Philosophy of Nursing and the CSU School of Nursing Conceptual Model

Introduction

These models were introduced after World War 2 when the world had a shortage of nurses. Ginzberg filed a report that accelerated the implementation of the models. In his report, he advocated that nurses were to be trained for two years instead of four years to provide safe care. That strategy would ensure the number of qualified nurses would rise.

Description of the CSU model

The CSU model was comprised of three transitions. These transitions were based on the mode in which the nurse would perform his diagnosis. The first transition was based on how the nurse would make clinical decisions and find solutions to the client’s problems. The second transition was based on how the patients would receive personal care. The third transition was based on how the nurse would ensure that the patient moved towards the model desired outcomes (Aschenbrenner, 2009, p.25).

The model was designed in such a way that, as one progressed, so did his level of skills and complexity. The model was based on education theory and a philosophy that focused on the nature of the patient, the medication he received, and the progress he made.

The Nursing process, human needs, cultural competence, and communication were used to deliver the content of the model and help attain results. The nursing process was used to provide medical services to patients of different ages. Nursing care was provided to sick people found in a variety of settings.

The model ensured that the nursing process was a system that was used to solve problems. It would guide nurses when they assisted their clients to adapt to potential or actual health needs. The nursing process was comprised of the various stages that started from the assessment stage, nursing diagnosis, planning, implementation and ended at the evaluation stage.

The model ensured that human needs could be identified from the point where a person was a baby to the point he died. The nurses were expected to promote healthy living to their patients, irrespective of their ages, and they were to provide information that would be used to make conclusive decisions.

The model ensured there was maintenance communication via the patient and the nurse. These were some of the communication of the form taken, written and spoken, interpersonal and intrapersonal communication. It also incorporated the use of technology that ensured effective communication to every client irrespective of his location.

Under cultural competence, the nurse was expected to serve clients from diverse backgrounds and promote a state of wellness. This was because each patient was unique and was from a community that did not share some of the customs. People were considered different from each other because of their different perceptions of life. The nurse was expected to work within the client’s belief system. Nursing care was considered culturally sensitive because the nurse was expected to know the patient, patient’s patterns, expressions, and values (Kelly, 2012, p.37).

The model ensured that the nurse would use Maslow’s Human needs theory to enable her to make decisions based on critical thinking skills, to analyze the patients’ problems then make a sound decision. These skills were acquired when the nurse was exposed to an environment that allowed her to make decisions that were based on experience, and knowledge. With that exposure, the nurse would be able to make appropriate decisions.

Description of own philosophy

I had a philosophy that nurses were caregivers and to be good at it a nurse had to be pleasant, selfless, and knowledgeable. These attributes could be attained when an individual was ready to help and care for others. My philosophy addressed three issues namely the environment, the patient under the nursing care, and the society. It did advocate that patients were to be treated with honesty, dignity, and respect.

This philosophy was related to the CSU model in the following ways; first, the environment the nurse provided had to meet the wants of the patient and their families. This could be achieved with communication, research, and teamwork. Setting up an appropriate environment for the patient would guarantee the development of trust needed to ensure a therapeutic relationship existed between the patient and nurse. It would be achieved if the nurses did uphold professional behaviors. That behavior was manifested if the nurses were committed to their profession. These behaviors included caring for others, valuing the nursing profession, and involvement in professional development activities.

Secondly, the patient had to be the nurse’s priority. These issues had to be addressed in the healthcare setting; patient advocacy, privacy, and honesty. It was necessary to understand these nursing roles to maintain the patient’s rights and needs. The patient would get inadequate care when there was poor coordination in the healthcare spectrum. The nursing process was revised in the model, to ensure that it united all nurses to provide patient-focused care.

Conclusion

Thirdly, nurses were expected to know their patient’s diseases and the processes involved during them. The patient’s health history helped the nurses to know what needed to be addressed, and what had to be corrected. All that information was to be accessed easily when the communication networks existed and worked properly. From the above discussions, it was concluded that the philosophy was related to the model and also addressed the client-patient relationship (Simmers, 2004, p.22-27).

References

Aschenbrenner, D. S., & Venable, S. J. (2009). Drug therapy in nursing. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Kelly, P. (2012). Nursing leadership & management. Clifton Park, NY: Cengage Learning.

Simmers, L. (2004). Introduction to health science technology. Australia: Thomson/Delmar Learning.