MICHIGAN STATE UNIVERSITY
COLLEGE OF NURSING
NUR 803
Conceptual and Theoretical Frameworks
For Advanced Practice Nurses
COURSE SYLLABUS
Fall – 2002
Section 001 – Campus
Section 701 – Grand Rapids
Credits: 3
Thursday 1:15 PM - 4:05 PM
Faculty: Gwen Wyatt, R. N., Ph.D.
(o) 517-353-6672; gwyatt@msu.edu
Office: A230 Life Sciences Building
MSU is an Affirmative Action/Equal Opportunity Institution
CONTENTS
Page
COURSE DESCRIPTION ....................................................................................................................................... . 3
COURSE OBJECTIVES ........................................................................................................................................... 3
PREREQUISITES ...................................................................................................................................................... 3
INSTRUCTIONAL METHOD .................................................................................................................................. 3
REQUIRED AND RECOMMENDED TEXTS ...................................................................................................... 3
EVALUATION/GRADING/ASSIGNMENTS .......................................................................................................... 4
CLASS SCHEDULE.................................................................................................................................................... 5
READINGS ............................................................................................................................................................. 6-8
ADDITIONAL INFORMATION ABOUT THE COURSE ASSIGNMENTS
THE PROFESSIONAL PORTFOLIO (Philosophy Paper) ...................................................................... 9
CLASS PARTICIPATION ......................................................................................................................... 10
THE GENOGRAM .............................................................................................................................. 11-14
ISSUE PAPER BASED UPON FILM ANALYSIS .......................................................................... 15-22
CLASS OBJECTIVES AND ASSIGNED READINGS
CLASS 1 - COURSE OVERVIEW ............................................................................................................ 23
CLASS 2 - DEVELOPMENTAL FRAMEWORKS .......................................................................... 24-25
CLASS 3 - SYSTEMS FRAMEWORKS .................................................................................................. 26
CLASS 4 - STRESS/CRISIS/COPING FRAMEWORK ................................................................... 27-28
CLASS 5 - REVIEW OF NURSING DIAGNOSIS .................................................................................. 30
CLASS 6 AND CLASS 6 - FILM .............................................................................................................. 29
CLASS 7 - Midterm…………………………………………………………………………………………….
CLASS 8 - REVIEW OF HEALTH PROMOTION AND DISEASE PREVENTION
APPLICATION OF HEALTH PROMOTION AND
DISEASE PREVENTION ............................................................................................. 31
CLASS 9 - CHANGE FRAMEWORKS: individual, family, group & provider ................................... 32
CLASS 10 - CHANGE FRAMEWORKS (cont)....................................................................................... 33
2
COURSE DESCRIPTION
This course presents core conceptual and theoretical frameworks for all advanced practice nurse students. Basic
philosophical tenets are used to examine the applicability of the frameworks for advanced nursing practice. Selected
frameworks, models and theories congruent with primary care and derived from nursing and other disciplines are used as
exemplars. They will enable the student to examine personal practice assumptions currently used, and identify others
consistent with practice and research as an advanced practice nurse.
COURSE OBJECTIVES
At the conclusion of the course the student will be able to:
1)
2)
3)
4)
Articulate the language, use and function of conceptual and theoretical frameworks.
Evaluate selected conceptual frameworks, models and theories using appropriate criteria.
Compare and contrast the major concepts, assumptions, utility and relevance to primary care.
Formulate an initial conceptual/theoretical framework for personal practice and research as an advanced
practice nurse.
PREREQUISITES
This course is open to graduate students in the nursing major.
INSTRUCTIONAL METHODS
A variety of methods will be used, e.g., lecture, seminar discussion, student presentations, films, the initiation of a
personal professional portfolio, papers, readings, interviewing, and exam.
REQUIRED TEXTS
Godwin, G. (1994). The Good Husband. New York, NY: Ballantine Books.
American Psychological Association (1994). Publication manual of the American Psychological Association (4th Ed).
Washington, D.C.: American Psychological Association.
Course Required Reading Packet
RECOMMENDED TEXTS
Glanz, K., Lewis., F., & Rimer, B. (1997). Health behavior and health education - Theory, research, and practice.
(2nd Ed.). San Francisco: Jossey-Bass.
Harmon-Hanson, S. & Boyd, S. (1996). Family health nursing-Theory, practice, and research. Philadelphia: F. A.
Davis.
Meleis, A. (1997). Theoretical Nursing: Development and progress (1st ed.). Philadelphia: Lippincott.
Moody, H. (1998). Aging: Concepts and controversies. Thousand Oaks: Pine Forge Press.
3
EVALUATION/GRADING
Student grades for the course will be based on the following:
The grading scale is:
POSSIBLE COURSE POINTS = 1000
940-1000 = 4.0
875-939 = 3.5
810-874 = 3.0
750-809 = 2.5
700-749 = 2.0
650-699 = 1.5
600-649 = 1.0
ASSIGNMENTS INCLUDE
1. PROFESSIONAL PORTFOLIO
*
*
(200 points):
Personal Practice Philosophy - Draft
Personal Practice Philosophy and History Form - Final Version
2. CLASS PARTICIPATION
*
(50 points) :
Guidelines to be discussed at first scheduled class.
3. ASSESSMENT AND ANALYSIS
*
(200 points):
Genogram
4. THEORY APPLICATION TO A CONTEMPORARY ISSUE / FILM
*
(150 points):
Paper & Class Presentation
5. MIDTERM EXAMINATION
(200 points) :
6. FINAL EXAMINATION
(200 points) :
* Final Exam will:
Be held during designated class time (day and hours) during final exam week.
Be a two-hour comprehensive exam.
PLEASE NOTE:
Assignments are due at the beginning of class time. Five points will be deducted for each day late.
Do not exceed maximum number of pages for assignments.
Exam may include short essay, short answer, matching and/or multiple choice.
4
NUR 803 CLASS SCHEDULE - Fall 2002
Class
Date
1
8/29/02
COURSE OVERVIEW
REVIEW OF BASIC THEORETICAL COMPONENTS (Nursing & Related
Frameworks)
2
9/5/02
DEVELOPMENTAL FRAMEWORKS
Application of Developmental Frameworks to novel, “The Good Husband”
Personal Practice Philosophy - Draft
3
9/12/02
SYSTEMS FRAMEWORKS
Application of Systems Frameworks to novel, “The Good Husband”
4
9/19/02
STRESS/CRISIS/COPING FRAMEWORKS
Application of Stress/Crisis/Coping Frameworks to novel, “The Good Husband”
5
9/26/02
REVIEW OF NURSING DIAGNOSIS: Individual, family and group
Application of Nursing Diagnosis and Frameworks to novel, “The Good Husband”.
Guest Lecturer: Brigid Warren, R.N., MSN and Guest Lecture: Linda Keilman, R.N.,
MSN.
6
10/03/02
IN-CLASS FILM: As context for application of developmental, systems, and
stress/crisis/coping frameworks. Genogram Due.
