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Slide 1: Meghan Shaffer
Slide 2:      Born in Neptune, Maryland in 1914. Earned her nursing diploma in the early 1930’s from the Providence Hospital School of Nursing in Washington, D.C. Earned her BSN in education in 1939 and her MSN in education in 1945 from the Catholic University of America in Washington, D.C. Received her Doctor of Science from Georgetown University in 1976 and from Incarnate Word College in San Antonio, Texas in 1980. She received her Doctor of Humane Letters from Illinois Wesleyan University in Bloomington, Illinois in 1988.
Slide 3:     Catholic University of America Alumni Achievement Award for Nursing Theory in 1980. Linda Richards Award, National League for Nursing in 1991 and the honorary Fellow of the American Academy Award of Nursing in 1992. Completed the sixth edition of Nursing: Concepts of Practice that was published by Mosby in January 2001. International Orem Society for Nursing Science and Scholarship, newsletters to Journal ‘Self-Care, Dependent Care and Nursing.’
Slide 4:        Based on experiences as a nursing student. Curriculum for nursing programs The Nursing Model Committee of the Catholic University The Nursing Development Conference Group System’s Theory model by Riehl and Roy Interaction model by Riehl-Sisca Developmental Model by Fawcett
Slide 5: “Nursing is the basic action of caring for patients when they are in need or unable to care for themselves.”
Slide 7:      Deficits Capabilities Demands Dependent Care Dependent Care Deficit
Slide 8:            Nursing Goal of Nursing Health Environment Human Being Nursing Client Nursing Problem Nursing Process Nurse-Patient Relations Nursing Therapeutics Focus
Slide 9:       Persons who take action to provide their own self-care or care for dependents have specialized capabilities for action. The individual’s abilities to engage in self-care or dependent care are conditioned by age, developmental state, life experience, sociocultural orientation, health, and available resources. The relationship of individuals’ abilities for self-care or dependent care to the qualitative and quantitative self-care or dependent-care demand can be determined when the value of each is known The relationship between care abilities and care demand can be defined in terms of equal to, less than, and more than. Nursing is a legitimate service when care abilities are less than those required for meeting a known self-care demand (deficit relationship), self-care or dependent-care abilities exceed or are equal to those required for meeting the current self-care demand but a future deficit relationship can be foreseen because of predictable decreases in care abilities, qualitative or quantitative increases in the care demand, or both. Persons with existing or projected care deficits are in, or can expect to be in, states of social dependency that legitimate a nursing relationship
Slide 10:         Self care as a form of self management; Self-care is necessary for life itself, for health, for human development, and for general well being; Self care and the care of dependents rest on the cultural attainments of social groups and on the educability of their individual members. Societies provide for the human state of social dependency by instituting ways and means to aid persons according to the nature of and the reasons for their dependency; When they are institutionalized, the direct helping operations of members of social groups become the means for aiding persons in states of social dependency; The direct helping operations of members of social groups may be classified into those associated with states of age-related dependency and those not so associated; Direct helping services instituted in social groups to provide assistance to persons irrespective of age include the health services; Nursing has been and is one of the health services of Western Civilization.
Slide 11:     “I think I came to understand that I saw nursing as nursing.” “Why do people need nursing?” The theory of self-care deficit for dependent care when health-derived and health-related are predictive of nursing requirements denotes the proper object of focus of nursing in social groups and provides criterion measures for identifying those who need nursing. It also explains when and why nursing is required (Orem, 1980). The central idea of the self-care deficit theory is that people can benefit from nursing because they are subject to health-related or health-derived limitations that render them incapable of continuous self care or dependent care or that result in ineffective or incomplete care (Orem, 1980).
Slide 12: Universal  Developmental  Health Deviation 
Slide 13: Total Compensation  Partial Compensation  Educational/Supportive 
Slide 14:      Adequacy Clarity Consistency Logical Development Level of Theory Development
Slide 15:        Complexity Discrimination Reality Convergence Pragmatic Scope Significance Utility
Slide 16: “I think about what I learned throughout nursing school and the knowledge that was instilled in me. One principle that stays with me throughout my nursing career is providing holistic care and being a patient advocate. I obtained this knowledge from nursing theories that were taught during the first semester of nursing school and have used these theories everyday in my nursing practice. I chose nursing as a career because I care about people especially when they are in need. I believe that my value of human life and the belief that God created all people with a purpose to live a long healthy life is what brought me to nursing. There are many aspects of health care but when it comes to patient care, there is so much more than just medications for treatment. Nurses provide holistic care. I value spending time with my patients and educating them and sometimes just a simple smile can mean so much to a patient and their health.”
Slide 17:  “How can we encourage self care in children and adolescents who have been diagnosed with a chronic illness?
Slide 18:    Self-Care Requirements for Activity and Rest: an Orem Nursing Focus Application of Orem’s Self-Care Deficit Theory and Standardized Nursing Languages in a Case Study of a Woman with Diabetes Predictors of Self-Care in Adolescents with Cystic Fibrosis: A Test of Orem’s Theories of Self-Care and Self-Care Deficit
Slide 19: 1914-2007
Slide 20:         Orem, D.E. (1980). Nursing: Concepts of Practice (2nd Edition). New York: McGraw-Hill, Inc. Orem, D.E., Nursing Development Conference Group. (1979). Concept Formalization In Nursing (2nd Edition). Boston: Little Brown Company. Meleis, A.I. (2007). Theoretical Nursing: Development & Progress (4th Edition). Philadelphia: Lippincott Williams & Wilkins. Denyea, M.J., Orem, D.E., SozWiss, G.B. (2001). Self-Care: A Foundational Science. Nursing Science Quarterly. 14(1). Baker, L.K., Denyes, M.J. (2008). Predictors of Self-Care in Adolescents With Cystic Fibrosis: A Test of Orem’s Theories of Self-Care and Self-Care Deficit. Journal of Pediatric Nursing. 23(1):37-48. Allison, S.E. (2007). Self-Care Requirements for Activity and Rest: An Orem Nursing Focus. Nursing Science Quarterly. 20(1). Kumar, C.P. (2007). Application of Orem’s Self-Care Deficit Theory and Standardized Nursing Languages in a Case Study of a Woman with Diabetes. International Journal of Nursing Terminologies and Classifications. 18(3):103-110. Taylor, S.G. (1998). The Development of Self-Care Deficit Nursing Theory: An Historical Analysis. The International Orem Society Newsletter. 6(2).