Javern M.

Supnet

1. According to Duvall and Miller, families pass through predictable developmental stages. What
are these stages? Describe each stage briefly.

Answer:

Stage 1. Beginning Family / Marriage - The couple establishes their home but do not yet have
children. During the first stage of family development, members work to establish a mutually
satisfying relationship, learn to relate well to their families of orientation, and if applicable, engage in
reproductive life planning. Establishing a mutually satisfying relationship includes merging the values
that the couple brings into the relationship from their families of orientation. This incluedes not only
adjusting to each other in terms of routine but also sexual and economic aspects. The main
developmental task in this stage is to establish a satisfying home and marriage/ relationship and
preparing for children.

Stage 2. Childbearing Family/ Early Childbearing - In this stage is from the birth of the first child until
that child is 2 1/2 years old. The birth or adoption of a first baby is usually both an exciting and a
stressful event because it requires both economic and social role changes. It is a further
developmental step for a family to change from being able to care for a well baby to being able to
care for an ill one. One way of determining whether a parent has made this change is to ask what the
new parent has tried to do to solve a child rearing or health problem. Parent who have difficulty with
this step need a great deal of support andcounselling from health care providers to bea able to care
for an ill child at home or to manage a difficult pregnancy. The main developmental task in this stage
is adjusting to increased family size, caring for an infant, providing a positive developmental
environment

Stage. Family with Preschoolers ( 3-6 years old) - When the oldest child is between the ages of 2 1/2
and 6. A family with preschool children is a busy family because children at this age demand great
deal of time. The children’s imagination is at such a peak that safety consideration such as avoiding
unintentional injuries become a major health concern. The main developmental task in this stage is to
ensure safety for preschool and to satisfy the needs and interests of preschool children, coping
with demands on energy and attention with less privacy at home.

Stage 4. Family with a school age child - When the oldest child is between the ages of 6 and 13.
Parents of school - age children have the important responsibility of preparing their children to
functuion in a complex world while at same time maintaining their own satisfying marriage
relationship. That makes a tiring time for many families.Family support system seem strong but also
can be deceptive. Family member may be physically present but provide little or no emotional
support in internal tension exists. The main developmental task in this stage is to promote
educational achievement and fitting in with the community of families with school-age children.

Stage 5. Family with an adolescent - When the oldest child is between the ages of 13 and 20. The
primary goal for a family with a teenager differs considerable from the goal of the family in previous
stages which was to strengthen family ties and maintain family unity. Now the family must loosen
family ties to allow adolescent more freedom and prepare them for life on their own. As technology
advances at a rapid rate, the gap between generations increases. Life when the parents were young
was very fifferent from what it is for their teenager. The main developmental task in this stage is to
allowing and helping children to become more independent; coping with their independence,
developing new interests beyond child care.

Stage 6. Launching stage family: Family with a young adult - The stage of launching adult children
begins when your first child leaves home and ends with the "empty nest." When older children leave
home, there are both positive and negative consequences. If your family has developed significant
skills through the family life cycle, your children will be ready to leave home, ready to handle life's
challenges..Developing adult relationships with your children is a key skill in this stage. You may be
challenged to accept new members into your family through your children's relationships. You may
focus on reprioritizing your life, forgiving those who have wronged you and assessing your beliefs
about life.The main developmental task in this stage is releasing young adults and accepting new ways
of relating to them; maintaining a supportive home base; adapting to new living circumstances.

Stage7. Middle-aged parents (empty nest to retirement) - From the time the children are gone till
the marital couple retires from employment. During the retirement phase of the family life cycle,
many changes occur in your life. Welcoming new family members or seeing others leave your family is
often a large part of this stage as your children marry or divorce or you become a grandparent.This
stage can be a great adventure where you are free from the responsibilities of raising your children
and can simply enjoy the fruits of your life's work. Challenges you may face include being a support to
other family members, even as you are still exploring your own interests and activities or focusing on
maintaining your relationship. The main developmental task in this stage is renewing and redefining
the marriage relationship; maintaining ties with children and their families; preparing for retirement
years.
Stage 8. Aging - From retirement till the death of the surviving marriage partner. As partners get
older, they face several challenges. Many older adults decide to relocate. Deciding where to live is
difficult for many older people. Often they have lived in the same home for 20 or 30 years or more.
The place holds many memories, and it is hard to let go. Older adults must accept death as another
stage of life. They need to plan their legal affairs and to discuss finances for the future. If they have
not yet made a will, they should do so now. Many people will live alone at least part of their lives
because of divorce or death of a partner. The main developmental task in this stage is adjusting to
retirement; coping with the death of the marriage partner and life alone.

