The Legacy Of Imogene King

After retiring in 1984, Johnson did not stop contributing to her community. Leaving the Army as a Brigadier General and Chief of the Army Nurse Corps, Johnson decided to spread her wisdom with others by being the head of the American Nurse Association’s government. On top of that, she was also busy with directing George Mason University’s Center for Health Policy. In 1997, she was appointed as a nursing professor at Georgetown University. Being an excellent educator, she was passionate about sharing her knowledge, experience, and wisdom with the thousands of potential nursing students she had taught. Gloria Smith, Hazel Johnson-Brown’s sister stated that she was a well-rounded person and that, “She treated everyone the same and always was a people person.”

Henderson did not view her work as a theory of nursing, nor did she expect anyone to agree with it. Instead she urged every nurse to develop her own definition and concept of nursing. However, it is possible to identify the metaparadigm concepts of nursing within her work.

Imogene King was born in 1921in Iowa. Growing up, she dreamed of being a teacher but began nursing school to escape her small town life. She graduated with a diploma in nursing in 1945, then three years later earned a Bachelor of Science in Nursing Education and worked as medical-surgical instructor and an assistant director at St. John’s School of Nursing until 1958, fulfilling her lifelong dream of being a teacher wither nursing career. She went on to earn a Master of Science in Nursing in 1957 and a doctorate in education in 1961 (Imogene King, 2011). King then became an associate professor at Loyola University in Chicago and formed a master’s degree program that was based on her nursing concepts, which later became the framework for her theory.

Alice King attended primary school at the Academy of Mary Immaculate, and college at Presbyterian Ladies' College. Alice wanted to become a nurse from early on so since she was not old enough to begin nursing training, she worked helping the matron of the Austin Hospital, Melbourne, with general duties. During one typhoid outbreak she assisted Alfred Hospital, stayed on and started training.

In this paper, I am going to discuss past and present nursing concepts, and how these theories have evolved. The initial paper by J. Fawcett (1984) describes the fundamental concepts of nursing including person, environment, health and nursing, (Fawcett, 1984 p.84) The author further describes ideas that are discussed and compared by various nursing scholars and how they are related to one another. In the second paper by Newman, Smith, et al, (2008) they explore the current theories and how more advanced these are, and where the studies are in their scholarly journey. The authors describe the “history of nursing epistemology” (Newman, et all 2008) and the phases that have been part of its journey of development. The initial article is very limited, and focuses particularly on nursing systems. It does not allow for expansion and growth for nursing theory. Dr. Fawcett does, however, establish the basis for nursing theory and organizes the process through her four basic areas of concepts (Brodie, 1984). The latter article envelops the growth and development of nursing theory towards “Unitary-transformative (UT) paradigm” (Newman et al, 2008). The concepts evolve and establish the process of holistic thinking, and viewing the person as a whole in your assessment. I will also include personal reflection from my own nursing practice and how these concepts

Elizabeth I was England’s first successful Queen in all of its history. She used her status as a single woman to toy with possible suitors from all across Europe, such as rulers from Spain and France, keeping foreign countries trailing after her. Elizabeth was a tremendous leader who lead England on the path to prosperity, taking it out of the shadows of poverty. Many people doubted her ability to lead as she was a woman leading a country in a patriarchal age, and the last time a woman was the Queen, she was nicknamed ‘Bloody Mary’, for the amount of Protestants she killed. Elizabeth was also a Protestant, the same group her older sister was trying to rid England of, which created strife between the Catholics in her country and abroad and the Protestants. But, despite the strife, she managed to spark a ‘Golden Age’ in her country, known as the ‘Elizabethan Era’. Although Elizabeth did many exceptional things for her country, she was plagued with some hard choices during her reign, like imprisoning and later executing whom the Catholics believe was the rightful heir to the throne, Mary, Queen of Scots. This order tarnished her reputation with the Catholics even more. But despite her mistakes, Elizabeth was an impressive ruler for her time and made leaps and bounds for woman rulers in England.

When discerning about my respective philosophy of nursing, I think back to all of the theories and elements of advance nursing that we have been educated on throughout the duration of this program. I have stepped back and considered the following three elements for the construction of my philosophy: 1) the definite science, 2) the constructive knowledge, and 3) the position in which nursing lies as a societal arrangement. For further construction of the advanced philosophy, it was vital to consider the four paradigms contusive to nursing: 1) human beings, 2) health, 3) environment, and 4) nursing.

