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Florence Nightingale Nursing Theory

noreply@blogger.com (SANDIKA ARVA) — Wed, 01 Sep 2010 23:38:41 PDT

The goal of nursing as described by Nightingale is assisting the patient in his or her retention of “vital powers” by meeting his or her needs, and thus, putting the patient in the best condition for nature to act upon (Nightingale, 1860/1969). This must not be interpreted as a “passive state,” but rather one that reflects the patient’s capacity for self-healing facilitated by nurses’ ability to create an environment conducive to health. The focus of this nursing activity was the proper use of fresh air, light, warmth, cleanliness, quiet, proper selection and administration of diet, and monitoring the patient’s expenditure of energy and observing. This activity was directed toward the environment and the patient.

Health was viewed as an additive process, the result of environmental, physical, and psychological factors, not just the absence of disease. Disease was the reparative process of the body to correct a problem, and could provide an opportunity for spiritual growth. The laws of health, as defined by Nightingale, were those to do with keeping the person, and the population, healthy. This was dependent upon proper environmental control—for example, sanitation. The environment was what the nurse manipulated. It included those physical elements external to the patient. Nightingale isolated five environmental components essential to an individual’s health: clean air, pure water, efficient drainage, cleanliness, and light.

The patient is at the center of the Nightingale model, which incorporates a holistic view of the person as someone with psychological, intellectual, and spiritual components. This is evidenced in her acknowledgment of the importance of “variety.” For example, she wrote of “the degree . . . to which the nerves of the sick suffer from seeing the same walls, the same ceiling, the same surroundings” (Nightingale, 1860/1969). She remarked upon the spiritual component of disease and illness, she felt they could present an opportunity for spiritual growth. In this, all persons were viewed as equal. A nurse was defined as any woman who had “charge of the personal health of somebody” whether well, as in caring for babies and children, or sick, as an “invalid” (Nightingale, 1860/1969). It was assumed that all women, at one time or another in their lives, would nurse. Thus, all women needed to know the laws of health. Nursing proper, or “sick” nursing, was both an art and a science and required organized, formal education to care for those suffering from disease. Above all, nursing was “service to God in relief of man”; it was a “calling” and “God’s work” (Barritt, 1973). Nursing activities served as an “art form” through which spiritual development might occur (Reed & Zurakowski, 1983/1989). All nursing actions were guided by the nurses’ caring, which was guided by underlying ideas about God.

Consistent with this caring base is Nightingale’s views on nursing as an art and a science. Again, this was a reflection of the marriage, essential to Nightingale’s underlying worldview, of science and spirituality. On the surface, these might appear to be odd bedfellows; however, this marriage flows directly from Nightingale’s underlying religious and philosophic views, which were operationalized in her nursing practice. Nightingale was an empiricist, valuing the “science” of observation with the intent of use of that knowledge to better the life of humankind. The application of that knowledge required an artist’s skill, far greater than that of the painter or sculptor:

Nursing is an art; and if it is to be made an art, it requires as exclusive a devotion, as hard a preparation, as any painter’s or sculptor’s work; for what is the having to do with dead canvas or cold marble, compared with having to do with the living body—the Temple of God’s spirit? It is one of the Fine Arts; I had almost said, the finest of the Fine Arts.

Nightingale’s ideas about nursing health, the environment, and the person were grounded in experience; she regarded one’s sense observations as the only reliable means of obtaining and verifying knowledge. Theory must be reformulated if inconsistent with empirical evidence. This experiential knowledge was then to be transformed into empirically based generalizations, an inductive process, to arrive at, for example, the laws of health. Regardless of Nightingale’s commitment to empiricism and experiential knowledge, her early education and religious experience also shaped this emerging knowledge.

According to Nightingale’s model, nursing contributes to the ability of persons to maintain and restore health directly or indirectly through managing the environment. The person has a key role in his or her own health, and this health is a function of the interaction between person, nurse, and environment. However, neither the person nor the environment is discussed as influencing, in turn, the nurse. Nightingale’s education, spiritual development, her time in the Crimea, as well as the role of women in the nineteenth century all affected the development of Nightingale’s ideas about nursing. Although it is difficult to describe the interrelationship of the concepts in the Nightingale model. Note the prominence of “observation” on the outer circle, important to all nursing functions, as well as the interrelationship of the specifics of the interventions such as “bed and bedding” and “cleanliness of rooms and walls” that go into making up the “health of houses.”

