Theories, concepts and models of nursing as a scientific discipline
 
Module: Nursing care
ECTS: 6
Contact hours – lectures: 40
Contact hours – seminar: 30
Contact hours – clinical exercises:  
Contact hours – clinical practice:  
Holder of subject: Dr Brigita Skela Savič, Associate Professor
Jožica Ramšak Pajk, MSc, Senior Lecturer
 
Year of study: First
 
Nursing theories, models and concepts and informatics in nursing care 

Contact hours – lectures: 40
Contact hours – seminar: 30
Contact hours – clinical exercises:  
Contact hours – clinical practice:  
Holder of subject:

Jožica Ramšak Pajk, MSc, Senior Lecturer

Education providers:
  • Jožica Ramšak Pajk, MSc, Senior Lecturer
  • Janja Perme, MSc
  • Sanela Pivač, Lectuer
  • Sedina Kalender Smajlović, Lectuer
  • Marta Smodiš, Lecturer
Level of study: First Bologna cycle professional education study program
Semester: Winter
Language: Slovene/English
 
Subject-specific competences:

Identifying the conceptual framework of nursing care from traditional to contemporary nursing.
Knowledge of the concepts that guide the phenomena of nursing as a discipline.
Identifying the most important theoretical models in nursing and recognizing and applying key theories in nursing.
Accepting responsibility for one’s own professional development, identifying restrictions in the scope of one’s own practices and competencies.
Understanding the responsibility for life-long learning and continuous professional development as important factors for the development of nursing as a science.
Learning about the terms e-health and e-health care, learning about the hospital information systems available in Slovenia and abroad.
Using IT system which are available in the information systems, health systems and nursing.
Introduction of technologies, information and communication systems in nursing.
  
Knowledge and understanding:

  • Discusses the theoretical basis for the development of nursing as a discipline;
  • Gains knowledge of the theoretical models and four fundamental concepts of nursing;
  • Differentiates the terms metaparadigm, concept, model, theory and empirical indicators;
  • Becomes familiar with the classification of nursing models and from each category (needs, interaction; outcomes; caring/becoming) identifies and describes in depth at least one of them;
  • Critically evaluates the contribution of formal nursing models to nursing practice;
  • Discusses evidence-based practice and reflective practice as alternatives to formal nursing models in providing a theoretical basis for nursing practice;
  • Gains knowledge of professional nursing practice characteristics and a nurse’s role;
  • Comprehends a nurse’s role in nursing and health care teams, in research, in education, and in politics;
  • Develops expert, responsible, self-confident and humane working methods in relation to patients, co-workers and the society;
  • Is capable of applying theoretical knowledge in providing nursing care by considering individual patient needs and special characteristics of the clinical area;
  • Is capable of using theoretical knowledge and applying comprehensive, individual, problem-centred care;
  • Learns about the terms e-health and e-health care;
  • Becomes familiar with basic concepts of e-nursing;
  • Becomes familiar with the standards applying to information systems;
  • Becomes familiar with the existing hospital information systems in Slovenia.
Mandatory references:  
Recommended references:
  • McKenna, H.P., Pajnkihar, M. & Murphy, F.A., 2014. Fundamentals of Nursing Models, Theories and Practice. 2nd ed. Oxford: Wiley Blackwell. Oxford.
  • Fawcett, J., 2005. Middle-range nursing theories are necessary for the advancement of the discipline. Aquichan, 5(1), pp. 32-43. Available at: http://redalyc.uaemex. mx/pdf/741/74150104.pdf
  • Tomey, A.M. & Alligood,  M.R., 2010. Nursing theorists and their work. Mosby: Philadelphia.
  • George, J.B., 2010. Nursing theories: the base for professional nursing practice. S.l.: Pearson.
  • Hajdinjak, G. & Meglič, R., 2012. Sodobna zdravstvena nega. Ljubljana: Visoka šola za zdravstvo.
  • Šmitek, J., 2001. Hierarhija znanja v zdravstveni negi. Obzornik zdravstvene nege, 35, pp. 163-174.
  • Ramšak Pajk, J., 2000.  Hildegard Peplau in model medosebnih odnosov. Obzornik zdravstvene nege, 34, pp. 27-31.
  • Ramšak-Pajk, J., 2013. Aktivnosti zdravstvene nege med teorijo in prakso. In: S. Pivač, S. Kalender Smajlović, A. Černoga, K. Skinder Savić, S. Hvalič Touzery, B. Skela Savič, M. Klančnik Gruden & I. Buček Hajdarević, eds. Izbrane intervencije zdravstvene nege - teoretične in praktične osnove za visokošolski študij zdravstvene nege: visokošolski učbenik za študijski program Zdravstvena nega. Jesenice: Visoka šola za zdravstveno nego, pp. 12-22.
  • Čaušević, M., Ramšak-Pajk, J., 2014. Aplikacija adaptacijskega modela Calliste Roy pri pacientu z rakom in s kronično bolečino. Obzornik zdravstvene nege, 48, pp. 40-49.
  • Ramšak-Pajk, J., 2015. Teoretični modeli in refleksivna praksa kot izziv kakovostni zdravstveni negi. In: S. Pivač, B. Skela Savič, S. Hvalič Touzery & S. Kalender Smajlović, eds. 9. šola za klinične mentorje, Jesenice, 17. september 2015. Teorije in modeli zdravstvene nege : Kako jih uporabiti na kliničnih problemih? : zbornik predavanj. Jesenice: Fakulteta za zdravstvo, pp. 26-31.
  • Hood, L. & Leddy, S., 2005. Leddy and Pepper's conceptual bases of professional nursing. 6th ed.. Philadelphia: Lippincott Williams & Wilkins.
  • Chin, P.L. & Kramer,  M.K., 2008. Integrated theory and knowledge development in nursing. St. Louis: Mosby Elsevier.
  • Ministrstvo za zdravje Republike Slovenije, 2010. Projekt eZdravje. Available at: http://www.mz.gov.si/fileadmin/mz.gov.si/pageuploads/eZdravje/predstavitev/N_Kratka_predstavitev_projekta_za_splet_feb10.pdf
  • Delovna skupina Odbora za zdravstveno- informacijske standarde, 2009. Primerjava standardov HL/: Open EHR in priporočila za uvajanje standardov v zdravstveni informatiki v Sloveniji. Ljubljana: Ministrstvo za zdravje Republike Slovenije.
  • Gašperšić, J., 2008. Quovadis, Informatika v Zdravstvu? Informatica Medica Slovenica, 13(2), pp. 30-34.
  • Prijatelj, V. & Rajkovič, U., 2009. From e-health to integrated health care: Theory and practice. Studies in health technology and informatics, (146), pp. 74-78.
Study obligations:
  • 50% obligatory attendance at lectures
  • 100% obligatory attendance at seminars
  • submitted and presented seminar work
Assessment methods:
  • written examination (80%)
  • seminar work (20%)