Fundamentals of Nursing

Nursing as a
PROFESSION, an ART ,
AND as a SCIENCE
MODULE -2 NURSING AS
PROFESSION, ART, AND SCIENCE
NURSAADA A SAJILI, MN
 Learning Objectives
1. Identify the purpose of nurse practice acts and standards
of professional nursing practice correctly.
2. Describe the different roles of nurses accurately.
3. Discuss the criteria of a profession and the
professionalization of nursing comprehensively.
4. Explain how the definition of nursing has evolved since
Florence Nightingale correctly.
5. Identify the four major areas of nursing practice.
 NURSING AS A
PROFESSION
CONCEPT A
Definition of profession, professionalism, professionalization
Qualities of a professional and personal nurse
Fields of nursing
Development of modern nursing
Professional nursing practice
Roles and responsibilities of professional nurse
Scope of nursing
 NURSING AS A
PROFESSION
A profession has been defined as
an occupation that requires
extensive education or a calling
that requires special knowledge,
skill, and preparation.
 A PROFESSION is generally
distinguished from other kinds of
occupations by;
• Its requirement of prolonged, specialized training to
acquire a body of knowledge pertinent to the role to be
performed;
• An orientation of the individual toward service, either to a
community or to an organization;
• Ongoing research;
• A code of ethics;
• Autonomy; and
• A professional organization.
 PROFESSIONALISM
AND PROFESSIONALIZATION
• PROFESSIONALISM refers to
professional character, spirit, or
methods.

• Professionalization is the process of

becoming professional, that is, of
acquiring characteristics considered to
be professional.
 Top Qualities of a Personal and
professional Nurse
https://www.soliant.com/blog/the-top-10-qualities-and-characteristics-every-nurse-
should-have/

• A caring nature
• Be empathetic
• Write everything down (in detail)
• Be organized
• Be emotionally stable
• Be adaptable
• Have physical and mental endurance
• Be a quick thinker (and have great judgement)
• Be hard-working
• Be a good communicator
 FIELDS OF NURSING
Nursing generally falls into three categories:
non-degree, degree and advanced degree.
• Non-degree: Certified Nurse's Aides (CNAs)
and Licensed Practical Nurses (LPNs),
Nursing Attendants Philippines)
• Degree: Registered Nurses (RNs).
• Graduate Studies and Specialization: Masters
and Doctorate degree programs; Specialized
nursing practice with trainings and experiences
 FIELDS OF NURSING
Fields of Nursing may also be based
on the recipient of care-PATIENTS,
CLIENTS OR CONSUMERS:
1. INDIVIDUALS
• Newborns, infants , and children
• Teens, adults, and elders
2. FAMILIES
3. COMMUNITIES
 FIELDS OF NURSING
Fields of Nursing BASED ON
SPECIALIZATION:
1. General Nursing
2. Medical Nursing
3. Surgical Nursing
4. Maternal and Child Nursing
5. Psychiatric or Mental Health Nursing
6. Intensive Care Nursing
7. Dialysis Nurse
8. Community Health Nursing
 FIELDS OF NURSING
Fields of Nursing BASED ON
SPECIALIZATION:
9. Rehabilitation Nursing
10. Oncology Nursing
11. Plastic Surgery Nurses
12. Corrections Facility Nurses
13. Home care Nursing ( Special Nurse)
14. Radiology Nurse
15. Academe/ Nurse Educator and Administrator
15. Certified registered nurse anesthetist.
16. OTHERS
 Development of Modern Nursing
• Florence Nightingale’s Role as Founder of Nursing
Profession
• Recurring themes of women’s roles and status, religious
(Christian) values, war, societal attitudes, and visionary
nursing leadership have influenced nursing practice in the
past
• Nursing’s beginnings reveals its continuing struggle for
autonomy and professionalization.
• Nursing has undergone dramatic change in response to
societal needs and influences.
 Development of Modern Nursing
• Florence Nightingale, Clara Barton, Linda Richards, Mary
Mahoney, Lillian Wald, Lavinia Dock, Margaret Sanger,
and Mary Breckinridge are among the leaders who have
made notable contributions both to nursing’s history and
to women’s history.
• Contemporary nursing leaders, such as Virginia
Henderson, who created a modern worldwide definition
of nursing, and Martha Rogers, a catalyst for theory
development
 Development of Modern Nursing
• During the 20th century, men were denied admission to most
nursing programs. Today, there are clinical areas or health
facility employers which/who prefer male nurses
• The practice of nursing is controlled from within the profession
through state boards of nursing and professional nursing
organizations.
• Nursing roles have evolved in response to new scientific
knowledge; advances in technology; and cultural, political, and
socioeconomic changes in society
• Nursing education curricula have been revised to enable nurses
to work in more diverse settings and assume more diverse roles
 Development of Modern Nursing
• Education programs available for nurses include practical
or vocational nursing, registered nursing, graduate
nursing, and continuing education
• In the past, the acute care hospital was the main practice
setting open to most nurses. Today many nurses work in
hospitals, but increasingly they work in clients’ homes,
community agencies, ambulatory clinics, long-term care
facilities, health maintenance organizations (HMOs), and
nursing practice centers
 Development of Modern Nursing
• Different definitions of nursing with common themes:
• Nursing is caring.
• Nursing is an art.
• Nursing is a science.
• Nursing is client centered.
• Nursing is holistic.
• Nursing is adaptive.
• Nursing is concerned with health promotion, health
maintenance, and health restoration.
• Nursing is a helping profession
• Evidence based researches
• Field of specialization in the nursing practice
Overview of Professional Nursing
Practice
Level of Proficiency