Source : http://gino-memoirofaschizo.blogspot.com/2010/04/nursing-theory-theorist-florence.html

Florence Nightingale - Nursing Pioneer

noreply@blogger.com (SANDIKA ARVA) — Wed, 01 Sep 2010 23:31:02 PDT

Florence Nightingale spent her life in service to the sick and the wounded. Born into an affluent family, she rejected the usual path that upper class Victorian women took at that time and followed her own heart. Along the way, she reinvented the role of nurses in society and brought to light necessary changes toward the organization of a successful army hospital. Florence Nightingale led a life of significance, but not without enduring a war and sufferings of her own.

In the year 1820, Florence Nightingale was born in Florence, Italy. In fact, according to, The Life of Florence Nightingale, she was named after the city. During her childhood, she was able to travel and receive a well-rounded education due to the wealth of her family. The aforementioned article goes on to reveal that Florence realized early on that she would not be satisfied in the expected role of a wife in upper class society. She longed for more fulfilling pursuits. Visit Nurse Florence Nightingale and you'll learn that against her family's advice, she made the decision to become a nurse. Nurses were not particularly valued at that time in history, but Florence persisted. She travelled to Germany and studied nursing at the Kaiserworth School. The article goes on to describe how her time spent as superintendent of an institution for women stirred her interest in hospital management. The more experience she garnered in hospitals, the more the ideas swirled around in her mind as to how to improve the care given to patients.

Source : http://www.medicalandnursing-training.com/medic/florence-nightingale.html

Highlights of Nursing in Virginia

noreply@blogger.com (SANDIKA ARVA) — Wed, 01 Sep 2010 23:02:41 PDT

About This Resource

"Highlights of Nursing in Virginia" was originally compiled by Mabel E. Montgomery, RN, Katherine R. Gary, RN and Marie Schmidt, RN, members of the Special Anniversary Observances Committee of the Virginia Nurses' Association and published in 1975. Under the guidance of Evelyn C. Bacon, Chair of the VNA History Committee, revisions were begun to the "Highlights" in the 1990s. This edition was completed by the Joint History Committee of the Virginia Nurses' Association and the Virginia League of Nursing, under the leadership of Corinne F. Dorsey in November of 2000.

Highlights

Decades 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000

Florence Nightingale (1820 - 1910)

noreply@blogger.com (SANDIKA ARVA) — Wed, 01 Sep 2010 23:25:42 PDT

Florence Nightingale © Famous for her work in the military hospitals of the Crimea, Nightingale established nursing as a respectable profession for women.
Florence Nightingale was born on 12 May 1820, and named after the Italian city of her birth. Her wealthy parents were in Florence as part of a tour of Europe. In 1837, Nightingale felt that God was calling her to do some work but wasn't sure what that work should be. She began to develop an interest in nursing, but her parents considered it to be a profession inappropriate to a woman of her class and background, and would not allow her to train as a nurse. They expected her to make a good marriage and live a conventional upper class woman's life.
Nightingale's parents eventually relented and in 1851, she went to Kaiserwerth in Germany for three months nursing training. This enabled her to become superintendent of a hospital for gentlewomen in Harley Street, in 1853. The following year, the Crimean War began and soon reports in the newspapers were describing the desperate lack of proper medical facilities for wounded British soldiers at the front. Sidney Herbert, the war minister, already knew Nightingale, and asked her to oversee a team of nurses in the military hospitals in Turkey. In November 1854, she arrived in Scutari in Turkey. With her nurses, she greatly improved the conditions and substantially reduced the mortality rate
She returned to England in 1856. In 1860, she established the Nightingale Training School for nurses at St Thomas' Hospital in London. Once the nurses were trained, they were sent to hospitals all over Britain, where they introduced the ideas they had learned, and established nursing training on the Nightingale model. Nightingale's theories, published in 'Notes on Nursing' (1860), were hugely influential and her concerns for sanitation, military health and hospital planning established practices which are still in existence today. She died on 13 August 1910.

