1.

Explain the conceptual model of the nursing theory of the following nursing theorist:

a. Martha Rogers
Many people believe that a person and his or her environment are integral to each other. Patients
cannot separate from their environment regarding health and treatment. A nurse can use Martha
E. Rogers' Science of Unitary Human Beings to treat patients and help them change toward
better health by practicing nursing with this view of the coexistence of humans and their
environment.
 
The patients are considered "unitary human beings," who cannot divide into parts and must-see
as a whole. According to Rogers' model, patients can actively participate in the change process.
The environment is also irreducible, and it coexists with unitary human beings. Humans see as
integral to the universe in this model. Therefore, the patient and his or her environment are one.
 
Health, according to Rogers, is an expression of the life process. With that, illness and health are
part of the same continuum, and the events that occur throughout the patient's life show how well
the patient is doing in terms of health.
 
An energy field, openness, pattern, and pan dimensionality are the basic characteristics that
describe the patient's life process. The energy field is the basic unit of all, both living and
nonliving. It allows you to see the patient and his or her environment as wholes that are
constantly changing in intensity, density, and extent. "Openness" describes the ongoing energy
exchange between the human and environmental fields. No boundaries prevent energy from
flowing between fields. The pattern is the distinguishing characteristic of an energy field seen as
a single wave. This abstraction gives the field identity and serves as an abstraction. In the domain
of pan dimensionality, there are no spatial or temporal attributes.
 
Nursing has two dimensions in the Science of Unitary Human Beings: the science of nursing,
which is the knowledge particular to nursing that derives from scientific research, and the art of
nursing, which is using the science of nursing in creative ways to improve the lives of patients.
 
In this model, the role of a nurse is to help people. In addition, Rogers suggests noninvasive
nursing modalities like therapeutic touch, humor, music, guided imagery, meditation, and even
color. The goals of nursing interventions are to support patients while they undergo change and
progress toward improved health. They also aim to balance the rhythm between the human and
environmental fields. According to Rogers, a nursing practice should concentrate on managing
pain and providing supportive psychotherapy for recovery.
 
Assessing the patient as a whole person and environment is usually essential when treating the
patient for an injury or illness. Science of Unitary Human Beings by Martha E. Rogers
addresses the importance of the environment as an integral part of the patient. It uses such
knowledge to assist nurses in blending the science and the art of nursing so that patients recover
quickly and achieve the best possible health.
 
 
b. Dorothea Orem
Dorothea E. Orem worked to improve the quality of nursing in general hospitals in her state,
which led to the development of the Self-Care Deficit Theory. The model connects concepts to
generate a new perspective on a specific phenomenon. The theory is simple but generalizable to
a wide range of patients. The nurses can use it to guide and improve practice, but it must be
consistent with other proven theories, laws, and principles.
 
Orem's theory comprises three parts: self-care theory, self-care deficit theory, and nursing system
theory. The self-care theory focuses on the activities individual initiate and carries out on their
behalf to maintain life, health, and well-being. Meanwhile, the self-care deficit theory defines
when nursing is needed. Nursing is required when an adult cannot provide continuous effective
self-care. And the nursing system theory is the result of a series of interactions between people:
legitimate nurses and legitimate patients. When the patient's therapeutic self-care demand
exceeds the available self-care agency, this system is activated, resulting in nursing.
 
 
Orem recognized that members of the health care industry usually develop specialized
technologies. The theory identifies two categories of technologies.
 
 
The first is interpersonal or social. Communication in this category adjusts to the individual's age
and health status—the nurse assists in maintaining interpersonal, intra-group, or inter-group
relations to coordinate efforts. In addition, the nurse should maintain a therapeutic relationship in
light of psychosocial modes of functioning in health and disease. In this category, the nurse
provides human assistance adapted to the individual's needs, actions, abilities, and limitations.
 
 
Second, it consists of regulatory technologies that support and maintain life processes. This
category controls psycho- and physiological modes of functioning in both health and disease. In
addition to regulating position and movement in space, nurses should support human growth and
development.
 
 
A method for identifying self-care deficits and defining the roles of the patient or nurse to
address the demands for self-care provide by Orem's approach to the nursing process. The
technical component of the nursing process is the steps in the approach. Orem adds that the
technological component "must be coordinated with interpersonal and societal pressures in
nursing situations."
 