Roles and Responsibilities of

Professional Nurse

Scope of Nursing practice based

on RA 9173
Level of
Proficiency
Level of
Proficiency
 Roles and Responsibilities of
Professional Nurse

• Initiation of independent nursing

interventions
AUTONOMY • Having the authority to make decisions
and the freedom to act in accordance with
one's professional knowledge base. .

• Responsible professionally and legally for

the type and quality of nursing care
ACCOUNTABILIT provided.
Y • Remain current and competent in nursing
and scientific knowledge and technical
skills.
 Roles and Responsibilities of
Professional Nurse

Change agent leader

CAREGIVER

counsellor manager
COMMUNICATOR

Client Research
TEACHER
advocate Consumer
 Scope of Nursing Practice based on RA 9173,
"Philippine Nursing Act of 2002“
ARTICLE VI SECTION 26-SCOPE OF NURSING
• A person shall be deemed to be practicing nursing
within the meaning of this Act when he/she singly or
in collaboration with another, initiates and performs
nursing services to individuals, families and
communities in any health care setting.
• It includes, but not limited to, nursing care during
conception, labor, delivery, infancy, childhood,
toddler, pre-school, school age, adolescence,
adulthood and old age
• As independent practitioners, nurses are primarily
responsible for the promotion of health and
prevention of illness.
 Scope of Nursing Practice based on RA 9173,
"Philippine Nursing Act of 2002“
ARTICLE VI SECTION 26-SCOPE OF NURSING
• As members of the health team, nurses
shall collaborate with other health care
providers for the curative, preventive,
and rehabilitative aspects of care,
restoration of health, alleviation of
suffering, and when recovery is not
possible, towards a peaceful death. It
shall be the duty of the nurse to:
 Scope of Nursing Practice based on RA 9173,
"Philippine Nursing Act of 2002“
ARTICLE VI SECTION 26-SCOPE OF NURSING
• It shall be the duty of the nurse to:
Provide nursing care through the utilization of the
nursing process. Nursing care includes, but not limited to,
traditional and innovative approaches, therapeutic use of
self, executing health care techniques and procedures,
essential primary health care, comfort measures, health
teachings, and administration of written prescription for
treatment, therapies, oral, topical and parenteral
medications, internal examination during labor in the
absence of antenatal bleeding and delivery. In case of
suturing of perineal laceration, special training shall be
provided according to protocol established
 Scope of Nursing Practice based on RA 9173,
"Philippine Nursing Act of 2002“
ARTICLE VI SECTION 26-SCOPE OF NURSING
Establish linkages with community resources and
coordination with the health team;
Provide health education to individuals, families
and communities;
Teach, guide and supervise students in nursing
education programs including the administration of
nursing services in varied settings such as hospitals
and clinics; undertake consultation services; engage
in such activities that require the utilization of
knowledge and decision-making skills of a
registered nurse
 Scope of Nursing Practice based on RA 9173,
"Philippine Nursing Act of 2002“
ARTICLE VI SECTION 26-SCOPE OF NURSING