Source : http://www.bbc.co.uk/history/historic_figures/nightingale_florence.shtml

Virginia Board of Nursing

noreply@blogger.com (SANDIKA ARVA) — Wed, 01 Sep 2010 22:41:05 PDT

About The Board

The Virginia General Assembly created the State Board of Examiners of Graduate Nurses with the enactment of the Nurse Practice Act in 1903 to provide for the registration of nurses. The act also provided for the inspection of the training schools. The purpose of the regulation of nursing by the state is to protect the health, safety and welfare of the citizens of the Commonwealth. The name of the Board has changed several times and groups have been added to the registered nurses originally regulated.
Licensed attendants were added in 1918 and continued until 1946. Certified tuberculosis nurses were first regulated in 1926. None were added after an amendment to the law in 1970 after the educational programs had closed. In 1946, an amendment to the Nurse Practice Act established the regulation of licensed practical nurses. The categories of clinical nurse specialists and certified nurse aides were added in 1989. In 1996, the law was again amended to authorize the Board of Nursing to regulate massage therapists. Joint regulation of nurse practitioners by the Boards of Nursing and Medicine began in 1975 and prescriptive authority for nurse practitioners was initiated in 1992.

Members of the Virginia Board are appointed by the Governor to four-year terms. Composition of the Board has changed from the initial five registered nurse members to the current thirteen member Board comprised of seven registered nurses, three licensed practical nurses and three citizen members. The first licensed practical nurse member was appointed in 1947 and the first two citizen members in 1986.

Official Names

Years	Name
1903-1946	State Board of Examiners of Graduate Nurses
1946-1970	State Board of Examiners of Nurses
1970-1988	Virginia State Board of Nursing
1989-Present	Virginia Board of Nursing

Source : http://www.library.vcu.edu/tml/speccoll/nursing/board/

GARDNER, Mary Sewall

noreply@blogger.com (SANDIKA ARVA) — Sun, 27 Sep 2009 18:32:28 PDT

Born 5 February 1871, Newton, Massachusetts; died 20 February 1961, Providence, Rhode Island

Daughter of William Sewall and Mary Thornton Gardner

As a girl, Mary Sewall Gardner moved with her well-to-do family from Massachusetts to Providence, where she lived and worked all her life. Gardner credited her father and half-brother, both of them lawyers and judges, with teaching her to think clearly and to feel a sense of civic responsibility. In 1890, Gardner graduated from Miss Porter's School in Farmington, Connecticut. She entered the Newport Hospital Training School for Nurses when she was over thirty.

In 1905, soon after graduating, Gardner became director of the Providence District Nursing Association, which she headed until her retirement in 1931. Worried that the boom in public-health work was leading to employment of poorly trained nurses, Lillian D. Wald, Gardner, and others prodded the two national nurses' groups to establish a standard-setting body. The result was the National Organization for Public Health Nursing (NOPHN), founded in 1912. Gardner helped draft its constitution, was active on its first board of directors, and succeeded Wald as NOPHN president from 1913 to 1916.

Like the NOPHN, Gardner's first book, Public Health Nursing (1916), aimed to guide, restrain, and standardize the efforts of nurses and lay people caught up in the enthusiasm for public health. The first systematic treatment of the subject, it was revised in 1924 and 1936 and was in print until 1945. In a demonstration of the worldwide influence of American nursing methods it was translated into French, Spanish, Chinese, and Japanese. Although used in classrooms, the book served a wider audience by offering advice on how to found and manage a district nursing association, how to run a one-woman public-health program, and how to deal with lay boards of managers.

Johnson Theory of Nursing

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 10:12:32 PDT

Definition

Johnson's theory of nursing believes that humans are behavioral systems made up of seven subsystems.

Description

Johnson's theory of nursing, also known as the behavioral systems model, was created by Dorothy Johnson. She was born on August 21, 1919 in Georgia. She attended Armstrong Junior College, from which she received her A.A. in 1938, and Vanderbilt University from which she received her B.S.N. in 1942. She also attended Harvard University from which she received her M.P.H. in 1948. She taught pediatric nursing at Vanderbilt University and later at the University of California, Los Angeles.

