FAYE ABDELLAH THEORY PDF

Nursing care is doing something to or for a patient, or providing information to the patient with the intention of meeting needs, increasing self-ability, or alleviating impairment. In other words,helping patients become more healthy. Abdellah describes health as a state mutually exclusive of illness. In the assessment phase, nursing problems provide guidelines for the collection of data. A principle underlying the problem-solving approach is that for each identified problem, pertinent data is collected. The overt or covert nature of problems necessitates a direct or indirect approach, respectively.

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Faye Abdellah Dr. Faye Abdellah, one of the leading nursing theorists and a pioneer in nursing research, created a revolutionary nursing theory that helped transform nursing care and education. Her more than published works are valuable resources in the world of nursing. Her father was a chef and restaurant owner, and her mother was a homemaker who cared for Faye and her older brother, Hamadi.

Later, the family moved to Lakehurst, New Jersey, where Faye and her brother attended high school. Her mother encouraged education and wanted both of her children to learn as much as they could. In , when Faye was 18 years old, she had an experience that would change her life forever. She and her brother witnessed the fiery crash of the German passenger airship, the Hindenburg, and saw the burned victims who escaped. She felt powerless to help them and vowed that she would never again be unprepared when someone needed her help.

It was then that she decided to become a nurse. She could have worked as a nurse at this time, but she had a strong belief in the value of education and felt that nursing practice should be based on research rather than just hours of care. She continued her education from to at Rutgers University, New Jersey, where she studied chemistry. From to , she was a member of the faculty of Yale University. It was while she was there that a very interesting event took place that influenced the rest of her career.

In her position as graduate instructor, she was required to teach from the book, Principles of Nursing Practice.

The students questioned the principles, and Abdellah could find no scientific basis for the guidelines. Because of her frustration, she gathered her colleagues in the university courtyard and burned the books.

She later recalled that the dean required her to pay for the books, and it took her a year to do that while only being able to afford to eat peanut butter sandwiches. In remembering this incident, she did say that she has mellowed since then, but that sometimes you have to "create a revolution.

She went on to receive a doctorate in education as well. With her education, she could have become a medical doctor, but she felt that nursing was the right profession for her because it was a caring profession. In , Dr. Her first few years there were spent performing studies and research in numerous hospitals to improve nursing practice.

During the Korean conflict, Abdellah was on active duty as part of the Navy and worked with the Korean people as well as those in other countries, teaching them to deal with various public health problems.

As a senior officer, she was able to advise and assist them in a number of studies. Her forty-one year career in the Public Health Service was filled with many achievements. She served as the Chief Nurse Officer and became the first nurse in any service to receive the rank of a two-star rear admiral. In her position as Deputy Surgeon General, she made changes in many vital areas of public health including those of drug addiction, alcoholism, AIDS, smoking cessation, violence, mental illness and hospice care.

She was very interested in gerontological care and worked very hard to establish nursing home standards in the s. After retirement from the Public Health Service in , Dr. It was the only federal graduate school of nursing in the United States. In addition to her duties there, she conducted international workshops on nursing care and research. After more than 50 years of service to the government, Abdellah retired in Honors and Awards Dr. She has received over 70 honorary degrees and awards including the Living Legend Award given by the American Academy of Nursing.

She continued to work well into her eighties, contributing to the body of nursing research and knowledge. Nursing Theory Dr. She conducted research and shared her knowledge through her teaching and writing.

As an outgrowth of her theory, she is credited with making major innovations in nursing including developing the first nationwide tested coronary care unit and the Patient Assessment of Care Evaluation PACE system of standards for health care facilities. She also was instrumental in developing the diagnostic related groups DRGs that has become the standard coding system that helps reduce health care costs. In addition, her work is being used to develop an international classification of nursing practice in a way that will provide a unifying framework for nursing.

Patient-Centered Approaches to Nursing.

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Faye Glenn Abdellah

Faye Abdellah Dr. Faye Abdellah, one of the leading nursing theorists and a pioneer in nursing research, created a revolutionary nursing theory that helped transform nursing care and education. Her more than published works are valuable resources in the world of nursing. Her father was a chef and restaurant owner, and her mother was a homemaker who cared for Faye and her older brother, Hamadi. Later, the family moved to Lakehurst, New Jersey, where Faye and her brother attended high school. Her mother encouraged education and wanted both of her children to learn as much as they could.

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Faye Abdellah

The needs of patients are divided into four categories: basic to all patients, sustenal care needs, remedial care needs, and restorative care needs. Needs that are basic to all patients are to maintain good hygiene and physical comfort; promote optimal activity, including exercise, rest and sleep; promote safety through the prevention of accidents, injury or other trauma and through the prevention of the spread of infection; and maintain good body mechanics and prevent or correct deformity. Sustenal care needs facilitate the maintenance of a supply of oxygen to all body cells; facilitate the maintenance of nutrition of all body cells; facilitate the maintenance of elimination; facilitate the maintenance of fluid and electrolyte balance; recognize the physiological responses of the body to disease conditions; facilitate the maintenance of regulatory mechanisms and functions; and facilitate the maintenance of sensory function. Remedial care needs identify and accept positive and negative expressions, feelings, and reactions; identify and accept the interrelatedness of emotions and organic illness; facilitate the maintenance of effective verbal and non-verbal communication; promote the development of productive interpersonal relationships; facilitate progress toward achievement of personal spiritual goals; create and maintain a therapeutic environment; and facilitate awareness of the self as an individual with varying physical, emotional, and developmental needs. Restorative care needs include the acceptance of the optimum possible goals in light of limitations, both physical and emotional; the use of community resources as an aid to resolve problems that arise from illness; and the understanding of the role of social problems as influential factors in the case of illness.

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