7
10/10/02
SMALL AND LARGE GROUP DISCUSSION OF FILM with application to
frameworks. Concept Exam (Midterm)
8
10/17/02
REVIEW OF HEALTH PROMOTION & DISEASE PREVENTION: The
Epidemiological Model, The Web of Causation, and Primary, Secondary and Tertiary
Prevention. Application of Health Promotion and Disease Prevention to novel, “The
Good Husband”. Guest Lecture: Joan Wood, R.N., Ph.D.
9
10/24/02
CHANGE FRAMEWORKS:
Adoption of positive health behavior, and/or modifying problem health behavior.
10
10/31/02
CHANGE FRAMEWORKS (Continued)
11
11/7/02
STUDENT PRESENTATIONS Related to Films: Groups 1 and 2
Issue Paper due
12
11/14/02
STUDENT PRESENTATIONS (Continued): Groups 3 and 4
13
11/28/02
STUDENT PRESENTATIONS (Continued): Groups 5 and 6
14
11/21/02
THANKSGIVING RECESS (No Class)
15
12/5/02
DISCUSSION OF STUDENTS’ PERSONAL PRACTICE PHILOSOPHIES (include
change models). Personal Practice Philosophy Paper - Final Due.
16
12/12/02
FINAL EXAM
5
Page 1 of 3
Class
Date
1
8/29/02
REQUIRED READINGS
*Godwin, G. (1994). The Good Husband (1st ed.), (pp. 3-100). New York, NY:
Ballantine Books
Villarruel, A., Bishop. T., Simpson, E., Jemmott, L., & Fawcett, J. (2001). Borrowed
Theories, Shared Theories, and the Advancement of Nursing Knowledge. Nursing
Science Quarterly, 14, 158-163.
Wyatt, G., Kurtz, M., & Liken, M. (1993). Breast cancer survivors: An exploration of
quality of life issues. Cancer Nursing 16, 440-448.
Wyatt, G., Kurtz, M., Friedman, L., & Given, B., Given, C. (1996). Preliminary Testing
of the Long-Term Quality of Life Instrument for Female Cancer Survivors. Journal of
Nursing Measurement, 4, 153-170.
Wyatt, G., & Friedman, L. (1996). Development and testing of a quality of life model
for long-term female cancer survivors. Quality of Life Research, 5, 387-394.
Wyatt, G., & Friedman, L. (1996). Long-term female cancer survivors: quality of life
issues and clinical implications. Cancer Nursing, 19, 1-7.
2
9/5/02
Cooper, L., McKenzie, C., & Robinson, D. (2001). Health promotion of individuals,
families, groups, and communities. In D. Robinson & C.P. Kish (Eds.), Core
concepts in advanced nursing, (pp. 585-596). St. Louis, MO: Mosby, Inc.
DeNicola, K.B., (1993). Faith development interview. 1993 Manual for faith
development research, (Appendix B). Atlanta, GA: Emory University.
Fowler, J.W., (1996). Stages of faith and emotions. Faithful change – The personal
and public challenges of postmodern life, (pp. 54-74). Nashville, TN: Abingdon
Press.
*Friedman, M., Conelly, C., Miller, K., & Williams, R. (1998). Family developmental
theory. In M. Friedman, (4th ed.), Family Nursing - Research, Theory and Practice, (pp.
111-145). Stanford, CT: Appleton & Lange.
Gedaly-Duff, V. & Heims, M. (1996). Family child health nursing. In S. HarmonHanson and S. Boyd (1st ed.), Family Health Care Nursing - Theory, Practice and
Research, (pp. 245-250). Philadelphia: F.A. Davis.
*Godwin, G. (1994) . The Good Husband (1st ed.)., (pp. 101-172). New York, NY:
Ballantine Books.
Harmon-Hanson, S., & Boyd, S. (1996). Family nursing practice in the twenty-first
century. In S. Harmon-Hanson and S. Boyd (1st ed.), Family Health Care NursingTheory, Practice and Research, (pp. 372-377). Philadelphia: F.A. Davis.
Harmon-Hanson, S., & Boyd, S. (1996). Family Health Care Nursing: Theory, Practice,
and Research. Family Assessment and Intervention, (pp. 155-163). Philadelphia: F.A.
Davis.
Luggen, A.S., & Kish, C.P. (2001). Cultural diversity: An issue for MSN education. In
D. Robinson & C.P. Kish (Eds.), Core concepts in advanced nursing, (pp. 447-456). St.
Louis, MO: Mosby, Inc.
*Readings from REQUIRED TEXT.
6
Page 2 of 3
Class
Date
3
9/12/02
REQUIRED READINGS
Dodd, M. & Miaskowski, C. & Paul, S. (2001). Symptom Clusters and Their Effect on
the Functional Status of Patients with Cancer, 28, 465-470.
*Godwin, G. (1994). The Good Husband (1st ed), (pp. 173-252). New York, NY:
Ballantine Books.
*Friedman, M. (1998). Systems Theory In M. Friedman, (4 th ed.), Family Nursing, (pp.
153-165). Stanford, CT: Appleton & Lange.
Melies, A. (1997). Theoretical Nursing: Development and Progress (3rd ed.), (pp.318327). Philadelphia: Lippincott.
4
9/19/02
Whitchurch, G. & Constantine, L.J. (1993). Systems Development theory. In P. Boss,
W. Doherty, R. LaRossa, W. Schumm & S. Steinmetz (Eds.), Source book of family
theories and methods: A contextual approach,(pp. 325-352). New York: Plenum Press.
Copp, G. (1998). A review of current theories of death and dying. Journal of Advanced
Nursing, 28, 382-390.
*Godwin, G. (1994). The Good Husband (1st ed.), (pp. 253-310). New York, NY:
Ballantine Books.
*Friedman, M., Svavarsadottir, E., & McCubbin, M. (1998). Family stress and coping
processes: Family adaptation. In M. Friedman, (4 th ed.), Family Nursing (pp. 436-446).
Stanford, CT: Appleton, Lange.
Harmon-Hanson, S., & Boyd, S. (1996). Family Health Care Nursing: Theory, Practice,
and Research, (pp. 148-149). Philadelphia: F.A. Davis.
Lazarus, R. (1993). Coping Theory and research: Past, present, and future.
Psychosomatic Medicine, 55, 234-247.
McClement, S.E. & Woodgate, R.L. (1998). Research with families in palliative care:
Conceptual and methodological challenges. European Journal of Cancer Care, 7, 247254.
Meleis, A. (1997). Theoretical nursing: Development and progress (1st ed.), (pp. 302311) Philadelphia: Lippincott.
Robinson, D. (1997). Family Stress theory: Implications for Family Health. Journal of
the American Academy of Nursing Practitioners, 9, 17-23.
Solari-Twadell, P., Bunkers, S., Want, C., & Snyder, D. (1995) The pinwheel model of
bereavement. IMAGE: The Journal of Nursing Scholarship, 27, 323-326.
Wyatt, G. (2002). Complementary therapies: Emerging strategies for pain management.
Cancer practice, 10, S70-S73. New York, NY: Blackwell Publishing.
