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Deterrence in an international relations context is the application of deterrence theory to avoid conflict. Deterrence is widely defined as any use of threats (implicit or explicit) or limited force intended to dissuade an actor from taking an action (i.e. maintain the status quo).
Levine's objective was to find a new and effective method for teaching nursing degree students major concepts and patient care. [2] She wanted her students to provide individualized and responsive patient care, that was less focused on medical procedures, and more on the individual patient's context.
Durkheim (1960) argued that denunciation was a form of education in that punishment "reinforce(s) the conscience collective of society and thereby ensure(s) that members of society continued to refrain from crime". This is a forward looking or utilitarian approach which is similar to the concept of deterrence. [3]
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.
General deterrence is the intention to deter the general public from committing crime by punishing those who do offend. When an offender is punished by, for example, being sent to prison, a clear message is sent to the rest of society that behaviour of this sort will result in an unpleasant response from the criminal justice system.
She was challenged by nursing faculty member Dorothy E. Johnson to develop a conceptual model for nursing practice. Roy's model drew heavily on the work of Harry Helson, a physiologic psychologist. [3] The Roy adaptation model is generally considered a "systems" model; however, it also includes elements of an "interactional" model.
Each behavioural change theory or model focuses on different factors in attempting to explain behaviour change. Of the many that exist, the most prevalent are learning theories, social cognitive theory, theories of reasoned action and planned behaviour, transtheoretical model of behavior change, the health action process approach, and the BJ Fogg model of behavior change.
[10] [9] Some normative theories are built on a wider ethical framework of what is right or good and then arrive at their educational normative theories by applying this framework to the practice of education. But the descriptive and the normative approaches are intertwined and cannot always be clearly separated since descriptive findings often ...