Johnson believed that humans are behavioral systems made up of seven subsystems. These subsystems are:

achievement—to deal with goals, goal setting, goal attainment
affiliative—to form relationships and relate to others
aggressive/protective—to protect oneself, to respond to threats
dependency—to obtain feedback about the self, to recognize need for dependence upon others
eliminative—to eliminate waste, to express feelings
ingestive—to intake nutrients, to obtain knowledge
sexual—to develop gender based identity, to have sexual relationships, to procreate

The seven subsystems interact with each other and are all interrelated and interconnected. They are also acted on by external factors. Johnson believed that the environment was constantly acting on the subsystems, and that the environment was made up of everything outside the person, including other people, cultural factors, and environmental factors such as temperature. When the seven subsystems are not all in balance the behavior exhibited by the person will not be optimal. Johnson believed the goal of nursing was to help the patient to restore the subsystems to balance to achieve the best possible functioning behavior.

Johnson believed that there are four possible things that can be wrong with a subsystem and cause it to become out of balance. The first is insufficiency, when the subsystem has not developed fully or does not get enough of something. The second is discrepancy, which is when the subsystem is not working in a way that leads to the optimal goal state. The third is incompatibility, which is when subsystems conflict, and the fourth is dominance, which is when one subsystem is always used even though it might not be the best to lead to the goal state or most functional behavior.

When the nurse diagnoses a problem with a subsystem Johnson believed that the nurse should act to help restore it to balance. This can be done by helping the patient regulate his or her behavior by restricting it, by altering the external or internal environment to lead to balance, or by providing the patient with nurturance, stimulation, and protection to help the patient have the opportunity to restore balance himself or herself.

http://www.novelguide.com/a/discover/genh_0002_0003_0/genh_0002_0003_0_00477.html

King Theory of Nursing

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:58:55 PDT

Definition

The King theory of nursing was developed by Imogene King and encompasses a conceptual framework of interacting systems (personal, interpersonal, and social systems), and a theory of goal attainment based on King's transaction process model.

Description

King's theory of nursing refers to both a conceptual framework and a goal attainment theory developed by Imogene King. King graduated from St. John's Hospital School of Nursing in 1945 with a degree in nursing, and received a Bachelor's of Science degree from St. Louis University, also in nursing, in 1948, and a Master's of Science in Nursing from the same institution in 1957. In 1961 King graduated with a doctor of education degree from Teachers College, Columbia University. Imogene King has taught at many universities including Loyola University in Chicago, Ohio State University, and the University of South Florida. She also has many years of nursing experience including nursing in hospitals, physician's offices, and schools.

The conceptual framework that King developed involves three interacting sets of systems. On the smallest level are personal systems, comprised of individuals. Examples of personal systems are individual nurses and patients. The second level of systems are interpersonal systems, or groups. These are generally small groups. A family is an interpersonal system, and when a nurse and patient interact they also form an interpersonal system. The largest systems are social systems, or societies. Examples of social systems are religious organizations, universities, and hospitals.

The theory of goal attainment, which lies at the heart of King's theory of nursing, exists in the context of her conceptual framework. The essence of goal attainment theory is that the nurse and the patient work together to define and reach goals that they set together. The patient and nurse each perceive, judge, and act, and together the patient and nurse react to each other and interact with each other. At the end of this process of communication and perceiving, if a goal has been set a transaction is said to have occurred. The nurse and patient also decide on a way to work toward the goal that has been decided upon, and put into action the plan that has been agreed upon. King believes that the main function of nursing is to increase or to restore the health of the patient, so then, transactions should occur to set goals related to the health of the patient. After transactions have occurred and goals have been defined by the nurse and patient together, both parties work toward the stated goals. This may involve interactions with other systems, such as other healthcare workers, the patient's family, or larger systems.

After the transaction has occurred, and the goal has been set, King believes that it is important for good documentation to be practiced by the nurse. She believes that documenting the goal can help to streamline the process of goal attainment, making it easier for nurses to communicate with each other and other healthcare workers involved in the process. It also helps to provide a way to determine if the goal is achieved. This assessment of whether or not the goal has been successfully achieved plays an important end stage in King's goal attainment theory.

http://www.novelguide.com/a/discover/genh_0002_0003_0/genh_0002_0003_0_00487.html

Henderson Theory of Nursing

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:55:37 PDT

Definition

The Henderson theory of nursing encompasses a definition of nursing, a description of the function of a nurse, and the enumeration of the 14 components that make up basic nursing care.