5
9/26/02
Fawcett, J. (2002). The Nurse Theorists: 21 st-Century Updates—Madeleine M.
Leininger, Nursing Science Quarterly, 15, 131-136.
Gerber, D.E., Luggen, A.S., & Wishnia, G.S. (2001). Basic concepts in cultural diversity.
In D. Robinson & C.P. Kish (Eds.), Core Concepts in Advanced Nursing, (pp. 457-466).
St. Louis, MO: Mosby, Inc.
Meiner, S., Core Concepts in Advanced Practice Nursing, Age Issues in Health Care, 39,
537-542.
Rowe, J.W., & Kahn, R.L. (1997). Successful aging. The Gerontologist, 37, 433-440.
Schultz, R. & Heckhausen, J. (July 1996). A life span model of successful aging.
American Psychologist Association, 7, 702-714.
The National Institute of Aging published a booklet that can be found at this web site.
Read about the “secrets of aging” including the theories of aging.
http://www.nia.nih.gov/health/pubs/secrets%2Dof%2Daging/p1.htm
Vaillant, G.E., & Mukamal, K. (June 2001). Successful aging. American Journal of
Psychiatry, 158, 839-847.
*Readings from REQUIRED TEXT
7
Page 3 of 3
Class
Date
REQUIRED READINGS
6
10/3/02
7
10/10/02
8
10/17/02
*Godwin, G. (1994). The Good Husband (1st ed.), (pp. 313-451). New York, NY:
Ballantine Books.
Mid-term Exam & Concept Discussion based on film.
Clemin-Stone, S., Eigsti, D. & McGuire, S. (1995). Comprehensive Community Health
Nursing, (pp. 286-296). St. Louis: Mosby.
Dittillo, B.A. (1998). Switching gears to primary care. American Journal of Nursing,
98, 16K-16L.
Glanz, K., Lewis, F., & Rimer, B. (1997). Health Behavior and Health Education Theory, Research, and Practice (2nd ed.), (pp. 453-478). San Francisco, CA: JosseyBass Publishers
Swanson, J. & Albrecht, M. (1993). Community Health Nursing: Promoting the Health
of Aggregates (1st ed.), (pp. 8). Philadelphia: W.B. Saunders.
9
10/24/02
Baranowski, T., Perry, C., & Parcel, G. (1997). How individuals, environments, and
health behavior interact (social cognitive theory). In Glanz K., Lewis, F., & Rimer, B.
(2nd ed.), Health Behavior and Health Education, (pp. 153-178). San Francisco, CA:
Jossey-Bass, Inc.
Meiner, S.E. (2001). Racial/Ethnic group issues and health care. In D. Robinson & C.P.
Kish (Eds.), Core conceptsin advanced nursing, (pp. 513-523). St. Louis, MO: Mosby,
Inc.
Morgan, I.S. (2001). Health promotion and disease prevention across the lifespan. In D.
Robinson & C.P. Kish (Eds.), Core Concepts in Advanced Nursing, (pp. 567-584). St.
Louis, MO: Mosby, Inc.
Rosenstock, I. (1998). Social learning theory and the health belief model. Health
Education Quarterly, 15, 175-183.
Strecher, V. & Rosenstock, I. (1997). The health belief model. In K. Glanz, F. Lewis &
B. Rimer (2nd ed.), Health behavior and health education - Theory, research, and
practice, (pp. 41-59). San Francisco, CA: Jossey-Bass Publishers.
10
10/31/02
Prochaska, J. (1994). Strong and weak principles for progressing from pre
contemplation to action on the basis of twelve problem behaviors. Health Psychology,
13, 47-51.
Prochaska, J., Redding, C., & Evers, K. (1997). Health behavior and health education Theory, research, and practice, (pp. 60-84). San Francisco, CA: Jossey-Bass.
Champion, V. (1994). Beliefs about breast cancer and mammography by behavioral
stage. Oncology Nursing Forum, 21, 1009-1014.
*Readings from REQUIRED TEXT.
8
ADDITIONAL INFORMATION ABOUT COURSE ASSIGNMENTS:
THE PROFESSIONAL PORTFOLIO
The professional portfolio is introduced as part of NUR 803 and altered at intervals as the student progresses
throughout the program and its courses. The portfolio fulfills a variety of goals:
1)
2)
3)
It is a mechanism which will enable the student to convey personal achievements to faculty in the current and
succeeding courses.
It provides an opportunity for the student to demonstrate conceptual progression of APN practice.
It can result in a product or marketing tool which the student can provide to prospective employers.
For program purposes each student is advised to purchase a standardized folder which can be used throughout their
graduate program. An example will be available for review at the first class session. The desired portfolio
characteristics include:
*
*
*
*
the use of quality white paper for all items
materials are clean copies
materials are presented in an organized fashion
materials are complete.
The primary item contributed by NUR 803 to the Professional Portfolio is the Personal Practice Philosophy - Final
Version.
THE PERSONAL PRACTICE PHILOSOPHY: (200 Possible Points)
*
A Personal Practice Philosophy - Draft which describes the student’s current view of the conceptual
underpinnings of his/her practice upon entry to the graduate program (domains, concepts) (1 page).
Definitions of patient/client, environment, nurse, and health care within the domains of bio-psycho-socialspiritual being. Draft a diagram of concepts and domains.
*
A Personal Practice Philosophy - Final Version (200 Points) which further expands material included in
Draft; it includes the student’s projected view of the conceptual underpinnings of practice reflecting
personal selections of assumptions and concepts (from development, systems, stress, and change related to
4 nursing concepts and 4 domains of being (maximum 4 pages plus diagram).
Attach assessment questions to match your practice framework, with rationale. Cited references required
(based on course content).
9
CLASS PARTICIPATION (50 Possible Points)
Participation will be assessed over the semester. The following criteria will be utilized in awarding the points at the
semester’s conclusion.
50
=
Class presentations clearly reflect information/ideas from the required readings.
35
=
Class presentations are pertinent to the discussion and reflect thoughtful consideration of materials.
25
=
Class presentations reflect primarily own ideas rather than readings.
12
=
Class presentations reflect limited knowledge of issues.
0
=
Does not contribute to class.
10
THE GENOGRAM (200 Possible Points)
The genogram includes the "structure" of the family from a three generational perspective. In addition, to the
structure of the family, an assessment and interpretation of the data from each generation is important in order to
understand the functioning of the unit and the generational influences.
OBJECTIVES:
* To acquire familiarity with the family assessment instrument, the Genogram, by conducting a family assessment
using the genogram.
* To identify the strengths and limitations of the use of this family assessment instrument.
* To gain experience in the analysis and interpretation of family data.
* To convey the results of the analysis to the family and other health professionals through both written and
verbal communication.
PROCESS:
1)
Select a family (OTHER THAN YOUR OWN) composed of individuals from three generations including an
individual 65 years of age or older.
2)
Conduct one or more interviews with at least two family members representing different generations to gather
the data. Consider individual vs joint interview. Refer to the “Interview Guidelines” which follow.
3)
Complete the genogram assignment (MAXIMUM OF 2 PAGES OF TEXT) using the following criteria.
