Orlando Theory Critique

Orlando Theory Critique Ida Jean Orlando 1926- Theory of the Nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Process Disciplin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine Orlando's theory was developed in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the late 1950s from observations she recorded between a nurse and patient. Despite her efforts, she was only able to categorize the records as "good" or "bad" nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. It then dawned on her that both the formulations for "good" and "bad" nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing were contain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ined in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the records. From these observations, she formulated the deliberative nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process. The role of the nurse is to fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ind out and meet the patient's immediate need for help. The patient's presentin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing behaviour may be a plea for help, however, the help needed may not be what it appears to be. Therefore, nurses need to use their perception, thoughts about the perception, or the feelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing engendered from their thoughts to explore with patients the meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of their behaviour. This process helps the nurse fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ind out the nature of the distress and what help the patient needs. Orlando's theory remain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ins one the of the most effective practice theories available. Guidelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines and headin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of the term paper: I Meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing - Describe the main" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in ideas of the theory II. Diagram - Provide a diagram in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">includin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing all concepts. III. Origin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ins of the theory - Theorist motivation in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the theory IV. Metaparadigm - Understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of the metaparadigm applied in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the theory V. Usefulness - Provide a concrete example where the theory has been utilized VI. Testability: - Does the theory been tested? Cite specific examples to support. VII. Overall Evaluation - Provide strength, weaknesses, opportunities and threats (SWOT) analysis VIII. Application - How the theory lead in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">into action - Significance of the theory to nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing practice, nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing education, and nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing admin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inistration - Time value (when is this theory be utilized?) IX. Summary/Conclusion X. References/Bibliography My coursework will explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in and criticize (Orlando’s theory) and discuss these poin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ints: • The in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">introduction and analysis of Orlando’s nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory • Major assumptions • The dynamic nurse-patient relationship: Function, process and prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inciples. • 5 Stages of the Deliberative Nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Process • The nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing metaparadigm (concepts): Orlando only in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included three in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in her theory of Nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Process Disciplin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine: person, health, and nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. • The disciplin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine and teachin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process • Action process of nurse admin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inistrators to problematic situations based on Orlando’s theory • Follow the guidelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines of the term paper References: • Parker, M. E.,Nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theories and Nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Practice. F.A. Davis Company. Philadelphia + at least 15 references