Description

The Henderson theory of nursing was developed by Virginia Henderson. She did not believe that she was setting out a theory, and preferred it to be thought of as a definition. Whether it is considered a definition or a theory, it has had a wide influence on concept and practice of nursing.

Virginia Henderson was born on November 30, 1897, in Kansas City, Missouri. She began her nursing education in the U.S. Army School of Nursing during World War I, from which she graduated in 1921. She also received a Bachelors of Science degree in 1932 and a Masters degree in 1934 from Teachers College, Columbia University. She also taught at Teacher's College, and at the Yale School of Nursing. She died March 19, 1996, when she was 98 years old. The Sigma Theta Tau International Nursing Library is named in her honor.

The definition of nursing is the fundamental part of Henderson's theory of nursing. Henderson defined nursing as doing things for patients that they would do for themselves if they could, that is if they were physically able or had the required knowledge. Nursing helps the patient become healthy or die peacefully, and also helps people work toward independence, so that they can begin to perform the relevant activities for themselves as quickly as possible. Rather than focus on a particular task, Henderson focused on the patient. She saw how nursing could focus on the patient, and how it was possible to focus on developing a good nurse-patient relationship. This deeply affected her and she believed strongly that patient-focused nursing was the most beneficial kind of nursing for the patient.

Henderson also enumerated the 14 functions she believed to be part of basic nursing care. The nurse should help the patient to perform the following functions:

eat and drink
breathe
move
sleep
dress
work to gain a sense of accomplishment
maintain normal body temperature
eliminate wastes
keep clean
communicate
participate in recreation
worship
avoid dangers or hurting others
learn and discover

http://www.novelguide.com/a/discover/genh_0002_0002_0/genh_0002_0002_0_00412.html

Florence Nightingale

noreply@blogger.com (SANDIKA ARVA) — Wed, 01 Sep 2010 23:18:56 PDT

Florence Nightingale, the daughter of the wealthy landowner, William Nightingale of Embly Park, Hampshire, was born in Florence, Italy, on 12th May, 1820. Her father was a Unitarian and a Whig who was involved in the anti-slavery movement. As a child, Florence was very close to her father, who, without a son, treated her as his friend and companion. He took responsibility for her education and taught her Greek, Latin, French, German, Italian, history, philosophy and mathematics.

At seventeen she felt herself to be called by God to some unnamed great cause. Florence's mother, Fanny Nightingale, also came from a staunch Unitarian family. Fanny was a domineering woman who was primarily concerned with finding her daughter a good husband. She was therefore upset by Florence's decision to reject Lord Houghton's offer of marriage. Florence refused to marry several suitors, and at the age of twenty-five told her parents she wanted to become a nurse. Her parents were totally opposed to the idea as nursing was associated with working class women.

Florence's desire to have a career in medicine was reinforced when she met Elizabeth Blackwell at St. Bartholomew's Hospital in London. Blackwell was the first woman to qualify as a doctor in the United States. Blackwell, who had to overcome considerable prejudice to achieve her ambition, encouraged her to keep trying and in 1851 Florence's father gave her permission to train as a nurse.

Florence, now thirty-one, went to Kaiserwerth, Germany where she studied to become a nurse at the Institute of Protestant Deaconesses. Two years later she was appointed resident lady superintendent of a hospital for invalid women in Harley Street, London.

In March, 1853, Russia invaded Turkey. Britain and France, concerned about the growing power of Russia, went to Turkey's aid. This conflict became known as the Crimean War. Soon after British soldiers arrived in Turkey, they began going down with cholera and malaria. Within a few weeks an estimated 8,000 men were suffering from these two diseases.