4)
Submit completed assignment according to the class calendar.
5)
After receiving the graded genogram assignment, conduct a final interview with the family members who were
interviewed to discuss the genogram.
6)
Do not use the family name in the text or on the genogram use only the first names.
7)
Keep a copy of your paper as well as a copy of the genogram.
CRITERIA FOR GENOGRAM
1.
Prepare a three generational family genogram by identifying family members by first names, nicknames,
and family labels.
a.
DIAGRAM the demographic data (include legend on the genogram) Include: 1) Dates of birth/deaths;
ages, 2) Education, 3) Occupation, 4) Religion, 5) Ethnicity, 6) Urban/Rural, 7) Health conditions
2.
Select two major family themes and cite evidence from your data that supports the significance of the themes
across the three generations. Include the similarities and differences in the generations.
Family Themes - are defined as subjects or topics of verbal or nonverbal communication that are repeated over time
and influence the behavior of family members. The following are examples of topics which might be family themes:
work; leisure; education; roles; orientation toward adults, children, or both; time (future, present, past); money;
independence/dependence; culture (norm, traditions, rituals perpetuated, etc.); health issues; and social patterns.
Required Reading:
Harmon-Hanson, S. (1996). Family assessment and intervention. In S. Harmon-Hanson and S. Boyd (1st ed.),
Family health care nursing - Theory, practice, and research (pp.155-162). Philadelphia: F. A. Davis.
11
STUDENT NAME___________________________
SITE__________________________
ASSIGNMENT: GENOGRAM
CRITERIA OF EVALUATION
Possible
THREE GENERATIONAL GENOGRAM
A. Diagram with legend (Dates of births/deaths, ages, education, occupation, religion,
ethnicity, urban/rural, health conditions
100
MAJOR FAMILY THEME WITH EVIDENCE (50 Points)
A. Themes (Identity two themes that cross generations)
B. Evidence
C. Use first names to identify people in genogram & text
UTILITY
A. Neatness (typed vs handwritten)
B. Ease of reading and interpreting
C. Brief key with most information next to person in genogram.
D. APA format at (12 pt font, double spaced)
COMMENTS:
100
Total
12
200
Awarded
INTERVIEW GUIDELINES
Take time to establish a comfortable rapport with the individual(s) who agreed to be interviewed before asking
them questions for the purpose of the assignment(s).
Explain the purpose of your interview(s) as related to the assignment(s). Let the person you are interviewing
know that they are helping you to learn more about individuals and families and that you are interested in them.
Be alert for signs of fatigue while you are conducting the interview(s). At the beginning of each interview it is
helpful to tell the person(s) that they should let you know if they are getting tired. Terminate the interview and
schedule another visit if you find the person(s) is becoming tired.
Try to appear relaxed and unhurried as you conduct the interview(s). Give the person time to tell their stories
and guide them toward the information you need by using cues that they give you.
Be willing to share yourself with the person you are interviewing. You are asking them for a good deal of
personal information and you may find that they will be interested in learning about you and your background
too.
Don’t make judgments about the person(s) you are interviewing. Each person has a history which is the reality
of their life. It is important that you not give the impression that you find the information to be “inaccurate” or
“the wrong way to do something”.
Enjoy the time you spend with the person(s) who agrees to be interviewed.
13
THE FILM ANALYSIS PAPER
Four films depicting current issues impacting today’s families have been selected as the approach for the application
of the various categories of frameworks included in the NUR 803. Please review each description and determine
which films are of special interest to you. A sign-up sheet has been developed for each film; each student will
indicate a preference for one of films on a sign-up sheet. A small group of students will be matched with each film.
FILMS SELECTED FOR NUR 803
ULEE’S GOLD
This movie focuses on the efforts of a father (grandfather) to hold his family together through drug addiction, jail
time and helping raise teenage grandchildren.
MARVIN’S ROOM
A story about a chronically ill father and the relationships with and between his two daughters during a time of crisis
for both.
AS GOOD AS IT GETS
A diverse group of individuals who create unique family structures and learn to appreciate diversity.
GRAND CANYON
A story of existential experiences for multiple characters who are on the surface living a routine American life.
Film
Violence
/Crime
Ulee’s Gold
Alternative
Family
Structure
Chronic
Illness
GST
HBM
Substance
Abuse
Mental
Health
Issues
Spiritual/
Existentia
l Growth
Aging
TTM
Bereavement
Lifespan
Marvin’s
Room
As Good As It
Gets
Fam. Dev.
Sym
Double
ABC-X
Neuman
SCT
X
Orem
ABC-X
Grand Canyon
Rogers
X
Fowler
X
Epi
Resilreng
14
ISSUE PAPER FILM ANALYSIS
INDIVIDUAL STUDENT RESPONSIBILITIES (100 Possible Points)
* View each of the films prior to the film's discussion in class.
* For the film you selected, the paper will include:
-
An introduction which describes the significance and current societal status of the issue and why it is
significant to the APN (use citations for statistics).
-
An analysis of the issue by comparing/contrasting two frameworks. Provide a systematic application of the
components of two frameworks (e.g., assumptions, concepts, strengths/limitations when applied to the issue).
-
2 Nursing Diagnoses (1 family and 1 individual)
A. 1 Potential Diagnoses
B. 1 Actual Diagnoses
-
Paper not to exceed 3 pages
GROUP RESPONSIBILITIES (50 Possible Points)
* Each group will have approximately 60 minutes of class time to facilitate a class discussion about the application
of theories to their film. (50% of time for presentation and 50% of time for interactive application)
* As part of the discussion the group will analyze one issue utilizing 2 theoritical perspectives.
* Creative strategies for promoting class participation are encouraged.
* No film clips are to be used (everyone is to view all films)
* Class grades presentation (peer)
25 Points Possible
- Average Score
* Faculty grades presentation
25 Points Possible
15
SITE: ______________________________
NAME: ______________________________________________
THEORY APPLICATION & A CONTEMPORARY ISSUE - INDIVIDUAL ANALYSIS PAPER
CRITERIA OF EVALUATION
Possible
The introduction described the significance and current societal status of the issue with
citations & statistics.
25
Analysis of the issue by comparing/contrasting two of the frameworks.
50
The systematic application of components of two framework
(e.g., assumptions, concepts, strengths/limitations)
Nursing diagnosis statements describing an individual and family diagnosis for both an
actual and a potential health issue (2 diagnostic statements).
Correct use of APA Format
20
5
COMMENTS:
TOTAL
16
100
Awarded
DATE: ______________________________
FILM: __________________________________________________________________________
ISSUE: __________________________________________________________________________
NAMES: __________________________________________________________________________
__________________________________________________________________________
THEORY APPLICATION TO A CONTEMPORARY ISSUE: GROUP EVALUATION
CRITERIA OF EVALUATION
Possible
1) The Group kept within the time frame when facilitating the discussion about the
film.
5
2) As part of the discussion, the group analyzed in depth one issue drawing upon
two frameworks covered in class.