2. Give three definitions of a family as defined by three different authors. What are the similarities
and differences in each definition?

Answer:

1. According to MacIver defines family as “a group defined by sex relationship sufficiently precise and
enduring to provide for the procreation and upbringing of children.”

2. According to Eliott and Merrill state “Family is the biological social unit composed of husband, wife
and children.”

3. Burgess and Locke define family as “A group of persons united by ties of marriage, blood or
adoption, consisting a single household, interacting and inter-communicating with each other in their
respective social roles of husband and wife, mother and father, son and daughter, brother and sister
creating a common culture.”

Family may seem like a simple concept, but there is no simple definition of family. These three
different authors have similarities in their definition about family.
3. What are the characteristics of a Filipino Family?

Answer: Like many Asian countries, the Philippines has very tight family relations. While growing up,
we were taught to prioritize family first. The typical Filipino family is the same as it was years ago,
even before the colonizers conquered the lands.

A. Children not only have to respect their parents and obey them, but also have to learn to repress
their repressive tendencies

B. The older siblings have something of authority of their parents.

C. It is based on marriage, which results in a mating relationship between two adults of opposite sex.

D. Kinship circles is considerably greater because effective range often includes the third cousin

E. Every family provides an individual with a name, and hence, it is a source of nomenclature.

F. Kin group is further enlarged by a finial, spiritual or ceremonial ties. Filipino marriage is not an
individual but a family affair

G. Obligation goes with this kingship system

H. Family is the group through which descent or ancestry can be traced.

I. Although the basic unit is the nuclear family, the influence of kinship is felt in all segments of social
organizations

J. Family is the most important group in any individual’s life.

K. A family is generally limited in size, even large, joint and extended families.

L. The family is the most important group in society; it is the nucleus of all institutions, organizations
and groups.

M. Family is based on emotions and sentiments. Mating, procreation, maternal and fraternal devotion,
love and affection are the basis of family ties.

N. The family is a unit of emotional and economic cooperation.

O. Each member of family shares duties and responsibilities.

4. Enumerate, explain and give examples of types of family according to:

A. Structure

B. Authority

C. Decent

D. Residence

Answer:

A. Structure

1. NUCLEAR- a father, a mother with child/children living together but apart from both sets of parents
and other relatives.

2. EXTENDED- composed of two or more nuclear families economically and socially related to each
other. Multigenerational, including married brothers and sisters, and the families.

3. SINGLE PARENT-divorced or separated, unmarried or widowed male or female with at least one
child.

4. BLENDED/RECONSTITUTED-a combination of two families with children from both families and
sometimes children of the newly married couple. It is also a remarriage with children from previous
marriage.

5. COMPOUND-one man/woman with several spouses

6. COMMUNAL-more than one monogamous couple sharing resources

7. COHABITING/LIVE-IN-unmarried couple living together

8. DYAD—husband and wife or other couple living alone without children

9. GAY/LESBIAN-homosexual couple living together with or without children

10. NO-KIN- a group of at least two people sharing a relationship and exchange support who have no
legal or blood tie to each other

11. FOSTER- substitute family for children whose parents are unable to care for them

B. Authority
1. PATRIARCHAL – full authority on the father or any male member of the family e.g. eldest son,
grandfather

2. MATRIARCHAL – full authority of the mother or any female member of the family, e.g. eldest sister,
grandmother

3. EGALITARIAN- husband and wife exercise a more or less amount of authority, father and mother
decides

4. DEMOCRATIC – everybody is involve in decision making

5. AUTHOCRATIC- refers to a rigid parenting style also known as the authoritarian style.

6. LAISSEZ-FAIRE- “full autonomy”

7. MATRICENTRIC- the mother decides/takes charge in absence of the father (e.g. father is working
overseas)

8. PATRICENTIC- the father decides/ takes charge in absence of the mother

C. Decent

1. PATRILINEAL – Affiliates a person with a group of relatives who are related to him though his father

2. BILATERAL- both parents

3. MATRILINEAL – related through mother

D. Residence

1. PATRILOCAL – family resides / stays with / near domicile of the parents of the husband.

2. MATRILOCAL – live near the domicile of the parents of the wife.

5. Accroding to Doodle, what are the universal function of the family

Answer:

1. REPRODUCTION – for replacement of members of society: to perpetuate the human species

2. STATUS PLACEMENT of individual in society

3. BIOLOGICAL and MAINTENANCE OF THE YOUNG and dependent members

4. Socialization and care of the children;

5. Social control

6. Name 12 behavior indicating a well family. How can these be manifested in a typical Filipino
family?

Answer:

12 Behaviors Indicating a Well Family

1. Able to provide for physical emotional and spiritual needs of family members

2. Able to be sensitive to the needs of the family members

3. Able to communicate thought and feelings effectively

4. Able to provide support, security and encouragement

5. Able to initiate and maintain growth producing relationship

6. Maintain and create constructive and responsible community relationships

7. Able to grow with and through children

8. Ability to perform family roles flexibly

9. Able to help oneself and to accept help when appropriate

10. Demonstrate mutual respect for the individuality of family members

11. Ability to use a crisis experience as a means of growth

12. Demonstrate concern of family unity, loyalty and interfamily cooperation

 I.
1. Define Theory

Answer:

A theory is a set of interrelated concepts, definitions, and propositions that explains or

predicts events or situations by specifying relations among variables. Theory provides
concepts to name what we observe and to explain relationships between concepts. Theory
allows us to explain what we see and to figure out how to bring about change. Theory is a
tool that enables us to identify a problem and to plan a means for altering the situation.

2. Describe components and characteristics of a theory

Answer:

Components of a theory

a. Assumption- Ideas we take for granted

b. Phenomena – Aspects of reality that you can observe and experience
c. Concepts – a mental image of phenomena
d. Paradigm – a worldview or ideology of a discipline. Broadest, most global conceptual
framework of a discipline
e. Conceptual framework – a set of concepts that are related to form a whole or pattern
f. Model – a symbolic representation of a framework or concept. A diagram, graph, picture.
g. Definitions - used to convey the general meaning of the concepts of the theory. Definitions
can be theoretical or operational.
a. Theoretical Definitions. Define a particular concept based on the theorist’s perspective.
b. Operational Definitions. States how concepts are measured.
h. Relational Statements- define the relationships between two or more concepts. They are the
chains that link concepts to one another.

Characteristic of theory

a. interrelate concepts in such a way as to create a different way of looking at a particular

phenomenon.
b. are logical in nature.
c. are generalizable.
d. are the bases for hypotheses that can be tested.
e. increase the general body of knowledge within the discipline through the research
implemented to validate them.
f. are used by the practitioners to guide and improve their practice.
g. are consistent with other validated theories, laws, and principles but will leave open
unanswered questions that need to be investigated

3. Explain how a theory is developed

Answer:

Theory is constantly revised as new knowledge is discovered through research.

1) Speculative - attempts to explain what is happening.

2) Descriptive - gathers descriptive data to describe what is really happening.
3) Constructive - revises old theories and develops new ones based on continuing research.

4. Discuss uses of theory

Answer:

The primary purpose of theory in the profession of nursing is to improve practice by positively
influence the health and quality of life of patients. Nursing theories are also developed to define and
describe nursing care, guide nursing practice, and provide a basis for clinical decision making. The
accomplishments of nursing in the past led to the recognition of nursing in academic discipline,
research, and profession.

