I.

Transcultural 1-10 A 11-15 B 16-17 C 18. Drinking of guava leaves decoction for diarrhea 19. Wrapping of the umbilical stump with bigkis 20. Cutting of umbilical cord with a stick Benner 1-10 C 11-20

II.

Novice Beginner with no experience Taught general rules to help perform tasks Rules are: context-free, independent of specific cases, and applied universally Rule-governed behavior is limited and inflexible Ex. Tell me what I need to do and Ill do it. The person has no background experience of the situation in which he or she is involved. There is difficulty discerning between relevant and irrelevant aspects of the situation. Generally this level applies to nursing students. Advanced Beginner The advance beginner stage in the model develops when the person can demonstrate marginally acceptable performance having coped with enough real situations to note, or to have pointed out by mentor, the recurring meaningful components of the situation. Nurses functioning at this level are guided by rules and oriented by task completion. Demonstrates acceptable performance Has gained prior experience in actual situations to recognize recurring meaningful components Principles, based on experiences, begin to be formulated to guide actions Competent Typically a nurse with 2-3 years experience on the job in the same area or in similar day-to-day situation More aware of long-term goals Gains perspective from planning own actions based on conscious, abstract, and analytical thinking and helps to achieve greater efficiency and organization The competent stage is the most pivotal in clinical learning because the learner must begin to recognize patterns and determine which elements of the situation warrant attention and which can be ignored. The competent nurse devises new rules and reasoning procedures for a plan while applying learned rules for action on the basis of the relevant facts of that situation. Proficient The performer perceives the information as a whole (total picture) rather than in terms of aspects and performance. Proficient level is a qualitative leap beyond the competent. Nurses at this level demonstrate a new ability to see changing relevance in a situation including the recognition and the implementation of skilled responses to the situation as is it evolves. More holistic understanding improves decision-making

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 Learns from experiences what to expect in certain situations and how to modify plans Expert No longer relies on principles, rules, or guidelines to connect situations and determine actions III. Henderson

The 14 components

Breathe normally. Eat and drink adequately. Eliminate body wastes. Move and maintain desirable postures. Sleep and rest. Select suitable clothes-dress and undress. Maintain body temperature within normal range by adjusting clothing and modifying environment Keep the body clean and well groomed and protect the integument Avoid dangers in the environment and avoid injuring others. Communicate with others in expressing emotions, needs, fears, or opinions. Worship according to ones faith. Work in such a way that there is a sense of accomplishment. Play or participate in various forms of recreation. Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities.

IV.

Abdellah

Three major categories

Physical, sociological, and emotional needs of clients Types of interpersonal relationships between the nurse and patient Common elements of client care

BASIC TO ALL PATIENTS

To maintain good hygiene and physical comfort To promote optimal activity: exercise, rest and sleep To promote safety through the prevention of accidents, injury, or other trauma and through the prevention of the spread of infection To maintain good body mechanics and prevent and correct deformity

SUSTENAL CARE NEEDS

To facilitate the maintenance of a supply of oxygen to all body cells To facilitate the maintenance of nutrition of all body cells To facilitate the maintenance of elimination To facilitate the maintenance of fluid and electrolyte balance To recognize the physiological responses of the body to disease conditions To facilitate the maintenance of regulatory mechanisms and functions To facilitate the maintenance of sensory function.

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REMEDIAL CARE NEEDS

To identify and accept positive and negative expressions, feelings, and reactions To identify and accept the interrelatedness of emotions and organic illness To facilitate the maintenance of effective verbal and non verbal communication To promote the development of productive interpersonal relationships To facilitate progress toward achievement of personal spiritual goals To create and / or maintain a therapeutic environment To facilitate awareness of self as an individual with varying physical , emotional, and developmental needs

RESTORATIVE CARE NEEDS

To accept the optimum possible goals in the light of limitations, physical and emotional To use community resources as an aid in resolving problems arising from illness To understand the role of social problems as influencing factors in the case of illness Watson

V.

Watsons ordering of needs

Lower order needs (biophysical needs) o The need for food and fluid o The need for elimination o The need for ventilation Lower order needs (psychophysical needs) o The need for activity-inactivity o The need for sexuality Higher order needs (psychosocial needs) o The need for achievement o The need for affiliation o Higher order need (intrapersonal-interpersonal need) o The need for self-actualization

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