Sister Calista Roy

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:53:00 PDT

Sr. Callista Roy is a highly respected nurse theorist, writer, lecturer, researcher and teacher who currently holds the position of Professor and Nurse Theorist at the Boston College School of Nursing in Chestnut Hill, MA. She teaches courses on epistemology of nursing and strategies for creating knowledge at the master's and doctoral levels, as well as directing doctoral dissertation research. Her current scholarly interests include research involving families in the cognitive recovery of patients with mild head injury and nurse coaching as an intervention for patients after ambulatory surgery. In addition, she is also interested in conceptualizing and measuring coping, developing the philosophical basis of adaptation nursing including the distinction between veritivity and relativity, and in group projects on emerging nursing knowledge and practice outcomes.

It has been said that Dr. Roy's name is one of the most recognized worldwide in nursing today, and that she is one of our greatest living thinkers. However, Dr. Roy maintains that her best work "is yet to come" and likely will be accomplished by one of her students. As a theorist, she often emphasizes her primary commitment to define and develop nursing knowledge and regards her work with the Roy Adaptation Model as a rich source of knowledge for clinical nursing. First conceptualized in the 1960s when she was a master's student, Dr. Roy's work on the Roy Adaptation Model for Nursing Practice is ongoing. With the beginning of the 21st Century, Dr. Roy has provided an expanded, values-based concept of adaptation, founded on insights related to the place of the person in the universe. She hopes her redefinition of adaptation, with its cosmic philosophical and scientific assumptions, will become the basis for developing knowledge that will make nursing a major social force in this new century.

Dr. Roy credits her major influences in her personal and professional growth to her family, her religious commitment, and her teachers and mentors. Born at Los Angeles Country General Hospital on October 14, 1939 as the second child and first daughter of Mr. and Mrs. Fabien Roy, she received the middle name Callista, after Saint Callistus, Pope and martyr, from the Roman Catholic Calendar of the day on which she was born. A deep spirit of faith, hope, love and commitment to God and service to others was central in this family of seven boys and seven girls. Her mother was a licensed vocational nurse and instilled the values of always seeking to know more about people and their care and of selfless giving as a nurse. Dr. Roy notes that she also had excellent teachers in parochial schools, high school, and college. At age 14 she began working at a large general hospital, first as a pantry girl, then as a maid, and finally as a nurse's aid. After a soul-searching process of discernment, she decided to enter the Sisters of Saint Joseph of Carondelet, of which she has been a member for more than 40 years. Her college education began in a liberal arts program, where she earned a Bachelor of Arts with a major in nursing at Mount St. Mary's College, in Los Angeles.

Read More......

Source : http://www2.bc.edu/~royca/htm/biography.htm

Virginia Henderson

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:51:24 PDT

1897-1996
Army School of Nursing,
Washington, D.C., 1921

First full-time nursing instructor in Virginia
Recipient of the Virginia Historical Nurse Leader Award
Member of the American Nurses Association Hall of Fame
Fellow of the American Academy of Nursing
Authored one of the most widely used definitions of nursing
Proposed plan to create districts within the Graduate Nurses Association of Virginia (now Virginia Nurses Association)

Virginia Avenel Henderson's national and international achievements made her the quintessential nurse of the twentieth century. Her professional career was launched in Virginia where she served as the first full-time nursing instructor at Norfolk Protestant School of Nursing and took an active role in the state nurses association. A pioneer nurse educator, Henderson was instrumental in pushing for the inclusion of psychiatric nursing in educational programs in Virginia.

"Henderson through her efforts as an author, researcher, scholar, consultant, and beloved teacher has touched the minds and hearts of thousands of nurses. In reading her writings, in listening to her speak, one is impressed with the clarity of her vision, prose, and insight into the nature of nursing's relations to patients."

Source : http://www.library.vcu.edu/

Betty Neuman

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:50:05 PDT

Born 1924 near Lowell, Ohio.
In 1947 she received RN Diploma from Peoples Hospital School of Nursing, Akron, Ohio. She then moved to California and gained experience as a hospital, staff, and head nurse; school nurse and industrial nurse; and as a clinical instructor in medical-surgical, critical care and communicable disease nursing. In 1957 Dr. Neuman attended the University of California at Los Angeles (UCLA) with double major in psychology and public health. She received BS in nursing from UCLA. In 1966 she received Masters degree in Mental Health, Public Health Consultation fom UCLA.
Dr. Neuman is recognized as pioneer in the field of nursing involvement in community mental health. She began developing her model while lecturing in community mental health at UCLA. In 1972 her model was first published as a 'Model for teaching total person approach to patient problems' in Nursing Research. In 1985 she received her doctorate in Clinical Psychology from Pacific Western University. In 1998 she received a second honorary doctorate, this one from Grand Valley State University, Allendale, Michigan.

