THE LIFE OF THEORETICAL FOUNDATION OF NURSING

DOROTHY JOHNSON

DOROTHY JOHNSON
Dorothy E. Johnson, a prominent
nursing theorist, was born in 1919
in Savannah, Georgia, and found
her passion for nursing and
education during the Great
Depression. She pursued a
nursing career after graduating
GROUP 2
from Vanderbilt University and
later earned a master's in public DADULA, NADEINE
health from Harvard. Johnson's DELASALAS, ERIKA
significant contributions to DIMAYUGA, JEDZ
nursing include her renowned DIÑO, MARGARET
1968 paper on nursing ENDAYA, GLAIZA
conceptual models. Her career FALCES, ROBBIE
spanned roles such as staff nurse, FEROLLINO, CHARA
pediatric nursing advisor in India, GIGANTANA, ANDRHEA
GOMEZ, CIELO
and professor of pediatric
HERNANDEZ, JOANA
nursing at the University of
California, Los Angeles. Notable
BSN-1101
works authored by her include
"Theory Development: What,
Why, How?" and "Barriers and
Hazards in Counseling." Johnson
received several accolades,
including the Lulu Hassenplug
Distinguished Achievement
Award and Vanderbilt
University's Excellence in Nursing
Award in 1981. She passed away
in 1999 at the age of 80, leaving
behind a lasting legacy in
nursing theory. BEHAVIORAL SYSTEM
MODEL

DOROTHY JOHNSON Dorothy Johnson's Behavioral
System Model offers a structured
approach for nurses to comprehend
patient needs and behaviors,
emphasizing equilibrium restoration
and stressor adaptation in nursing
practice. However, it's crucial to
recognize that nursing theories,
including Johnson's, are just a part of
the wider nursing realm. They're
typically integrated with various
models and theories to ensure
comprehensive patient care.
THEORETICAL FOUNDATION OF NURSING
7 SUBSYSTEMS OF THE BEHAVIOR SYSTEM MODEL
Johnson identifies seven subsystems in the Behavioral System Model. They are:
1. Attachment or Affiliative Subsystem: This subsystem deals with the need for social
interaction and relationships. It includes behaviors related to forming and maintaining
relationships with family, friends, and healthcare providers. Nurses assess the patient's
attachment behaviors to understand their social support system.
2. Dependency Subsystem: The dependency subsystem involves behaviors related to
the need for assistance and support. Patients may rely on nurses and other healthcare
professionals for help with their physical and emotional needs. Nurses assess the
patient's level of dependency and provide appropriate support.
3. Ingestive Subsystem: This subsystem relates to behaviors related to nutrition and
the intake of food and fluids. Nurses assess a patient's dietary habits and nutritional
status and intervene to ensure adequate nutrition.
4. Eliminative Subsystem: The eliminative subsystem includes behaviors related to the
excretion of waste products from the body. Nurses assess a patient's bowel and
bladder habits and intervene to promote normal elimination.
5. Sexual Subsystem: The sexual subsystem encompasses behaviors related to sexual
expression and reproduction. Nurses may assess a patient's sexual health and provide
education and support as needed
6. Aggressive-Protective Subsystem: This subsystem deals with behaviors related to
protection and defense mechanisms. Patients may exhibit various coping strategies
and defenses when faced with stressors. Nurses assess these behaviors and help
patients adaptively manage stress and protect themselves.
7. Achievement Subsystem: The achievement subsystem involves behaviors related to
personal and societal goals and accomplishments. Nurses assess a patient's ability to
pursue their goals and help them set realistic goals and expectations.
 RIVERSIDE HIGH SCHOOL THEORETICAL FOUNDATION OF NURSING

MYRA
COMPUTER CLUB

BSN-1101
Myra Estrin Levine, born on
December 12, 1920, in Chicago,
ESTRINE
Illinois, was a prominent nurse GROUP 2
and educator. She developed
an interest in nursing due to
her father's health issues and
pursued her education despite
DADULA, NADEINE
financial constraints. Levine
DELASALAS, ERIKA

LEVINE
received her diploma from the
Cook County School of Nursing DIMAYUGA, JEDZ
in 1944, followed by a Bachelor DIÑO, MARGARET
of Science degree from the ENDAYA, GLAIZA
University of Chicago in 1949 FALCES, ROBBIE
and a Master of Science in
FEROLLINO, CHARA
Nursing from Wayne State
University in 1962. GIGANTANA, ANDRHEA
GOMEZ, CIELO
Throughout her career, Levine HERNANDEZ, JOANA
worked in various nursing
roles and authored numerous
articles, including "An
Introduction to Clinical
Nursing." She received
recognition for her
contributions, including the
Elizabeth Russell Belford
Award and an honorary
doctorate from Loyola
University in 1992. THE CONSERVATION
MODEL
 THEORETICAL FOUNDATION OF NURSING

