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Nightingale's Theory
Nightingale's Theory
Nightingale's Theory
I. Nightingale’s Theory
I use the word nursing for want of a better. It has been limited to signify little more
than the administration of medicine and application of poultices. It ought to signify
the proper use of fresh air, light, warmth, cleanliness, quiet, and the proper selection
and administration of diet—all at the least expense of vital power to the patient.
(Nightingale, 1969, p. 8)
BACKGROUND
FOCUS: environment
She believed that the environment of the patient should be altered to allow nature to act on the
patient (McKenna, 1997; Nightingale, 1969).
The components of Nightingale’s philosophy:
PHYSICAL: ventilation, warmth, light, nutrition, medicine, stimulation, room temperature, and
activity
PSYCHOLOGICAL: chattering hopes and advice and providing variety.
Person: Although most of Nightingale’s writings refer to the person as the one who is receiving
care, she did believe that the person is a dynamic and complex being.
“Nightingale envisioned the person as comprising physical, intellectual, emotional, social, and
spiritual components”.
Health: Nightingale wrote, “Health is not only to be well, but to be able to use well every power
we have” (p. 357).
She believed in prevention and health promotion in addition to nursing patients from illness to
health.
Nursing: Nightingale believed nursing to be a spiritual calling. Nurses were to assist nature that
was healing the patient (Chinn & Kramer, 2011; Nightingale, 1969; Reed & Zurakowski, 1996;
Selanders, 1998).
There are different types of nursing as nursing proper (nursing the sick), general nursing
(health promotion), and midwifery nursing.
Nightingale saw nursing as the “science of environmental management” (Whall, 1996, p. 23).
Nurses were to use common sense, observation, and ingenuity to allow
nature to effectively repair the patient (Pfettscher, 2010).
Additional Notes:
-Nightingale also stressed the importance of “critical thinking” among nurses although she did
not mention the term in her work.
-She expected nurses to use their powers of observation in caring for patients.
-She wanted her nurses “to be clear thinkers and independent in their judgments” (Reed &
Zurakowski, 1996, p. 47).
-She advocated for nurses to have educational backgrounds and knowledge that were different
from those of physicians (Nightingale, 1969; Reed & Zurakowski, 1996; Selanders, 1998).
-She believed in and rallied for nursing education to be a combination of clinical experience and
classroom learning.