In the book, Nursing Theorists and Their Work, there are several chapters that discuss seven theorists and their different conceptual models (Alligood, 2014). The conceptual models have been crucial to the profession of nursing. Nursing conceptual models aid in educated decision making by providing different applications in regards to individuals, families, and society (Alligood, 2014). The seven theorists that will be conferred are the following: Myra Levine, Martha Rogers, Dorothea Orem, Imogene King, Betty Neuman, Sister Callista Roy, and Dorothy Johnson (Alligood, 2014). Each theorist has their own conceptual model in relation to the nursing profession.

Betty Neuman described the Neuman Systems Model (NSM) as a distinctive systems-based viewpoint that offers a unifying focus for dealing with comprehensive nursing problems (Neuman, 2002). According to Neuman (2002), her model’s philosophy, which is based on wholism, reality, and wellness, has proven its significance and reliability in different clinical and educational settings. The concepts of nursing metaparadigm utilized in the NSM are human beings, health, environment, and nursing. The NSM sees the client as an open system where there is an incessant cycle of input, process, output, and feedback (Neuman, 2002). The client is the human being concept of the nursing metaparadigm, which may be a person, a family, or community.

Betty Neuman began her nursing career receiving a nursing diploma, advancing to a bachelor’s and master’s degree. Neuman has been a pioneer in the field of nursing, being a prolific writer and educator through her extensive works in community health, mental health, and psychology. Prior to becoming nursing consultant and nursing professor, Neuman served as a hospital staff nurse as well as an

Margaret Newman is a recognized nursing theorist, known for her theory “Health As Expanding Consciousness.” Newman was born on October 10, 1933 in Memphis, Tennessee. She received her bachelor's in nursing in 1962 from the University of Tennessee, and her master's in 1964 from the University of California. She also attended New York University, where she received her doctorate in nursing in 1971. In 1984, Newman took a job as a nurse theorist at the University of Minnesota (“Margaret Newman” 2011).

Under Jessie Scott, King served as an Assistant Chief of Research Grants Branch, Division of Nursing at the U.S. Department of Health, Education, and Welfare between 1966 and 1968. While King was in Washington, DC, her article “A Conceptual Frame of Reference for Nursing” was published in Nursing Research (1968). In 1969, King conducted a World Health Organization nursing research seminar in Manila, Philippines, where she met Midori Sugimori of Japan. From then on, the two nurses kept in touch. Sugimori translated King’s two theory books into Japanese, and the books strongly influenced nursing education in Japan. The doctoral dissertation of Tomomi Kameoka tested the theory of goal attainment in Japan. King was present when Kameoka presented

Virginia Henderson was born in Kansas City, Missouri. She attended the Army School of Nursing at Walter Reed Hospital in 1921. Henderson attended Teachers College at Columbia University where she received her Bachelor’s

As the largest repository for primary and secondary source material on the history of nursing in the world, the Barbara Bates Center for the Study of the History of Nursing is uniquely situated to create research and scholarship that will position nursing history as central to debates about health policy and practice. The Center provides a broad array of educational opportunities across the School and University, nation and the world. Center faculty members are known for their mentorship and are highly sought after as history of nursing and health policy consultants. One place where Center faculty are able to highlight their scholarship is in the classroom, where educating a new generation of clinicians and researchers through the framework of nursing historical inquiry provides an innovative cultural space that supports discovery and creativity. The Center’s award-winning humanities-based scholarship focuses on the use of history to understand current issues in practice, education, the workforce and health care systems. Center faculty members are responsible for individual courses in the School of Nursing and provide guest lectures across the University and at interdisciplinary schools across the nation. This nursing history coursework provides invaluable context for Penn Nursing’s undergraduate curriculum, which is built on the core concepts of judgment, inquiry, voice, and engagement while bridging the gap between the classroom and clinical experience. In this edition of

Nursing theorist Virginia Henderson (1897-1996), often referred to as the “First Lady of Nursing”, developed a nursing model based on the 14 components of activities of daily living. The paper discusses the importance of applying these components to the nursing practice. She emphasized the importance of increasing the patient’s independence so that progress after hospitalization would not be delayed (Henderson 1991). Henderson’s Theory and the main concepts are discussed using a case study approach on a specific client to better explore the theory and how it influenced the nursing practice. Henderson’s principles and practices of Nursing laid a ground work for