Undertake nursing and health human

resource development training and
research, which shall include, but not
limited to, the development of advance
nursing practice
 Scope of Nursing Practice based on RA 9173,
"Philippine Nursing Act of 2002“
ARTICLE VI SECTION 26-SCOPE OF NURSING
• Provided, That this section shall not apply to nursing
students who perform nursing functions under the
direct supervision of a qualified faculty
• Provided, further, That in the practice of nursing in
all settings, the nurse is duty-bound to observe the
Code of Ethics for nurses and uphold the standards
of safe nursing practice. The nurse is required to
maintain competence by continual learning through
continuing professional education to be provided by
the accredited professional organization or any
recognized professional nursing organization
 Scope of Nursing Practice based on RA 9173,
"Philippine Nursing Act of 2002“
ARTICLE VI SECTION 26-SCOPE OF NURSING

• Provided, finally, That the program and

activity for the continuing professional
education shall be submitted to and
approved by the Board.
 STANDARDS OF
PROFESSIONAL
PERFORMANCE
• Ethics- The registered nurse practices ethically.
• Education- The registered nurse attains knowledge and
competency that reflects current nursing practice.
• Research- The registered nurse integrates evidence and
research finding into practice.
• Quality of Practice- The registered nurse contributes to
quality nursing practice.
• Communication- The registered nurse communicates
effectively in all areas of practice.
• Leadership- The registered nurse demonstrates leadership in
the professional practice setting and the profession.
 STANDARDS OF
PROFESSIONAL
PERFORMANCE
• Collaboration- The registered nurse collaborates with health
care consumer, family, and others in the conduct of nursing
practice.
• Professional Practice Evaluation- The registered nurse
evaluates her or his own nursing practice in relation to
professional practice standards and guidelines, rules and
regulations.
• Resource- The registered nurse uses appropriate resources to
plan and provide nursing services that are safe, effective and
financially responsible.
• Environmental Health- The registered nurse practices in an
environmentally safe and healthy manner.
NURSING AS AN ART
CONCEPT B
CARING
COMMUNICATING
TEACHING
 What is the ART of NURSING?