10
3) Creative strategies which promoted class participation were utilized.
10
COMMENTS:
Theory 1:
Theory 2:
Total
25
17
Awarded
SITE: ______________________________
NAME: ______________________________________________
PERSONAL PRACTICE PHILOSOPHY EVALUATION FORM
CRITERIA OF EVALUATION
Possible
Introduction with citations for theories used
20
Definitions of concepts (Nurse, Patient, Health, Environment)
40
Integration of concepts (definitions)
45
Summary
25
Health History Items added (3-6 questions),
and rationale in relation to philosophy (cite theory & concept)
25
Diagram match with text
30
APA Format
15
-Use of headings
-Grammar
-Citations in text & Bib. list
COMMENTS:
TOTAL
18
200
Awarded
FRAMEWORK FORM
TITLE:
GENERAL DESCRIPTION:
ORIGIN:
KEY CONCEPTS:
19
FRAMEWORK FORM
BASIC ASSUMPTIONS:
STRENGTHS AND LIMITATIONS
ASSESSMENT QUESTIONS FOR PRIMRY CARE (i.e. variables)
USEFULNESS TO APN IN PRIMARY CARE?
20
QUESTIONS TO CONSIDER WHEN EVALUATING THEORETICAL & CONCEPTUAL FRAMEWORKS:
*
What values are explicit and/or implicit in the framework?
*
Are the words or terms of the framework defined to promote reader understanding?
*
Are the words or terms of the framework applicable to all persons or specific groups?
*
Are the words or terms of the framework applicable across time and place?
*
Is the internal structure of the framework logically consistent?
*
Are the links between the concepts clear?
*
Is there a schematic representation? Is it supported by the text?
*
Does the framework reflect logical translation of diverse perspectives?
*
Is the framework socially congruent, and promote social change or lead to nursing activities that meet
social expectations?
*
Can testable hypotheses be derived from the framework?
*
Does the framework help define nursing goals?
*
Does the framework assist in identifying the appropriate recipient of nursing care?
*
Does the framework reflect the four essential concepts of nursing, i.e., human, environment, health &
nursing?
*
Does the framework define the source of difficulty or area of need for nursing intervention?
*
Does the framework direct attention to the consequences of nursing intervention?
*
Does the framework provide a means of communicating about nursing practices with other nurses?
21
Top 20 Primary Care Conditions
(Diagnosis Clusters that Make up the Majority of Non-referred Ambulatory Visits to US Office-Based Physicians,
NAMCS, 1989-1990)
Cluster Title
General Medical Examination
Acute upper respiratory tract
infection
Hypertension
Prenatal care
Acute otitis media
Acute lower respiratory tract
infection
Acute sprains and strains
Depression and anxiety
Diabetes mellitus
Lacerations and contusions
Malignant neoplasms
Degenerative joint diseases
Acute sinusitis
Fracture and dislocations
Chronic rhinitis
Ischemic heart disease
Acne and diseases of sweat glands
Low back pain
Dermatitis and eczema
Urinary tract infection
Percent
Cumulative Percent
7.2%
6.2%
0.72%
13.4%
4.4%
4.3%
3.5%
2.7%
17.8%
22.1%
25.6%
31.0%
2.7%
2.5%
2.1%
1.9%
1.7%
1.7%
1.6%
1.6%
1.5%
1.4%
1.3%
1.2%
1.2%
1.1%
31.0%
33.5%
35.6%
37.5%
39.2%
40.9%
42.5%
44.1%
45.6%
47.0%
48.3%
49.5%
50.7%
51.8%
The estimated number of visits for 1989-1990 (the denominator) is 1,297,334 (in thousands). This is based on
74,390 survey visits. All relative standard errors are less than 30%.
Source: Rosenblatt et al., 1995.
22
AUGUST 29, 2002
CLASS #1: COURSE OVERVIEW
REVIEW OF BASIC THEORETICAL COMPONENTS (Nursing & Related Frameworks)
Objective: The student will:
1.
2.
3.
4.
5.
6.
Review the goals of conceptual and theoretical frameworks of scientific thought.
Review the process of theory and model development and construction in nursing.
Examine major issues related to theory development in nursing.
Define the constructs of “assumption” and “concept”.
Evaluate selected nursing conceptual and theoretical frameworks utilizing established criteria.
Evaluate existing theoretical perspectives from nursing and related disciplines for APN practice and
research.
Required Readings:
Godwin, G. (1994). The good husband (1st ed.), (pp. 3-100). New York, NY: Ballantine Books.
Villarruel, A., Bishop. T., Simpson, E., Jemmott, L., & Fawcett, J. (2001). Borrowed Theories, Shared Theories, and the
Advancement of Nursing Knowledge. Nursing Science Quarterly, 14, 158-163.
Wyatt, G., Kurtz, M., & Liken, M. (1993). Breast cancer survivors: An exploration of quality of life issues. Cancer
Nursing, 16, 440-448.
Wyatt, G., Kurtz, M., Friedman, L., Given, B., & Given, C. (1996). Preliminary Testing of the Long-Term Quality
of Life Instrument for Female Cancer Survivors. Journal of Nursing Measurement, 4, 153-170.
Wyatt, G., & Friedman, L. (1996). Development and testing of a quality of life model for long-term female cancer
survivors. Quality of Life Research, 5, 387-394.
Wyatt, G., & Friedman, L. (1996). , Long-term female cancer survivors: quality of life issues and clinical
implications. Cancer Nursing, 19, 1-7.
Supplemental References:
Anderson, K. & Tomlinson, P. (1992). The family health system as an emerging paradigmatic view of nursing.
IMAGE: Journal of Nursing Scholarship, 24, 57-63.
Huch, M. (1996). Perspectives on health. In J. Kenney (Ed.) Philosophical and theoretical perspectives for
advanced nursing practice (pp. 199-210). Boston: Jones and Barlett.
Reed, P. (1995). A treatise in nursing knowledge development for the 21 st century: Beyond post modernism.
Advances in Nursing Science, 17, 70-83.
Schoenhofer, S. (1995). Rethinking primary care: Connections to nursing. Advances in Nursing Science, 17, 1221.
Villarruel, A., Bishop. T., Simpson, E., Jemmott, L., & Fawcett, J. (2001). Borrowed Theories, Shared Theories,
and the Advancement of Nursing Knowledge, Nursing Science Quarterly, 14, pp. 158-163.
23
FRAMEWORK ANALYSIS GUIDE
September 5, 2002
CLASS # 2: Developmental Frameworks
Objectives: The student will:
1.
2.
3.
4.
Evaluate selected developmental and transition frameworks (e.g., Life Span, Faith Development, Family
Development Theory, The Self-Care Deficit Theory of Nursing) utilizing established criteria.
Apply the selected developmental conceptual and theoretical frameworks to individuals and
families in the assigned novel, “The Good Husband”.
Analyze the impact of normative individual and family transitions , e.g., retirement, relocation,
widowhood on the health and adaptation of aged persons within their cultural and ethnic environments.
Assess the impact of the stages of the family life cycle, the family developmental tasks, and family
structures on family health status.
