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Introduction to Theorist
1920
1996
Education
Diploma in
Nursing
Bachelor of
Science in
Nursing
Master of
Science in
Nursing
Honorary
Doctorate
1944
Cook County School of Nursing,
Chicago
1949
University of Chicago
1962
Wayne State University, Detroit
1992
Loyola University, Chicago
(Group A,
2011)
Experience
Life
Experience
Clinical
Experience
Administrati
ve
Experience
Educational
Experience
(Meleis, 2012
and Group A,
Beliefs
Theory should influence practice
Acceptable use of adjunct science
Conservation came from physics
Theory Beginnings
Began as nursing curriculum
Gives rationale behind nursing actions
Goals:
Teach problem solving skills
Teach individualized patient care
Avoid procedure-oriented methods
(Group A,
2011)
Conservation Theory
Internal environment
adapts to
external environmental cues
through conservation
so that
person maintains integrity
Internal Environment
Energy
Social
Integrit
y
Perso
n
Structu
ral
Integrit
y
Persona
l
Integrit
y
(Levine, 1996)
External Environment
Perceptu
al
Concept
ual
Operatio
nal
Can be
sensed
Can be
thought
about
Interacts with
tissues
without
person being
aware
light, sound
language,
symbols
Radiation,
microorganis
ms
(Levine, 1989)
Adaptation
Process of interacting with
environment
Process of change or of life
Can be equated with
Homeostasis
Stability
Equilibrium
Balance
(Levine, 1989
and Levine,
Specificity
Redundancy
There is a
system to
deal with
each task
Biologic
systems
model
Interacting
sequences
of events
Person
displays
multiple
responses
to
dysfunction
Multiple
systems
deal with
threat
(Levine, 1989
and Levine,
1996)
Types of responses
Fight or flight
Quick response to threat or perceived threat
Inflammatory-immune
Restores physical wholeness (healing)
Stress
Integrated response of person
Perceptual awareness
Focusing on specific aspects of environment
(Levine, 1989)
Conservation
Product of adaptation
Is how a system sustains itself even
when challenged
Can be equated with a thermostat
Negative feedback systems
Efficient use of energy
(Levine, 1989,
Levine, 1990, and
Levine, 1996)
Principles of Conservation
Protects functional
integrity
Pacing activities to
restore function
Physical healing
Physiologic activities
Conservati
on of
Energy
Conservati
on of
Structural
Integrity
Conservati
on of
Social
Integrity
Conservati
on of
Personal
Integrity
Ability to function in
groups
Self
Self is developed in
family and society
Recognition of self
Protection of personal
space
(Levine, 1990 and Levine,
Integrity
Same root as health and whole
Independence
Control over own life
(Levine, 1990
and Levine,
Internal
Environmen
t
Adaptation
External
Environmental
Cues
Conservati
on
Integrity
(Levine, 1969, Levine, 1989,
Levine, 1990, Levine 1996
Levine, 1996)
Supportively
Maintains status quo cannot prevent
decline
(Levine, 1969)
Conservation
of Structural
Integrity
Conservation
of Personal
Integrity
Conservation
of Social
Integrity
Timing,
spacing, and
restriction of
interventions
Limit injury
Maintain
Privacy
Include support
system in
treatment plan
Measured
through vital
signs, blood
gases, patient
behavior
Proper
positioning and
range of
motion
exercises
Respect
patients desire
to withhold
information
Assist with
coping
behaviors
Help them
adjust to
health-care
environment
(Levine,, 1989
and Levine
Example
Bed bath conserves energy and promotes
structural integrity
The nurse also must look at personal integrity
(privacy) and social integrity (visitors present)
Can intervention be timed differently or done
in a way to encourage conservation principles
in ALL areas?
(Levine, 1990)
Internal environment
adapts to
external environmental cues
through conservation
so that
person maintains integrity
Critique of Theory
(Meleis, 2012)
Purpose
(Group A,
2011 and
Concepts
Person
Viewed holistically
As having integrity
Environment
Internal and external
Internal environment adapts
External environment is manipulated
Health
Fitting into external environment through adaptation
Integrity
Wholeness
Nursing
Duty is to promote wholeness and adaptation
Uses conservation principles to plan interventions
Must use thorough observation and scientific method to arrive at nursing actions.
Definitions
Specific definitions already covered in detail
Internal environment
External environment
Adaptation
Conservation
Integrity
Relationships
Concepts are well related
Patients internal environment adapts to external
environmental cues through conservation so that
person maintains integrity
Structure
Concepts are divided into subcomponents
All concepts move toward end goalintegrity
Does not lie in a linear fashion, rather ongoing
process of events
No internal diagram
Has been depicted as mandala art
Assumptions
Assumptions are implicit
Values a patient-centered approach
Patient is to be viewed as a whole
Patient interacts with environment
Nurse is provider of care
Nurse is an active participant in patients environment
Disease is a disruption which must be adapted to
(Glass, 1989)
Generalizability
Broad purpose
Theory applies to all people.
Used with multiple patient populations
Used in multiple settings
Importance
Supported with empirical data
Results can be generalized to other populations
Forward-looking theory for time written
Many writings address current issues
noncompliant patients (Levine, 1970)
(Levine, 1969)
healthcare costs
Contributions to Nursing/Healthcare
Provided nursing with a systematic
way to view patient holistically and
intervene accordingly
Advocated for use of scientific process
in nursing
Now calledEvidence Based
Practice
Nurse Consistency
Effect of nurse consistency during
NICU stay on patient outcomes
(Mefford & Alligood, 2011)
Consistent nurse more familiar with
patients unique patterns of adaptation
and tailor interventions accordingly
Consistency has positive impact on
length of stay and patient outcomes
Personal Evaluation
Overall like theory and viewing patient
holistically
Being familiar with theory has allowed insight
into patient behavioral reactionsand allowed
improved interventions
Reminds nurse to care for the person