• Caring is a dimension of human relating, and often referred

to as the art of nursing.
• Nursing cannot exist without caring.
• Caring is central to all helping professions, and enables
people to create meaning in their lives.
• Caring is sharing deep and genuine concern about the
welfare of another person.
• Caring practice involves connection, mutual recognition,
and involvement between nurse and client
 Theories and
Models of
Caring• Notes that caring, as nurturing
behavior, has been present throughout
history and is one of the most critical
factors in helping people maintain or
Culture Care regain health
Diversity and • Emphasizes care as a “distinct,
dominant, unifying, and central focus
Universality of nursing” (George, 2011, p. 406)
(Leininger) • Theory of culture care diversity and
universality is based on the assumption
that nurses must understand different
cultures in order to function effectively.
 Theories and
Models of
Caring• Bureaucratic caring focuses on caring
in organizations (e.g., hospitals) as
cultures.
• the meaning of caring was further
Theory of influenced by the role and position a
Bureaucratic Caring person held.
• “Spiritual-ethical caring for nursing
(Ray) does not question whether or not to
care in complex systems, but intimates
how sincere deliberations and
ultimately the facilitation of choices
for the good of others can or should
be accomplished.”
 Theories and
Models of
Caring• Respect for people as caring
individuals and respect for
what matters to them are
Nursing as Caring assumptions underlying the
theory of nursing as caring.
(Boykin and
Schoenhofer) • Emphasize the importance of
the nurse knowing self as a
caring person.
• Caring is a lifetime process
 Theories and
Models of
Caring• The theory of human care
views caring as the essence
and the moral ideal of nursing
Theory of • The nurse and client are co-
Human Care participants in the client’s
movement toward health and
(Watson) wholeness and this human
connection is labelled
transpersonal human caring
 Theories and
Models of
Caring• Caring as “a nurturing way of
relating to a valued ‘other,’
toward whom one feels a
personal sense of commitment
Theory of and responsibility”
Caring • A client’s well-being should be
(Swanson) enhanced through the caring of
a nurse who understands the
common human responses to a
specific health problem.
 Theories and
Models of
Caring• The theory focuses on caring
processes as nursing
interventions.
1. Knowing
Theory of
2. Being with
Caring
3. Doing for
(Swanson)
4. Enabling
5. Maintaining Belief
 Theories and
Models of
Caring• Focuses on caring as a philosophical
concept and proposes that caring is
the human mode of being
• Visualizes caring to be unique in
Caring, the nursing however, because caring is
Human Mode the center of all attributes she uses
to describe nursing.
of Being
(Roach) • Defines attributes that defines
nursing through the six C’s of
caring: compassion, competence,
confidence, conscience,
commitment, and comportment
 Theories and
Models of
Caring• Compassion- Awareness of one’s
relationship to others, sharing
their joys, sorrows, pain, and
accomplishments. Participation in
Caring, the the experience of another.
Human Mode • Competence- Having the
of Being “knowledge, judgment, skills,
(Roach) energy, experience and motivation
required to respond adequately to
the demands of one’s professional
responsibilities” (Roach, 2013
 Theories and
Models of
Caring
• Confidence- Comfort with self,
client, and others that allows
one to build trusting
Caring, the relationships.
Human Mode • Conscience- Morals, ethics,
of Being and an informed sense of right
(Roach) and wrong. Awareness of
personal responsibility
 Theories and
Models of
Caring• Commitment- The deliberate
choice to act in accordance with
one’s desires as well as
obligations, resulting in
Caring, the investment of self in a task or
Human Mode cause.
of Being • Comportment- Appropriate
(Roach) bearing, demeanour, dress, and
language that are in harmony
with a caring presence. Presenting
oneself as someone who respects
others and demands respect.
COMMUNICATION-is central to successful caring
relationships. Listening is important for effective
understanding and communication
 COMMUNICATION
• Communication is the interchange of information
between two or more people; in other words, the
exchange of ideas or thoughts.
• Methods: talking and listening or writing and
reading, painting, dancing, and storytelling,
gestures and body actions
• The intent of any communication is to obtain a
response. Thus, communication is a process.
• It has two main purposes: to influence others and
to gain information.
COMMUNICATION
 COMMUNICATION PROCESS
SENDER RECEIVER
ENCODE MESSAGE DECODE

MESSAGE
DECODE (RESPONSE, ENCODE
FEEDBACK)

RED AND GREEN YELLOW ARROWS

ARROWS indicates indicates
intrapersonal interpersonal
communication communication
 MODES OF COMMUNICATION

NON- ELECTRONI
VERBAL
VERBAL C

• Uses the • Uses other • Uses

spoken or forms, such technological
written word as gestures means such
or facial as email ,
expressions, others
and touch.
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Broad opening To allow the patient to pick the Where would you like to
topic, take the initiative to begin? What is on your
statements express self, and set the direction mind today? What are you
of the conversation. thinking about? Is there
anything you would like to
discuss?

Offering Encourages the client to continue Go on. And then? Tell me

and that the nurse is interested about it.
general leads in what comes next.
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Exploring Examines certain ideas,

experiences, or relationships more
Tell me more about that. What
kind of relationship do you
fully. have with your children? Could
you talk about how you felt
when you learned you had
cancer?
Focusing Helps the patient focus on a certain Let’s stop and look more
point when they are jumping from closely at your feelings about
topic to topic. managing your medications.
You’ve mentioned many things.
Let’s go back to your thinking
of “giving up”.
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Silence Provides time for the patient to put Maintain an interested,

thoughts or feelings into words, expectant silence
regain composure or continue
talking.

Accepting Indicated the patient has been

understood. It does not indicate
Uh-hmm. Yes. I’m following
you. Nodding.
agreement and is non-judgmental.
Giving Indicated awareness of change in
personal efforts. Does not imply
Good morning, Mr. Jones. I see
you have put on your jewelry
recognition good or bad, right or wrong. today. You’ve finished your list
of things to do.
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Offering self Offers presence, interest, and a

desire to listen to the patient.
I’ll sit with you her for a while. I
would like to spend some time
with you. I’m available if you need
to talk.