5. Trace the history of theory development in nursing

Answer:

1. HISTORY OF NURSING THEORIES

The history of theory development and theoretical thinking in nursing began with the
writings of Florence Nightingale and continues in 1990s. It highlights significant events which
includes:

a. Florence Nightingale (1859/1992)

 Her notes on nursing presents the first nursing theory that focuses on the
manipulation of the environment for the benefit of the patient. Although
she did not present her work as a “nursing theory”, it has directed nursing
practice for more than 100 years.

b. The Columbia School – the 1950s

 The need to prepare nurses at the graduate level for administrative and
faculty positions was recognized. Columbia University’s Teachers College
developed graduate education programs to meet these functional needs.
The first theoretical conceptualizations of nursing science came from
graduates of these programs. These include Peplau, Henderson, Hall, and
Abdellah.
 Theorists of the Columbia School operated from a biomedical model that
focused primarily on what nurses do, on their functional roles. They
considered patient problems and needs to be the practice focus.
Independent of the Columbia theorists, Johnson (at the University of
California, Los Angeles) suggested that nursing knowledge is based on a
 theory of nursing diagnosis that is different from the medical diagnosis
(Meleis, 1991).

c. The Yale School – The 1960s

 Theoretical thinking in nursing moved from focusing on a problem or need
and the functional roles to focus in relationship between the nurse and the
patient. The Yale School’s theoretical position was influenced by the
Columbia Teacher’s College graduates who became faculty members there
(Henderson, Orlando, and Wiedenbach).
 Theorists of the Yale School view nursing as a process rather than an end in
itself. They look at how nurses do what they do and how the patient
perceives his or her situation. Theorists of this school include Orlando and
Wiedenbach. Independent of the Yale School, Levine (1967) presented her
four conservation principles of nursing.
 In 1967, Yale faculty – Dickoff, James and Wiedenbach (two philosophers
and a nurse) presented a definition of nursing theory and goals for theory
development in nursing (Dickoff, et al., 1968).
 It is important to note that it was during the 1960s that federal monies were
made available for doctoral study for nurse educators. The resulting
doctorally prepared individuals become the next wave of nurse theorists.

d. The 1970s
 Many nursing theories were first presented. Most of these theories have
been revised since their original presentations, these are listed below:

Theorists Year Title

Martha Rogers 1970 An introduction to the theoretical basis of nursing
Imogene King 1971 Toward a theory of nursing: General concepts of human
behavior
Dorothea Orem 1971 Nursing: Concepts of practice
Myra Levine 1973 Introduction to clinical nursing
Betty Neuman 1974 The Betty Neuman Health-Care Systems Model: A total
person approach to patient problems
Callista Roy 1976 Introduction to nursing: An adaptation model
J. Paterson & L.T. Zderad 1976 Humanistic nursing
Margaret Newman 1979 Theory development in nursing
Jean Watson 1979 Nursing: The philosophy and science of caring

e. The 1980s

Many nursing theories were revised on the basis of research findings that expanded
them. In addition, the works of Dorothy Johnson, Rosemarie Rizzo Parse, Madeleine
Leininger, and Erickson, Tomlin, and Swain were added to the body of theoretical thought
in nursing which are presented below:

Theorists Year Title

New
 Johnson 1980 The Behavioral Model for Nursing
R. Parse 1981 Man-Living-Health: A Theory of Nursing
1985 Man-Living-Health: A Man-Environment Simultaneity
Paradigm
1987 Nursing Science: Major Paradigms, Theories, Critiques
1989 Man-Living-Health: A Theory of Nursing
H. Erickson, E. Tomlin,
and M. Swain 1983 Modeling and Role Modeling
Revised
M. Leininger 1980 Caring: A Central Focus of Nursing and Health Care
Services
1981 The Phenomenon of Caring: Importance, Research,
Questions, and Theoretical Considerations
1988 Leininer’s Theory of Nursing: Cultural Care Diversity an
Universality
D. Orem 1980 Nursing: Concepts of Practice, 2nd edition
1985 Nursing: Concepts of Practice, 3rd edition
1991 Nursing: Concepts of Practice, 4th edition
M. Rogers 1980 Nursing: A Science of Unitary Man
1983 A Science of Unitary Human Beings: A Paradigm of
Nursing
1989 Nursing: A Science of Unitary Human Beings
C. Roy 1980 The Roy Adaptation Model
1981 Theory Construction in Nursing: An Adaptation Model
1984 Introduction to Nursing: An Adaptation Model, 2nd edition
1989 The Roy Adaptation Model
I. King 1981 A Theory of Nursing: Systems, Concepts, Process
1989 King’s General Systems Framework and Theory
B. Neuman 1982 The Neuman System Model
1989 The Neuman System Model, 2nd edition
M. Newman 1983 Newman’s Health Theory
1986 Health as Expanding Consciousness
J. Watson 1985 Nursing: Human Science and Human Care
1989 Watson’s Philosophy And Theory of Human Caring in
Nursing
M. Levine 1989 The Conservation Principles: Twenty years later