The Neuman Systems Model was originally developed in 1970 at the University of California, Los Angeles, by Betty Neuman, Ph.D., RN. The model was developed by Dr. Neuman as a way to teach an introductory nursing course to nursing students. The goal of the model was to provide a wholistic overview of the physiological, psychological, sociocultural, and developmental aspects of human beings. After a two-year evaluation of the model, it was published in Nursing Research (Neuman & Young, 1972).
www.nurses.info

Hildegard Peplau

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:49:06 PDT

Hildegard Peplau was born in Reading Pennsylvania on September 1st, 1909. After graduating from the Pootstown, Pennsylvania Hospital School of Nursing in 1931 she worked as an operating room supervisor at Pottstown Hospital. She later recieved a B. A. in interpersonal psychology from Bennington College, Vermont, in 1943, an M.A in psychiatric nursing from Teacher's College, Columbia, New York, in 1947, and an Ed. D in curriculum development from Columbia in 1953. During World War II Hildegard Peplau was a member of the Army Nurse Corps and worked in a neuropsychaitric hospital in London, England. She also did work at Bellevue and Chestnut Lodge Psychiatric Facilities and was in contact with renowed psychiatrists Freida Fromm-Riechman and Harry Stack Sullivan. Hildegard Peplau holds numorous awards and positions. She retired in 1974. On March 17th, 1999, Hildegard E. Peplau died peacefully at her home in Sherman Oaks California after a brief illness. She was 89 years old.
www.geocities.com

Martha Elizabeth Rogers

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:46:38 PDT

Martha Elizabeth Rogers was born on May 12, 1914; sharing a birthday with Florence Nightingale. She began her academic career when she entered the University of Tennessee in Knoxville in 1931 where she remained for 2 years.

She stated that: "I took the science-med course. It was more substantial than straight pre-med and included more science and maths. I took psychology, French, Zoology, Genetics, Embryology and many other courses" (Hektor, 1989).

However, she didn’t complete the course, instead she entered nursing school at Knoxville General Hospital in September 1933. She received her nursing diploma in 1936 and her Bachelor of Science degree in Public Health Nursing form the George Peabody College in Nashville in 1937 and then became a public health nurse in rural Michigan where she stayed for 2 years before returning to further study. In 1945 she earned her master’s degree from Teacher’s College Columbia University, New York. She then became a public health nurse in Hartford, CT, advancing from staff nurse to acting Director of Education. After this she established and eventually became the Executive Director of the first Visiting Nurse Service in Phoenix, AZ. She left Arizona in 1951 and returned to school at the Johns Hopkins University, Baltimore MD.

Rogers was appointed Head of the Division of Nursing at New York University in 1954. In about 1963 Martha edited a journal called Nursing Science. It was during that time that Rogers was beginning to formulate ideas about the publication of her third book An Introduction to the Theoretical Basis of Nursing (Rogers, 1970).

Rogers officially retired as Professor and Head of the Division of Nursing in 1975 after 21 years of service. In 1979 she became Professor Emeritus and continued to have an active role in the development of nursing and the SUHB up until the time of her death on March 13, 1994.

Source : www.societyofrogerianscholars.org

Ida Jean Orlando

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:45:24 PDT

Ida Jean Orlando, a first-generation American of Italian descent was born in 1926. She received her nursing diploma from New York Medical College, Lower Fifth Avenue Hospital, School of Nursing, her BS in public health nursing from St. John's University, Brooklyn, NY, and her MA in mental health nursing from Teachers College, Columbia University, New York. Orlando was an Associate Professor at Yale School of Nursing where she was Director of the Graduate Program in Mental Health Psychiatric Nursing.