Activities:
*
*
*
Submit “Personal Practice Philosophy" Draft
Apply “Guideline for Framework Analysis”.
Examine “Personal Practice Philosophy" for possible inclusion of developmental framework.
Required Readings:
Godwin, G. (1994). The good husband (1st ed.), (pp. 101-172). New York, NY: Ballantine Books.
Harmon-Hanson, S., & Boyd, S. (1996). Family nursing practice in the twenty-first century. In S. HarmonHanson and S. Boyd (1st ed.), Family health care nursing - Theory, practice and research (pp. 372377). Philadelphia: F. A. Davis.
Family Development Theory
Friedman, M. , Connelly, C., Miller, K., & Williams, R. (1998). Family developmental theory. In M. Friedman,
(4th ed.), Family nursing - Research, theory and practice (pp. 111-145). Stanford, CT: Appleton & Lange.
Luggen, A.S., & Kish, C.P. (2001). Cultural diversity: An issue for MSN education. In D. Robinson & C.P. Kish
(Eds.), Core concepts in advanced nursing, (pp. 447-456). St. Louis, MO: Mosby, Inc.
Individual Development
DeNicola, K.B. (1993). Faith development interview. 1993 Manual for faith development research,
(Appendix B). Atlanta, GA: Emory University.
Fowler, J.W., (1996). Stages of faith and emotions. Faithful change – The personal and public challenges of
postmodern life, (pp. 54-74). Nashville, TN: Abingdon Press.
Gedaly-Duff, V. & Heims, M. (1996). Family child health nursing. In S. Harmon-Hanson and S. Boyd (1st ed.),
Family health care nursing - Theory, practice and research (pp. 245-250). Philadelphia: F.A. Davis.
Genogram & Ecomap
Cooper, L., McKenzie, C., & Robinson, D. (2001). Health promotion of individuals, families, groups, and
communities. In D. Robinson & C.P. Kish (Eds.), Core concepts in advanced nursing, (pp. 585-596). St.
Louis, MO: Mosby, Inc.
Harmon-Hanson, S., & Boyd, S. Family health care nursing Theory, practice, and Research. Family Assessment
and Intervention, 155-163. Philadelphia: F.A. Davis.
Orem’s Theory of Nursing (Self-Care Deficit Theory)
Meleis, A. (1997). Theoretical nursing: Development and progress (1st ed.), (pp. 391-401). Philadelphia:
Lippincott.
24
Genogram
Puskar, K. & Nerone, M. (1996). Genogram: A useful tool for nurse practitioners. Journal of Psychiatric and
Mental Health Nursing, 3, 55-60.
Supplemental Readings:
Fowler, J.W. (1986). Faith and the structuring of meaning. In C. Dykstra & S. Parks (Eds.), Faith development
and Fowler, (pp. 15-42). Birmingham, AL: Religious Education Press.
Fowler, J.W. (1991). Stages in Faith Consciousness. In F.K. Oser & W.G. Scarlett (Ed.), Religious development
in childhood and adolescence, (pp. 27-45). San Francisco: Jossey-Bass, Inc.
Friedman, M. , Connelly, C., Miller, K., & Williams, R. (1998). Family developmental theory. In M. Friedman,
(4th ed.), Family nursing - Research, theory and practice, (pp. 138-145). Stamford, CN: Appleton & Lange.
Hart, M. and Foster, S. (1998). Self-care agency in two groups of pregnant women. Nursing Science Quarterly,
11, 167-171.
Kachoyeanos, M. and Selder, F. (1993). Life transitions of parents at the unexpected death of a school-age
and older child. Journal of Pediatric Nursing, 8, 41-49.
Koenig, H.G., (1998). Psychoneuroimmunology and the faith factor. The Journal of Gender-Specific Medicine, 3, 37-34.
Plainsboro, NJ: MultiMedia HealthCare/Freedom.
Schroots, J. (1996). Theoretical developments in the psychology of aging. Gerontologist, 36, 742-748.
Schumacher, K. and Meleis, A. (1994). Transitions: A central concept in nursing. IMAGE: Journal of Nursing
Scholarship, 26, 119-127.
Shapiro, E. (1996). Family bereavement and cultural diversity: A social developmental perspective. Family
Process, 35, 313-332.
Smith,S. (1997). The retirement transition and the later life family unit. Public Health Nursing, 14, 207-216.
Tomlinson, P. (1996). Marital relationship change in the transition to parenthood: A reexamination as interpreted
through transition theory. Journal of Family Nursing, 2, 286-304.
25
September 12, 2002
CLASS # 3: Systems Frameworks
Objectives: The Student will:
1. Evaluate selected systems frameworks, e.g., General Systems Theory, Symptom Management Model, The
Science of Unitary Human Beings, utilizing established criteria.
2. Apply the selected systems frameworks to families, groups and societal systems.
3. Evaluate the selected systems frameworks for APN practice and research.
Activities:
1. Apply “Guideline for Framework Analysis”.
2. Examine “Personal Practice Philosophy" for possible inclusion of systems frameworks in “Final Draft”.
3. Apply ecomap to “Good Husband.”
Required Readings:
Godwin, G. (1994). The good husband (1st ed.), (pp. 173-252). New York, NY: Ballantine Books.
Roger’s Theory of Nursing
Meleis, A. (1997). Theoretical nursing: Development and progress (3rd ed.), (pp. 318-327). Philadelphia:
Lippincott.
Systems Theory
Whitchurch, G. & Constantine, L. (1993). Systems Development Theory. In P. Boss, W. Doherty, R. LaRossa, W.
Schumm & S. Steinmetz (1st ed.), Source Book of Family Theories and Methods: A Contextual Approach
(pp. 325-352). New York: Plenum Press.
Friedman, M. (1998). Systems Theory In M. Friedman, Family Nursing (4 th ed.), (pp. 153-165). Stanford, CT:
Appleton & Lange.
Dodd, M. , Janson S., Facione N., Faucett J., Froelicher E.S., Humphreys J., Lee K., Miaskowski, C., Puntillo K.,
Rankin S. & Taylor D. (2001) Advancing the Science of Symptom Management, Journal of Advanced
Nursing, 33, 668-676.
Supplemental Readings:
Amato, P. (1996). Explaining the intergenerational transmission of divorce. Journal of Advanced Nursing, 8, 628640.
Coleman, C. Piles, C., & Poggenpoel, M. (1994). Influence of caregiving on families of older adults. Journal of
Gerontological Nursing, 11, 40-56.
Compton, M. (1994). A Rogerian view of drug abuse: Implications for nursing. Nursing Science Quarterly, 8, 98105.
Knapp, E., & DelCampo, R. (1995). Developing family care plans: A systems perspective for helping hospice
families. American Journal of Hospice and Palliative Care, 12, 39-47.
Rogers, M. (1992). Nursing science and the space age. Nursing Science Quarterly, 5, 28-34.
Dodd, M. & Miaskowski, C. & Paul, S. (2001). Symptom Clusters and Their Effect on the Functional Status of
Patients with Cancer, 28, pp. 465-470.