Making Calls attention to the patient’s

physical behavior or emotional
You appear tense. I noticed that
you are biting your lip. You seem
observations state. Verbalizing what the upset. You are trembling
nurse perceives.
Acknowledging To help the patient know that Patient: “I hate it here. I wish I
feelings feelings are understood and could go home.” Nurse: “It must be
(empathy) accepted. difficult to stay in a place you
hate.”
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Reflecting Directing questions, feelings

and ideas back to the patient.
Patient: “What do you think I
should do about telling my
Acknowledges the patient’s employer about my illness?”
right to have opinions and make Nurse: “What have you been
decisions thinking about this situation?”
Patient: “Everyone ignores me”.
Nurse: “Ignores you?”

Providing Makes facts available in order

to assist in decision-making or
This medication is for you high
blood pressure. This test will
information drawing conclusions. determine your treatment options.
My purpose for being here is…..
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Clarifying To make clear that which is

vague or maximize
I am not sure I follow you. What
would you say the main point of
understanding between the what you said was? Can you give
nurse and patient. me an example of a time you
thought everyone hated you.

Seeking Searching for mutual

understanding especially when
Tell me whether my understanding
of it agrees with yours. Are you
consensual slang terms have been used. using this word to convey that …?
validation
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Verbalizing To voice what the patient has

implied. To verify impressions
Patient: “I can’t talk to you or
anyone else because it’s a waste of
implied to help the patient more fully time.”
thoughts and aware of feelings expressed. Nurse: “Do you feel that no one
understands?”
feelings Patient: “My wife pushes me
around just like my mother and
sister did.”
Nurse: “Is it your impression that
women are domineering?”
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Sharing Discharge of energy through

comic enjoyment of the
This gives a whole new meaning to
“just relax”.
humor imperfect. Can reduce tension
and promote mental well-being.
Must be used carefully and
sparingly

Encouraging Brings out recurrent themes by

looking at similarities or
Was it something like…..? Have you
had a similar experience? Has this
comparison differences ever happened before?
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Encouraging Assists the patient in

considering things from their
What did it mean to you when he
said her couldn’t stay? How do you
evaluation own set of values or feel about your recovery this time
perspective. in the hospital?

Encouraging Asking the patient to verbalize

things from their own
Tell me what is happening right
now? Tell me what you are
description perspective. thinking when you feel anxious.
of perception
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Placing the To help the patient see cause When did this happen? What
and effect or identify patterns of seemed to lead up to….? Was it
event in time events and actions. before or after….?
or in
sequence
Presenting Indicated what is real without
arguing. Presenting the facts of
Your mother is not here. I am the
nurse. I see no one else in the
reality a situation. room
 THERAPEUTIC COMMUNICATION
TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE
Voicing Expressing uncertainty about the reality
of the patient’s perceptions. The patient
Really? That’s hard to
believe. Isn’t that unusual.
doubt can become aware that others do not
necessarily perceive things in the same
way. This is not an attempt to get the
patient to change their point of view

Attempting Seeking to verbalize the patient’s feelings Patient: “I’m dead inside.”
that are expressed only indirectly. Nurse: “Are you saying you
to translate feel lifeless?” Patient: “I’m
into feelings way out in the ocean.”
Nurse: “Are you saying you
feel lonely or deserted?”
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Sharing hope Communicating a sense of

possibility to achieve their
I believe you will find a way to face
your situation because I have seen
potential. Commenting on the your courage and creativity.
positive aspects of the
patients behavior,
performance, and responses

Encouraging Asking patient to consider What could you do to let your

kinds of behavior likely to be anger our harmlessly? Next time
formulation of appropriate in future this comes up, how might you
an action plan situations handle it? What are other ways you
could approach your boss?
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Summarizing Concise review of the key

aspects of the interaction to
During the past hour, you and I
have discussed….. We have
bring a sense of satisfaction discussed many ways to deal with
and closure. your anger toward you mother. You
have agreed to try a few and let me
know how it works out

Self-disclosure GENERALIZED sharing of That happened to me once, too. It was

devastating, and I had to face some things
personal experiences about
about myself that I didn’t like. I went for
the self to benefit the patient. counselling, and it really helped….What
are your thoughts about seeing a
therapist?
 THERAPEUTIC
COMMUNICATION TECHNIQUES
TECHNIQUE DESCRIPTION EXAMPLE

Confrontation Helping the patient become

aware of inconsistencies in
You say you have already decided
what to do, yet you are still talking
feelings, attitudes, beliefs or a lot about your options.
behaviors.