While at Yale she was project investigator of a National Institute of Mental Health grant entitled: Integration of Mental Health Concepts in a Basic Nursing Curriculum. It was from this research that Orlando developed her theory which was published in her 1961 book, The Dynamic Nurse-Patient Relationship. She furthered the development of her theory when at McLean Hospital in Belmont, MA as Director of a Research Project: Two Systems of Nursing in a Psychiatric Hospital. The results of this research are contained in her 1972 book titled: The Discipline and Teaching of Nursing Processs.

Orlando held various positions in the Boston area, was a board member of Harvard Community Health Plan, and served as both a national and international consultant. She is a frequent lecturer and conducted numerous seminars on nursing process. She is married to Robert Pelletier and lives in the Boston area.
www.askkids.com

GARDNER, Mary Sewall

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:42:22 PDT

Born 5 February 1871, Newton, Massachusetts; died 20 February 1961, Providence, Rhode Island
Daughter of William Sewall and Mary Thornton Gardner
As a girl, Mary Sewall Gardner moved with her well-to-do family from Massachusetts to Providence, where she lived and worked all her life. Gardner credited her father and half-brother, both of them lawyers and judges, with teaching her to think clearly and to feel a sense of civic responsibility. In 1890, Gardner graduated from Miss Porter's School in Farmington, Connecticut. She entered the Newport Hospital Training School for Nurses when she was over thirty.
In 1905, soon after graduating, Gardner became director of the Providence District Nursing Association, which she headed until her retirement in 1931. Worried that the boom in public-health work was leading to employment of poorly trained nurses, Lillian D. Wald, Gardner, and others prodded the two national nurses' groups to establish a standard-setting body. The result was the National Organization for Public Health Nursing (NOPHN), founded in 1912. Gardner helped draft its constitution, was active on its first board of directors, and succeeded Wald as NOPHN president from 1913 to 1916.
Like the NOPHN, Gardner's first book, Public Health Nursing (1916), aimed to guide, restrain, and standardize the efforts of nurses and lay people caught up in the enthusiasm for public health. The first systematic treatment of the subject, it was revised in 1924 and 1936 and was in print until 1945. In a demonstration of the worldwide influence of American nursing methods it was translated into French, Spanish, Chinese, and Japanese. Although used in classrooms, the book served a wider audience by offering advice on how to found and manage a district nursing association, how to run a one-woman public-health program, and how to deal with lay boards of managers.

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Faye Glenn Abdellah

noreply@blogger.com (SANDIKA ARVA) — Tue, 31 Aug 2010 09:39:56 PDT

Faye Glenn Abdellah (born 1919) dedicated her life to nursing and, as a researcher and educator, helped change the profession's focus from a disease-centered approach to a patient-centered approach. She served as a public health nurse for 40 years, helping to educate Americans about the needs of the elderly and the dangers posed by AIDS, addiction, smoking, and violence. As a nursing professor, she developed teaching methods based on scientific research. Abdellah continued to work as a leader in the nursing profession into her eighties.

Abdellah was born on March 13, 1919, in New York City. Years later, on May 6, 1937, the German hydrogen-fueled airship Hindenburg exploded over Lakehurst, New Jersey, where 18-year-old Abdellah and her family then lived, and Abdellah and her brother ran to the scene to help. In an interview with a writer for Advance for Nurses, Abdellah recalled: "I could see people jumping from the zeppelin and I didn't know how to take care of them, so it was then that I vowed that I would learn nursing."
Abdellah earned a nursing diploma from Fitkin Memorial Hospital's School of Nursing (now Ann May School of Nursing). In the 1940s, this was sufficient for practicing nursing, but Abdellah believed that nursing care should be based on research, not hours of care. She went on to earn three degrees from Columbia University: a bachelor of science degree in nursing in 1945, a master of arts degree in physiology in 1947 and a doctor of education degree in 1955.
With her advanced education, Abdellah could have chosen to become a doctor. However, as she explained in her Advance for Nurses interview, "I never wanted to be an M.D. because I could do all I wanted to do in nursing, which is a caring profession." As a practicing nurse, Abdellah managed a primary care clinic at the Child Education Foundation in New York City and managed the obstetrics gynecology floor at Columbia University's Presbyterian Medical Center.

Source : http://www.novelguide.com/a/discover/ewb_24/ewb_24_00010.html