Yarcheski, A., Mahon, N., & Yarcheski, T. (2002). Humor and Health in Early Adolescents: Perceived Field
Motion as a Mediating Variable, Nursing Science Quarterly, 15, pp. 150-155.
26
September 19, 2002
CLASS # 4: Stress/Crisis/Coping Frameworks
Objectives: The student will:
1. Analyze selected stress/crisis/coping conceptual and theoretical frameworks, e.g., ABCX/Double
ABCX/Resiliency Framework, Coping, The Pinwheel Model of Bereavement, and Neuman Theory of
Nursing,
utilizing established criteria.
2. Examine previously reviewed developmental and systems frameworks in relation to stress/crisis/coping
frameworks for the individual, family and group.
3. Evaluate the selected stress/crisis/coping frameworks for APN practice and research.
4. Apply selected stress/crisis/coping frameworks at the individual and family level apparent in the novel,
“The Good Husband”.
Activities:
1. Apply “Guidelines for Framework Analysis”.
2. Examine “Personal Practice Philosophy" for possible inclusion of selected stress/crisis/coping
frameworks in “Final Version".
Required Readings:
Godwin, G. (1994). The Good Husband (1st ed.), (pp. 253-310). New York, NY: Ballantine Books.
ABCX Model
Friedman, M., Svavarsdottir, E. & McCubbin, M. (1998). Family stress and coping processes: Family adaptation. In
M. Friedman, Family Nursing (4th ed.), (pp. 436-446). Stanford, CT: Appleton & Lange.
Coping
Lazarus, R.S. (1993). Coping theory and research: Past, present and future. Psychosomatic Medicine, 55, 234-247.
Wyatt, G. (2002). Complementary therapies: Emerging strategies for pain management. Cancer practice, 10, S70S73. New York, NY: Blackwell Publishing.
Neuman’s Theory of Nursing
Meleis, A. (1997). Theoretical Nursing: Development and Progress (1st ed.), (pp. 302-311). Philadelphia:
Lippincott.
Harmon-Hanson, S., & Boyd, S. (1996). Family health care nursing: Theory, practice, and Research. Family
Nursing Assessment Models, (pp. 148-149). Philadelphia: F. A. Davis.
Resiliency Model
Robinson, D. (1997). Family stress theory: Implication for family health. Journal of the American Academy of
Nurse Practitioners, 9, 17-23.
Bereavement Model
Solari-Twadell, P., Dunkers, S, Wang, C., & Snyder, D. (1995). The pinwheel model of bereavement. IMAGE: The
Journal of Nursing Scholarship, 27, 323-326.
Copp, Gina (1998). A review of current theories of death and dying. Journal of Advanced Nursing, 28, 382390.
McClement, S.E. & Woodgate, R.L. (1998). Research with families in palliative care: Conceptual and
methodological challenges. European Journal of Cancer Care, 7, 247-254.
Continued on Next Page
CLASS #4
27
September 19, 2002
CLASS #4: Stress/Crisis/Coping Frameworks
(C o n t i n u e d)
Supplemental Readings:
Blanchard, C, Albrecht, T & Ruckdeschel, J. (1997). The crisis of cancer: Psychological impact on family
caregivers. Oncology, 11, 189-194).
Drench, M. (1994). Changes in body image secondary to disease and injury. Rehabilitation Nursing, 19, 31-36.
Friedman, M., Svavarsdottir, E. & McCubbin, M. (1998). Family stress and coping processes: Family adaptation. In
M. Friedman, (4th ed.), Family nursing, (pp. 446-465). Stanford, CN: Appleton & Lange.
Reed, K. (1993). Adapting the Neuman systems model for family nursing. Nursing Science Quarterly, 6, 93-97.
Rozenzweig, A, Prigerson, H., Miller, M, & Reynolds, C. (1997). Bereavement and late-life depression: Grief and
its complications in the elderly. Annual Review of Medicine, 48, 421-428.
Vyjeyanthi, S. P., and Hallenbeck, J., (2002). Identifying and Managing Preparatory Grief and Depression at the End
of Life. American Family Physician, 1-9. Retrieved March 18, 2002.
Wang, J, & McKinney, J. (1997). Battered women’s perceptions of loss and health. Holistic Nursing Practice, 11,
50-59.
28
September 26, 2002
CLASS 5: REVIEW OF AGING THEORIES & CULTURAL CONSIDERATIVES
APPLICATION OF THEORY TO CASE STUDIES
Guest Lecturer: Brigid Warren, R.N., MSN and Linda Keilman, R.N., MSN
Objectives: The student will:
1. Discuss why it is important to have an understanding of basic information related to theories of aging and how
they relate to advanced practice nursing.
2. Identify at least one biological, developmental, sociologic, and Gerontological nursing theory of aging.
3. Examine the role of cultural competency in practice.
Activities:
1. Engage in small and large group discussion.
2. Examine “Personal Practice Philosophy - Draft for possible inclusion of aging content.
Required Readings:
Fawcett, J. (2002). The Nurse Theorists: 21st - Century Updates—Madeleine M. Leininger, Nursing Science
Quarterly, 15, 131-136.
Gerber, D.E., Luggen, A.S., & Wishnia, G.S. (2001). Basic concepts in cultural diversity. In D. Robinson & C.P. Kish
(Eds.), Core Concepts in Advanced Nursing, 457-466. St. Louis, MO: Mosby, Inc.
Meiner, S., Core Concepts in Advanced Practice Nursing, Age Issues in Health Care, 39, 537-542.
Rowe, J.W., & Kahn, R.L. (1997). Successful aging. The Gerontologist, 37, 433-440.
Schulz, R. and Heckhausen, J. (1996). A lifespan model of successful aging. American Psychologist, 7, 702714.
The National Institute of Aging published a booklet that can be found at this web site. Read about the “secrets of
aging” including the theories of aging.
http://www.nia.nih.gov/health/pubs/secrets%2Dof%2Daging/p1.htm
Vaillant, G.E., & Mukamal, K. (June 2001). Successful aging. American Journal of Psychiatry, 158, 839-47.
29
October 3, 2002 CLASS #6:
AND
October 10, 2002 CLASS #7:
In-Class Film & Guest Lecturer: Joan Wood, R.N., Ph.D.
Mid-term Exam & Concept Discussion based on film.
Objectives: The student will:
1. Analyze the class film using the previously reviewed frameworks.
2. Participate in presenting the analysis to other class participants.
3. Compare and contrast the application of each of the frameworks used to analyze the film.
Activities:
1. View the film through the lens of “one” of the frameworks.
2. Take selected notes to assist in the application of the assigned framework.
3. Participate in small group discussion with other class participants who viewed film using the same
framework.
4. Following small group discussion, prepare with other class participants a transparency (s) which
demonstrates application of the framework to the film.
5. Participate in large group discussion of all presented transparencies representing the various frameworks.
Required Readings:
Godwin, G. (1994). The good husband (1st ed.), (pp. 313-451). New York, NY: Ballantine Books.
