Caring for the Vulnerable: Perspectives in Nursing Theory, Practice, and Research
Notice bibliographique
Résumé
CARING FOR THE VULNERABLE: PERSPECTIVES IN NURSING THEORY, PRACTICE, AND RESEARCH de Chesnay, M. (Ed.) (2005). Caring for the vulnerable: Perspectives in nursing theory, practice, and research. Sudbury, MA: Jones and Bartlett. (ISBN 0-7637-4764-5 paperback $57.95; 473 pages) Mary de Chesnay, DNS7 RN, CS, FAAN, in collaboration with 65 nursing and interdisciplinary colleagues, has edited this compilation or theory, practice, and research that advances our understanding of the unique challenges of caring for vulnerable populations, de Chesnay's book features nursing concepts, theories, research, practice, teaching-learning, and policy implications-work that addresses the complex issues confronting the nursing profession and the health care system. The authors discuss the provision of health care services to a broad array of vulnerable persons, such as elders, homeless adolescents, immigrants, persons with chronic physical or psychiatric conditions, rural residents, sexual minorities, and the poor and uninsured, among others. The book emphasizes the significance of nurses as vital links between vulnerable patients and available healthcare resources. In this way, Caring for the Vulnerable: Perspectives in Nursing Theory, Practice, and Research examines the contextual factors that influence the delivery of health care for culturally diverse, vulnerable populations. That is, the book looks at a particular dilemma for today's nurses: caregiving for vulnerable populations in an increasingly complex and technologically advanced health care environment. de Chesnay has organized the book into six units and 47 chapters. Unit I explores the concepts of vulnerable populations; social justice, and cultural competence, resilience, and advocacy in the context of nursing care for vulnerable populations. Unit II presents theoretical applications and theory testing endeavors from around the world to address nursing theories that guide research and practice with vulnerable populations. Theoretical perspectives, including the works of Orem, Roy, King, Leininger, Watson, Rogers, Peplau, and Neuman, are described. Although the examples represent the grand theories in nursing, the utility of some of the general, culturebound theories can be questioned. Perhaps middlerange theories and models such as the works of Flaskerud and Winslow (1998); Hall, Stevens, and Meleis (1994), and Hall (1999) would provide more useful frameworks because of their specificity, testability, and practical applicability. Units III and IV highlight research and practice across many different vulnerable groups and in different contexts in the U.S. and internationally (e.g., Finland, Japan, Nicaragua, and Taiwan). Unit V focuses on teaching-learning experiences in undergraduate and graduate nursing curricula, such as service learning, communitybased experiences, and fieldwork for nursing students and practitioners. Unit VI addresses policy implications for the provision of healthcare to vulnerable populations, including illiterate individuals, workers without health insurance, and persons living in poverty. The theme, culturally competent care for vulnerable persons, pervades the book. Domestic and international examples enhance the reader's understanding of the cultural context of vulnerable populations and provide insight for culturally competent caregiving in many different situations. Given my practice background in psychiatric-mental health nursing and research experience conducting HIV/AIDS clinical trials in the U. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,005 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».