Recommend or Allows the patient to consider Have you thought about….? Here are some
things other people in your situation have
options they may not have
suggest options previously considered considered…..?
(do not advise)
 HELPING RELATIONSHIPS
• Nurse–client relationships are referred to by some as
interpersonal relationships, by others as therapeutic
relationships, and by still others as helping relationships
• Helping is a growth-facilitating process that strives to
achieve three basic goals.;
1. Help clients manage their problems in living more
effectively and develop unused or underused
opportunities more fully.
2. Help clients become better at helping themselves in
their everyday lives.
3. Help clients develop an action-oriented prevention
mentality in their lives.
 HELPING RELATIONSHIPS
Phases of a Helping Relationship

Pre- Termina
Introduc Working
Interacti tion
tory Phase
on Phase Phase
Phase
 TEACHING-Client Education
• Client education is multifaceted, involving promoting,
protecting, and maintaining health.
• It involves teaching about reducing health risk factors,
increasing a person’s level of wellness, and taking specific
protective health measures.
1. Teaching Clients and Their Families
2. Teaching Health Personnel
3. Teaching in the Community
 TEACHING
•Health promotion
•Disease prevention
•Health Restoration and
Maintenance
•Rehabilitation
 TEACHING-Health promotion
• Who definition: “enables people to
increase control over their own health.
•It covers a wide range of social and
environmental interventions that are
designed to benefit and protect individual
people’s health and quality of life by
addressing and preventing the root causes
of ill health, not just focusing on treatment
and cure.”
 TEACHING-Health promotion
Health promotion is a behavioural
social science that draws from the
biological, environmental,
psychological, physical and medical
sciences to promote health and
prevent disease, disability and
premature death through
education-driven voluntary behavior
change activities.
 TEACHING-Disease Prevention
• Disease prevention is a procedure through which
individuals, particularly those with risk factors for
a disease, are treated in order to prevent
a disease from occurring. Treatment normally
begins either before signs and symptoms of
the disease occur, or shortly thereafter
• Disease prevention involves actions to reduce or
eliminate exposure to risks that might increase
the chances that an individual or group will
incur disease, disability, or premature death.
 TEACHING-heath promotion &
Disease Prevention
•The purpose of health promotion and
Disease Prevention is to positively
influence the health behavior of individuals
and communities as well as the living and
working conditions that influence their
health.
•Health promotion and disease prevention
programs often address social determinants of
health, which influence modifiable risk
behaviors
 TEACHING-Health Restoration
and Maintenance
• Health maintenance is a guiding principle in
health care that emphasizes health
promotion and disease prevention rather
than the management of symptoms and
illness.
• Health restoration- induction of a return to
a previous state, as a return to health or
replacement of a part to normal position
 TEACHING-Rehabilitation

• Rehabilitation is defined as “a set

of interventions designed to
optimize functioning and reduce
disability in individuals with
health conditions in interaction
with their environment”.
 NURSING AS SCIENCE
CONCEPT C
Problem solving
• Trial and error
• Intuition
• Research process
Problem solving process
 PROBLEM SOLVING
• Problem solving is a mental activity in which a problem
is identified that represents an unsteady state.
• It requires the nurse to obtain information that clarifies
the nature of the problem and suggests possible
solutions.
• Approaches to problem solving
1. trial and error
2. intuition
3. research process.
 Approaches to problem solving
TRIAL & • A number of approaches are
ERROR tried until a solution is found.

• Relies on a nurse’s inner sense

INTUITION • The understanding or learning of things
without the conscious use of reasoning

RESEARCH • A formalized, logical, systematic

approach to problem solving.
PROCESS
 PROBLEM SOLVING PROCESS

Understand
Identify the List possible Evaluate the
everyone’s
issues solutions options
concern Agree on
Select an contingenci
Document
option es,
the
monitoring,
or options agreements
and
evaluation
END OF MODLE 2
THANK YOU