Supplemental Readings:
Alexander, D. and Gwyther, R. (1995). Alcoholism in adolescents and their families: Family focused assessment and
management. Pediatric Clinics of North America, 33, 217-234.
30
October 17, 2002
CLASS 8: REVIEW OF HEALTH PROMOTION AND DISEASE PREVENTION
APPLICATION OF HEALTH PROMOTION AND DISEASE
PREVENTION
Guest Lecturer: Joan Wood, R.N., Ph.D.
Objectives: The student will:
1. Examine epidemiological frameworks, e.g., the "web of causation," “levels of prevention” (primary,
secondary and tertiary), and natural history of disease, utilizing established criteria.
2. Explore the applicability of these frameworks to the top 20 primary care conditions.
3. Discuss primary care conditions present in "The Good Husband".
4. Examine the potential relationships between these frameworks and those previously analyzed, i.e.,
developmental, systems, and stress/crisis/coping.
Activities:
1. Apply "Guidelines for Framework Analysis".
2. Examine "Personal Practice Philosophy -" for possible inclusion of epidemiological model
including, the "web of causation," “levels of prevention,” and “natural history of disease.”
Required Readings:
Clemen-Stone, S., Eigsti, D., & McGuire, S. (1995). Comprehensive Community Health Nursing (5th ed., pp. 286296). St. Louis: Mosby.
Ditillo, B. (1998). Switching gears to primary care. American Journal of Nursing, 98(5), 16K-16L.
Glanz, K., Lewis., F., & Rimer, B. (1997). Health behavior and health education - Theory, research, and practice
(2nd ed., pp. 453-478). San Francisco, CA: Jossey-Bass Publishers.
Swanson, J. & Albrecht, M. (1993). Community health nursing: Promoting the health of aggregates (1st ed.),
(pp. 8). Philadelphia: W. B. Saunders.
Supplemental Readings:
Clark, M. J. (1999). Nursing in the community (3rd ed.), (pp. 153-161). Stamford, CT.: Appleton & Lange.
Michigan Department of Community Health and the Michigan Public Health Institute (1997). Initial results from the
1996 Michigan Behavioral Risk Factor Survey. Lansing, MI: Michigan Department of Community Health.
31
October 24, 2002
CLASS 9: CHANGE FRAMEWORKS: Individual, family, group & provider
ADOPTION OF POSITIVE HEALTH BEHAVIOR
ALTERING PROBLEM HEALTH BEHAVIOR
Objective: The student will:
1. Evaluate selected change frameworks, e.g., Social Learning (Cognitive) Theory, Health Belief Model and Health
Promotion Model, utilizing established criteria.
2. Examine the applicability of these frameworks to selected case situations reflecting primary care conditions.
3. Examine relevant research applicable to advanced nursing interventions.
4. Apply the concept of mutuality to promote health behaviors in primary care situations.
Activities:
1. Small and large group discussion of:
*Heath Promotion Model as applied to diabetic teaching.
*Variations on the Health Belief Model as applied to breast cancer screening.
2. Examine "Personal Practice Philosophy" for possible inclusion of selected change frameworks.
Required Reading:
SCT
Baranowski, T., Perry, C., & Parcel, G. (1997). How individuals, environments, and health behavior interact (social
cognitive theory). In Glanz, K., Lewis, F., & Rimer, B. (2 nd ed.), Health behavior and health education.
(pp. 153-178). San Francisco, CA: Jossey-Bass Inc.
SCT & HBM
Rosenstock, I. (1988). Social learning theory and the health belief model. Health Education Quarterly, 15, 175183.
HBM & HPM
Meiner, S.E. (2001). Racial/Ethnic group issues and health care. In D. Robinson & C.P. Kish (Eds.), Core concepts
in advanced nursing, (pp. 513-523). St. Louis, MO: Mosby, Inc.
Morgan, I.S. (2001). Health promotion and disease prevention across the lifespan. In D. Robinson & C.P. Kish
(Eds.), Core Concepts in Advanced Nursing, (pp. 567-584). St. Louis, MO: Mosby, Inc.
Strecher, V. & Rosenstock, I. (1997). The health belief model. In K. Glanz, F. Lewis, & B. Rimer (2 nd ed.), Health
behavior and health education - Theory, research, and practice, (pp. 41-59). San Francisco, CA:
Jossey-Bass Publishers.
Supplemental Readings:
Champion, V. (1995). Development of a benefits and barriers scale for mammography utilization. Cancer Nursing,
18, 53-59.
Eisenhauer, L. (1994). A typology of nursing therapeutics. IMAGE: Journal of Nursing Scholarship, 26, 261264.
Hansen, M. (1998). Patient-centered teaching from theory to practice. American Journal of Nursing, 98, 56-60.
Oldnall, A. (1996). A critical analysis of nursing: Meeting the spiritual needs of patients. Journal of Advanced
Nursing, 23, 138-144.
Ward-Collins, D. (1998). “Noncompliant” - Isn’t there a better way to say it?. American Journal of Nursing, 98,
27-32.
32
October 31, 2001
CLASS 10: Change Frameworks (cont’d)
Objectives: The student will:
1. Examine selected learning and change conceptual and theoretical frameworks (e.g., The Transtheoretical
Model) utilizing establish criteria.
2. Examine the selected frameworks as a basis for developing educational approaches in primary
care, including client characteristics.
3. Apply the selected frameworks to characters, families, and groups in "The Good Husband".
4. Develop behavioral approaches utilizing concepts incorporated by the frameworks, e.g., self-efficacy,
adaptation).
Activities:
1. Apply "Guideline for Framework Analysis".
2. Examine "Personal Practice Philosophy - for possible inclusion of the selected frameworks in Final Draft.
3. Small and large group discussion of:
*Transactional model (Prochaska) applied to smoking cessation or weight reduction.
*Social learning theory (Bandura) applied to teaching in cognitive reframing and self efficacy.
Required Readings:
TTM
Prochaska, J. (1994). Strong and weak principles for progressing from precontemplation to action on the basis of
the 12 problem behaviors. Health Psychology, 13(1), 47-51.
Prochaska, J., Redding, C., & Evers, K. (1997). The transtheoretical model and stages of change. In Glanz, K.,
Lewis, F & Rimer, B. (Eds), Health behavior and health education (2nd ed., pp. 60-84). San Francisco: JosseyBass.
HBM & TTM
Champion, V. (1994). Beliefs about breast cancer and mammography by behavioral stage. Oncology Nursing
Forum, 21(6), 1009-1014.
Supplemental Readings:
Burnside, I. (1994). Reminiscence and life review: Therapeutic interventions for older people. Nurse Practitioner,
4, 55-61.
LeSage, J., Slimmer, L., Lopez, M., & Ellor, J. (1986). Learned helplessness. Journal of Gerontological Nursing,
15, 8-15.
Prochaska, et al (1994). Stages of change and decisional balance for 12 problem behaviors. Health Psychology,
13, 39-46.
Prochaska, J.O., et al. (1994). The transtheoretical model of change and HIV prevention: A review. Health
Education Quarterly, 21, 471-486.
33