MYRA
ESTRINE LEVINE

Levine's legacy lies in her

holistic approach to nursing
care, acknowledging the
interconnectedness of
physical and psychosocial
elements in promoting and
Levine's nursing theory, maintaining health. Her
known as the Conservation THE CONSERVATION MODEL theory continues to influence
Model, centers around four
nursing practice and
major concepts: Person, In her Conservation Model, Levine
Environment, Health, and introduces key concepts like education.
Nursing. Her theory Wholeness/Health/Integrity, Adaptation,
emphasizes holistic care, Organismic Response, and Conservation.
considering the physical, She underscores the importance of
psychological, social, and preserving an individual's integrity and
achieving balance within their
spiritual aspects of
environment for health. The model
individuals. The
includes four conservation principles:
metaparadigm of nursing
Conservation of Energy, Structural Integrity,
according to Levine involves Personal Integrity, and Social Integrity.
assessing needs, planning These principles guide nursing actions to
and implementing care, and maintain an individual's unity and integrity.
evaluating outcomes.
 THE LIFE OF
SISTER CALISTA ROY

Sister Callista L. Roy

(born October 14, 1939)
is a nursing theorist, GROUP 2
professor, and author.
She is known for her DADULA, NADEINE
groundbreaking work in DELASALAS, ERIKA
DIMAYUGA, JEDZ
creating the Adaptation
DIÑO, MARGARET
Model of Nursing.
ENDAYA, GLAIZA
FALCES, ROBBIE
The Adaptation Model FEROLLINO, CHARA
GIGANTANA, ANDRHEA
of Nursing is a
GOMEZ, CIELO
prominent nursing
HERNANDEZ, JOANA
theory aiming to explain
or define the provision BSN-1101 THEORETICAL FOUNDATION OF NURSING
of nursing science. In
her theory, Sister
SISTER

CALISTA
Callista Roy’s model
sees the individual as a
set of interrelated
systems that maintain a
balance between
ROY
various stimuli.
ADAPTATION MODEL
OF NURSING

ADAPTATION MODEL OF NURSING
Roy categorized these stimuli as focal,
contextual, and residual. Focal stimuli are
that confront the human system and
require the most attention. Contextual
stimuli are characterized as the rest of the
stimuli present with the focal stimuli and
contribute to its effect. Residual stimuli
are the additional environmental factors
present within the situation but whose
effect is unclear. This can include previous
experience with certain stimuli.
ADAPTATION MODEL OF NURSING
Physiological-Physical Mode
Physical and chemical processes are
involved in the function and activities
of living organisms. These are the
actual processes put in motion by the
regulator subsystem. This mode’s basic
need is composed of the needs
associated with oxygenation, nutrition,
elimination, activity and rest, and
protection. This model’s complex
processes are associated with the
senses, fluid and electrolytes,
neurologic function, and endocrine
function.
Self-Concept Group Identity Mode
In this mode, the goal of coping is to
have a sense of unity, meaning the
purposefulness in the universe, and a
sense of identity integrity. This includes
body image and self-ideals.
THEORETICAL FOUNDATION OF NURSING
Role Function Mode
This mode focuses on the primary,
secondary, and tertiary roles that a
person occupies in society and
knowing where they stand as a
member of society.
Interdependence Mode
This mode focuses on attaining
relational integrity through the giving
and receiving of love, respect and
value. This is achieved with effective
communication and relations.
SIX-STEP NURSING PROCESS
A nurse’s role in the Adaptation
Model is to manipulate stimuli by
removing, decreasing, increasing,
or altering stimuli so that the
patient.
1. Assess the behaviors
manifested from the four
adaptive modes.
2. Assess the stimuli, categorize
them as focal, contextual, or
residual.
3. Make a statement or nursing
diagnosis of the person’s
adaptive state.
4. Set a goal to promote
adaptation.
5. Implement interventions aimed
at managing the stimuli.
6. Evaluate whether the adaptive
goal has been met.
 THE LIFE OF
BETTY NEUMAN THEORETICAL FOUNDATION
OF NURSING

Betty Neuman (1924 –

present) is a nursing
GROUP 2
BETTY
theorist who developed NUEMAN
the Neuman Systems DADULA, NADEINE
Model. She gave many DELASALAS, ERIKA
years perfecting a systems DIMAYUGA, JEDZ
model that views patients DIÑO, MARGARET
holistically. She inquired ENDAYA, GLAIZA
about theories from FALCES, ROBBIE
several theorists and FEROLLINO, CHARA
philosophers and applied GIGANTANA, ANDRHEA
her knowledge in clinical GOMEZ, CIELO
HERNANDEZ, JOANA
and teaching expertise to
develop the Neuman
BSN-1101
Systems Model that has
been accepted, adopted,
and applied as a core for
nursing curriculum in
many areas worldwide.