6. Differentiate types of theories according to:

A. Range
B. Orientation or focus of the theory

Answer:
According to range:

A. Grand Nursing Theories - provides a conceptual framework under which the key concepts
and principles of the discipline can be identified
- Grand theories are abstract, broad in scope, and complex, therefore requiring further
research for clarification.
- Grand nursing theories do not provide guidance for specific nursing interventions but
rather provide a general framework and ideas about nursing.
- Grand nursing theorists develop their works based on their own experiences and the time
they were living explaining why there is so much variation among theories.
- Address the nursing metaparadigm components of person, nursing, health, and
environment.
B. Middle-Range Nursing Theories - is more precise and only analyses a particular situation
with a limited number of variables.
- More limited in scope (as compared to grand theories) and present concepts and
propositions at a lower level of abstraction. They address a specific phenomenon in
nursing.
- Due to the difficulty of testing grand theories, nursing scholars proposed using this level of
theory.
- Most middle-range theories are based on the works of a grand theorist but they can be
conceived from research, nursing practice, or the theories of other disciplines.

C. Practice-Level Nursing Theories - explores one particular situation found in nursing. It

identifies explicit goals and details how these goals will be achieved.
- Practice nursing theories are situation specific theories that are narrow in scope and
focuses on a specific patient population at a specific time.
- Practice-level nursing theories provide frameworks for nursing interventions and suggest
outcomes or the effect of nursing practice.
- Theories developed at this level have a more direct effect on nursing practice as compared
to more abstract theories.
- These theories are interrelated with concepts from middle-range theories or grand
theories.

According to Orientation

Theories can also be classified based on their goals, they can be descriptive or prescriptive.

Descriptive Theories - are the first level of theory development. They describe the phenomena and
identify its properties and components in which it occurs.

- Descriptive theories are not action oriented or attempt to produce or change a situation.
- There are two types of descriptive theories: factor-isolating theory and explanatory theory.

Factor-Isolating Theory - Also known as category-formulating or labeling theory.

- Theories under this category describe the properties and dimensions of phenomena.
Explanatory Theory - Describe and explain the nature of relationships of certain phenomena to other
phenomena.

Prescriptive Theories

- Address the nursing interventions for a phenomenon, guide practice change, and predict
consequences.
- Includes propositions that call for change.
- In nursing, prescriptive theories are used to anticipate the outcomes of nursing
interventions.

II.

1. Explain various factors that influenced the development of client-centered theories

Answer:

2. Compare and contrast the client-centered theories in terms of the

following major concepts;

A. Person
B. Health
C. Nursing
D. Environment

Answer:

3. Explain the key concepts of each of the client-centered theories

Answer:

4. Explain the theoretical assertions of each of the client-centered

Theories

Answer:

5. Identify the strengths and limitations of the client-centered theories

Answer:

III.
 1. Analyze the nursing theories of Roy, Levine and Hall in terms of

their major assumptions as to:

A. Person
B. Health
C. Nursing
D. Environment

Answer:

Roy
2. Discuss the relationship among the concepts and the mechanics involved to reach the
nursing goal

Answer:

3. Explain the theoretical assertions given a hypothetical situations

Answer:

4. Discuss the commonalities and differences of the theories

Answer:
References:

1. George B. Julia , Nursing Theories- The base for professional Nursing Practice , 3rd ed.
Norwalk, Appleton and Lange.
2. Wills M.Evelyn, McEwen Melanie (2002). Theoretical Basis for Nursing Philadelphia.
Lippincott Williamsand wilkins.
3. Meleis Ibrahim Afaf (1997) , Theoretical Nursing : Development and Progress 3rd ed.
Philadelphia, Lippincott.
4. Taylor Carol,Lillis Carol (2001)The Art and Science Of Nursing Care 4th ed. Philadelphia,
Lippincott.
5. Potter A Patricia, Perry G Anne (1992)Fundamentals Of Nursing –Concepts Process and
Practice 3rd ed. London Mosby Year Book.