 
In this model, there are three steps in the nursing process. The first step is an assessment, which
collects data to identify the problem or concern that has to address. The next step is making a
nursing care plan and diagnosis. Implementation and evaluation are the third and last steps in the
nursing process. The nurse implements the health care plan to accomplish the goals established
by the patient and his or her healthcare team and, after completed, analyzes the nursing care by
interpreting the plan's implementation results.
c. Imogene King
Many people choose a career in nursing because they want to help patients get better. And to do
that, it is necessary to establish health goals with the patient and then take steps to achieve them.
Imogene King's Theory of Goal Attainment focuses on assisting nurses in the nurse-patient
relationship by helping their patients meet the health goals they set for themselves.
 
 
The theory's basic concept is that the nurse and patient share information, set goals together, and
then take action to achieve those goals. It refers to an interpersonal relationship that enables a
person to grow and develop to achieve specific life goals. Roles, stress, space, and time are all
factors that affect goal attainment.
 
 
According to King, a patient is a social being with three basic needs. The need for health
information, the need for preventative care, and the need for care in situations where the patient
is unable to help themselves. She defines health as the patient's life experiences, including
adjusting to stressors in the internal and external environment using available resources. The
environment serves as a backdrop for human interaction. It includes the internal environment,
which transforms energy to allow people to adjust to external environmental changes, and the
external environment, which consists of formal and informal organizations. The patient's
environment includes a nurse.
 
 
In King's Theory of Goal Attainment, nursing is a "process of action, reaction, and interaction by
which nurse and patient share information about their perception in nursing situation." Nursing
focuses on the patient's care, with the goal of patients' health care and groups of patients.
 
 
King states that the nurse's responsibility is to assist patients in maintaining their health so they
can fulfill their responsibilities. The nurse's role is to analyze information in the nursing process
and to plan, implement, and evaluate nursing care.
 
 
The nurse evaluates the patient and makes a diagnosis in the context of the nurse-patient
relationship. The nurse develops an intervention plan to address issues found during assessment
and diagnosis after making a diagnosis. Actions are taken after a care plan creates to help
patients reach their health objectives. The nurse assesses the patient to see if the goals are met.
 
 
Helping the patient reach his or her goal of becoming healthy is the objective of the nurse-patient
interaction in the healthcare sector. Imogene King's Theory of Goal Attainment's nursing process
can help nurses work with patients more effectively to help them reach their objectives.
 
COLLEGE ENGLISH (ENGL 111) | COORDINATING CONJUNCTION

DEFINITION:

A coordinating conjunction is a word that connects words, phrases, clauses, and sentences. When
a coordinating conjunction joins together two sentences, the resulting sentence is called a
compound sentence.

The seven coordinating conjunctions is by using the acronym FANBOYS:

For - introduces a reason or purpose.

And - includes or adds an additional part of a sentence.

Nor - adds a negative to another already-stated negative.

But - introduces contrast.

Or - gives a second choice or alternative.

Yet - Introduces a negative statement, an statement that contradicts an existing

situation or condition.

So - It ushers in an effect, consequence, or result.

EXPLAIN:

EXAMPLES:
A coordinating conjunction is a word that connects words, phrases, clauses, and sentences.
When a coordinating conjunction joins two sentences, the resulting sentence is called a
compound sentence.

The seven coordinating conjunctions are by using the acronym FANBOYS:

For - to add a reason.

And - to add a similar, equal idea.

Nor - to add an equal negative idea.

But - to add an opposite idea.

Or - to add an alternative possibility.

Yet - to add an unexpected or surprising continuation.

So - to add an expected result.

Examples:

FOR
1. He brought an umbrella, for it was raining outside. 
2. I was hungry, for I had not eaten since lunch. 
3. I am tired for I study really hard. 

AND 
1. I bought garlic, onion, and tomato. 
2. She sang and danced in the classroom. 
3. I bought groceries, and she cooked lunch. 

NOR 
1. The students did not review, nor did they pass the exam. 
2. Neither my sister nor my friends like the peanut. 
3. Ember does not like durian, nor do I. 

BUT 
1. I want to buy new make-up, but it is too expensive.
2. CJ ordered some items but didn't receive them.
3. I went to school, but did not want to go. 

OR 
1. The students must choose to draw a skeletal system or take a quiz. 
2. I will do my homework, or I will sleep. 
3. You can either eat with us or eat alone. 

YET 
1. Chandria studied a lot, yet she didn't pass the test. 
2. Smiley plays badminton well, yet her favorite sport is volleyball. 
3. The house was old yet beautiful. 

SO 
1. Allison was still sleepy, so she hit the snooze button. 
2. I couldn't think of anything better to do, so I decided to cook for the family. 
3. I study hard, so I will pass all the exams.