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The self-care deficit nursing theory is a grand nursing theory that was developed between 1959 and 2001 by Dorothea Orem. The theory is also referred to as the Orem's Model of Nursing . It is particularly used in rehabilitation and primary care settings, where the patient is encouraged to be as independent as possible.
Dorothea Elizabeth Orem (June 15, 1914 – June 22, 2007), born in Baltimore, Maryland, was a nursing theorist and creator of the self-care deficit nursing theory, also known as the Orem model of nursing.
Getting an appropriate amount of sleep each night is a form of self-care. Chronic illness (a health condition that is persistent and long lasting, often impacts one's whole life, e.g., heart failure, diabetes, high blood pressure) requires behaviors that control the illness, decrease symptoms, and improve survival such as medication adherence and symptom monitoring.
Nursing theory is defined as "a creative and conscientious structuring of ideas that project a tentative, purposeful, and systematic view of phenomena". [1] Through systematic inquiry, whether in nursing research or practice, nurses are able to develop knowledge relevant to improving the care of patients.
In assessing a family, the nurse would ask how the family provides for the physical and survival needs of the family members. A function of the self-concept mode is the need for maintenance of psychic integrity. Perceptions of one's physical and personal self are included in this mode. Families also have concepts of themselves as a family unit.
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1. Care is the essence of nursing and a distinct, dominant, and unifying focus. 2. Care (caring) is essential for well being, health, healing, growth survival, and to face handicaps or death. 3. Culture care is the broadest holistic means to know, explain, interpret, and predict nursing care phenomena to guide nursing care practices. 4.
The emphasis on different ways of knowing is presented as a tool for generating clearer and more complete thinking and learning about experiences, and broader self-integration of classroom education. As such it helped crystallize Johns' (1995) framework for reflective investigation to develop reflective practice .