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 BETTY NEUMAN
THEORETICAL FOUNDATION
OF NURSING

WHAT IS THE NEUMAN SYSTEMS MODEL?

Betty Neuman describes the Neuman Systems Model as “a unique, open-system-based

NEUMAN’S NURSING THEORY
Three words frequently used
concerning stress are inevitable,
painful, and intensifying. It is generally
subjective and can be interpreted as the
circumstances of conceivably threatening and
out of their control. A nursing theory
developed by Betty Neuman is based on the
person’s relationship to stress, response, and
reconstitution factors that are progressive in
nature. The Neuman Systems Model presents
a broad, holistic, and system-based method to
nursing that maintains a factor of flexibility. It
focuses on the patient system’s response to
actual or potential environmental stressors
and maintains the client system’s stability
through primary, secondary, and tertiary
nursing prevention interventions to reduce
stressors.
perspective that provides a unifying focus for approaching a wide range of concerns. A system
acts as a boundary for a single client, a group, or even several groups; it can also be defined as a
social issue. A client system in interaction with the environment delineates the domain of
nursing concerns.”
The Neuman Systems Model views the client as an open system that responds to stressors in
the environment. The client variables are physiological, psychological, sociocultural,
developmental, and spiritual. The client system consists of a basic or core structure that is
protected by lines of resistance. The usual health level is identified as the normal defense line
protected by a flexible line of defense. Stressors are intra-, inter-, and extra personal in nature
and arise from the internal, external, and created environments. When stressors break through
the flexible line of defense, the system is invaded, and the lines of resistance are activated. The
system is described as moving into illness on a wellness-illness continuum. If adequate energy is
available, the system will be reconstituted with the normal defense line restored at, below, or
above its previous level.
Nursing interventions occur through three prevention modalities. Primary prevention occurs
before the stressor invades the system; secondary prevention occurs after the system has
reacted to an invading stressor; tertiary prevention occurs after secondary prevention as
reconstitution is being established.
 THE LIFE OF THEORETICAL FOUNDATION OF NURSING

DOROTHEA OREM

Dorothea Elizabeth
Orem, born on July 15,
1914, is a prominent
nursing theorist

DOROTHEA
recognized for the Self-
Care Deficit Nursing GROUP 2
Theory. This theory
centers on goal-oriented DADULA, NADEINE
actions aimed at DELASALAS, ERIKA
encouraging individuals DIMAYUGA, JEDZ
to independently DIÑO, MARGARET
maintain their life, health, ENDAYA, GLAIZA
and overall well-being. FALCES, ROBBIE
Self-care, a key concept,
FEROLLINO, CHARA
involves activities

OREM
GIGANTANA, ANDRHEA
performed consciously
within specified time GOMEZ, CIELO
frames to sustain life, HERNANDEZ, JOANA
foster personal
development, and BSN-1101
support a healthy,
functional lifestyle.
Orem's contributions
extend to her roles as a SELF-CARE DIFICIT
staff nurse, private duty NURSING THEORY
nurse, educator,
administrator, and
consultant in the nursing
field.
THEORETICAL FOUNDATION OF NURSING Provision of conditions that promote
UNIVERSAL SELF-CARE REQUISTES
development
These are universally set goals that all individuals Engagement in self-development and;
need in order to function in the scope of healthy Prevention of the effects of human conditions
living. The eight self-care requisites common in that threatens life.
men, women and children are as follows:
HEALTH DEVIATION REQUISTES
Maintenance of a sufficient intake of air

DOROTHEA OREM
Maintenance of a sufficient intake of food
Maintenance of a sufficient intake of water
Provision of care associated with elimination
Maintenance of balance between activity and
rest
Maintenance of balance between solitude and
Required in conditions of illness, injury, or disease
and may result from medical measures required to
diagnose and correct the condition. These health
care deviations set standards to which the degree of
KING
self-care demand is needed.

social interaction THERAPEUTIC SELF CARE DEMAND

Prevention of hazards to human life, human
functioning and human well-being; and Therapeutic Self-Care Demand is the summation of
all activities needed to alleviate the existing disease
Promotion of human functioning and
or illness. Managing the factors will result in an
development.
appropriate care plan.
DEVELOPMENTAL SELF-CARE REQUISTES

OREM 5 METHODS OF HELPING

Acting for and doing for others

Guiding others
Supporting another
Providing and environment
promoting personal development
about meet future demands
Teaching another.

SELF-CARE REQUISITES

Self-care requisites may be

described as behaviours aimed
at providing self-care. It is
divided into three sections.