonal relationships.

2.5 APPLICATION OF THE NURSING PROCESS IN LEVINE’S

CONSERVATION MODEL

 Assessment- The nurse will observe and speak with the patient, in
conjunction with medical reports, results and diagnostic studies to gather
information- referred to as the collection of provocative facts. Patients will
be assessed for challenges to their external and internal environments that
may impede their ability to achieve complete wellness and health. Areas
focused on which may present such challenges are:

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 a) Energy Conservation- the balance between energy expenditure and the
client’s energy supply

b) Structural Integrity- the defense system for the body

c) Personal Integrity- the client’s sense of self-worth, independence and

validation

d) Social Integrity- how well one can be part of a social system (family,
community, etc.)

• Judgement- Taking the provocative facts of the client’s situation and

organizing them in a way that makes sense and adds meaning to the patient’s
circumstances, in order to decide patient needs and possible nursing
interventions. Using these judgments to decide about a patient’s needs is
referred to as trophicognosis.

• Hypotheses- Using his or her formed judgment, the nurse will speak with
the client regarding these judgments with the client. Hypothesizing about
the problem and its solution will eventually form a care plan for the patient.

• Interventions- With the aim of promoting wholeness and adaptation, the

nurse tests his/her hypothesis via direct care. These interventions aim to
address the four areas of wellness (energy conservation, structural integrity,
personal integrity and social integrity).

• Evaluation- Evaluation of the interventions aimed at supporting the nurse's

hypotheses seek to assess the client's response to the interventions. The
evaluation considers both supportive outcomes (providing comfort to the
client) and therapeutic outcomes (improving the client’s sense of wellness).

2.6. LIMITATIONS

Due to the fact that Myra’s Conventional Model primary focus is on

the individual and their wholeness measured by one’s personal and emotional

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well-being during a specific period of time, it has been contested that this model
is not the best suited when it comes to addressing one’s illness in the long term.
Thus, the conventions that Myra imposes on nursing students are more driven
towards a patient’s satisfaction in their current state without looking to future
conditions. In addition, satisfying only current conditions does not allow room
for nurses to attempt to prevent illness if following this specific model as they
are concentrated more on the individual than the illness.

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 CHAPTER III

CLOSING

3.1 CONCLUSION
Based on concept models in nursing, nurses must develop interactions
between nurses and clients to assist individuals in overcoming problems related
to capabilities so as to help meet the pressures or meet the needs resulting from
a condition, environment, situation or time that aims to conserve activities
aimed at optimally utilizing the resources of the client.

3.2 SUGGESTION
It is expected that we as a nurse are able to apply the concept model of
nursing and let us as nurses strive to alleviate the suffering of the patients we
care for. Treat patients like we care for the person we care about most. In order
for patients to feel comfortable at the time of illness is not suffering anymore.
do not abstain to give up and despair in caring for patients. Being a nurse is not
an easy job, but if we do not try we will never be able to. In this world nothing
is impossible if we have the determination to do it diligently and diligently.

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 REFERENCES

• George, Julia B. (2011). Nursing Theories: The Base for Professional

Nursing Practice, 6th Ed. Upper Saddle River, NJ: Pearson.
p. 213. ISBN 978-0-13-513583-9.

• Nursing theories (2010). Myra Levine's conservation model. Retrieved

from http://www.pearsonhighered.com/educator/product/Nursing-
Theories-The-Base-for-Professional-Nursing-
Practice/9780838571101.page

• Conservation theory (2010). Myra Levine's conservation model. Retrieved

from http://nursingtheories.blogspot.com/2009/07/myra-levines-
conservation-theory.html

• Current Nursing (2010). Levine's four conservation principles. Retrieved

from http://currentnursing.com/nursing_theory/Levin_four_conservation_
principles.html.

• Alligood, Martha Raile (2010). Nursing theory: Utilization and

application. Toronto: Mosby Elsevier.

• Taber's Medical Dictionary (2009). Myra levine's conservation model.

Retrieved
from http://www.tabers.com/tabersonline/ub/view/Tabers/144303/0/MYR
A_LEVINE%27S_CONSERVATION_MODEL_.