Case Study of Dorothea Orem’s Theory
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Case Study of Dorothea Orem’s Theory
When Dan (now 80) and Jane (now 65) started dating more than 15 years ago, they were both excited to start a new chapter in their lives. They had a lot in common, being well-educated and financially secure. Jane’s deceased husband had also been a protestant minister, so Dan was a protestant minister. Both of them had recently lost their spouses. Jane’s first husband had died two years before from a massive cerebral aneurysm. Dan had officiated at Jane’s husband’s funeral service. Dan’s wife had died of cancer a little more than a year before. Jane was a teacher and Dan’s first wife was a school counselor. Both had college-aged children. They both enjoyed traveling. Jane planned to continue teaching in order to qualify for retirement, while Dan was retired but still worked part-time. Both were in excellent health and had access to more than adequate health care. They were married within a year. Summer vacations were spent in Hawaii snorkeling, mountain climbing in national parks, and boating with family. Dan’s health began to deteriorate after seven years, and he underwent quadruple cardiac bypass surgery, followed by pancreatic cancer surgery. Jane’s plans to continue working were put on hold so that she could help Dan recover and then travel with him for the rest of their time together.
Dan did recover, but he soon began to show signs and symptoms of Alzheimer’s disease. One of the first signs was when they were hanging outdoor lights the previous Christmas. Jane was disappointed to learn that Dan was unable to follow the sequential instructions she gave him. Other signs, such as memory loss and confusion, frequent repetition of favorite phrases, sudden outbursts of anger, and decreased social involvement, appeared as time went on. Early Alzheimer’s disease was diagnosed as a result of the evaluations. Jane began to prepare herself for this new stage of their marriage after Dan was prescribed Aricept. She devoured Alzheimer’s disease literature and meticulously organized their home for physical and psychological safety. The daily schedule and phone numbers were written on a kitchen blackboard. The car keys were properly stowed. She began to savor her time with Dan, it was noted. Her face lit up with gentle expressions just by sitting on the sofa with him. When Dan left the dressing room naked one day, they continued to attend church services and functions, but they stopped swimming regularly at their exercise facility. Jane’s retired sister and brother-in-law moved into a home a short distance from Jane’s within a year. Their plan was to be available to help Jane with Dan’s care. Because Dan and Jane’s children did not live close by, they could only help on occasion. Jane was relieved for a few hours each week by a neighbor friend, Helen, as Dan’s symptoms worsened. Jane is still the primary caregiver for her dependents at this time. She takes pride in being able to shower Dan in his shower chair first, and then he sits on the nearby toilet seat drying himself while she showers. Her girlfriends suggested that this would make a good home video! Despite Jane’s cautious approach to Dan’s care, she frequently drives a short distance to her neighborhood tennis court for quick games with friends or spends time tending to the lovely gardens she and Dan planted.
She locks the house doors and leaves Dan seated in front of the television with a glass of juice during these times. She keeps an eye on the clock and returns home halfway through the hour to see how Dan is doing. Dan made his way to the street one day when she forgot to lock the door while she was gardening, lost his balance, reclined face-first in the flower bed, and was discovered by a neighbor. Jane has reduced her social outings and increased her reading time. Her days are spent assisting Dan with all of his day-to-day activities. Dan’s wandering throughout their home frequently disturbs her sleep. When the phone rings, Dan answers and informs callers that Jane is not available. Jane, who is only in the next room, says, “Dan, I am Jane.” Dan’s decline has saddened friends, who are concerned about the burdens and limitations Jane has taken on as a result of Dan’s dependency.
1. Use the dependency cycle model to analyze this case study. The arrows on the outside depict a progression through various stages of dependency. Who can be a part of the dependency cycle is represented by the inner circle. What stage of the cycle are Jane and Dan in?
2. Evaluate Dan and Jane using the basic dependent-care system model. For each, determine the basic conditioning factors (BCFs). What impact do Dan’s BCFs have on his self-care agency? Is he able to meet the demands of therapeutic self-care? Continue to diagnose Dan’s lack of self-care and, as a result, his lack of dependent-care. Evaluate Jane’s self-care system now.
3. Create a nursing system that takes into account Jane’s self-care as her role as Dan’s dependent-care agent grows.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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