Artinian B. M. (1983). Implementation of the intersystem patient-care model in clinical practice. Journal of Advanced Nursing, 8(2), 117–124. Web.
The article written by Artinian, published in 1983, is a primary source wherein the author discusses a new framework incorporated into the field of nursing. In the beginning, the author grabs the attention of the audience by illuminating the fact that the majority of nursing models neglect to account for the interactive element of the process despite the fact that performing the job of nursing is an interpersonal endeavor.
Artinian believes that the degree of resemblance between the interpretations, requirements, and understandings that the nurse and the client bring to the contact receives little consideration. To bring more clarity to the article, the author not only mentions the origins of the framework but discusses it in depth, retrieving data from other scholarly articles. The center of the work is Alfred Kuhn’s intrasystem-intersystem paradigm in nursing.
In order to create transparency, the author gradually delves deeper into the pillars of the framework and its main concepts. According to the writer, the detector, selector, and effector elements of this theoretical approach, which function to provide knowledge of the environment, analyze internal values and preferences, and trigger action, are represented by the patient and the nurse as intrasystems.
As the client and nurse engage to exchange information, trade values, and arrange a treatment plan, the intrasystems are linked by a specific set of relations. In the end, the effectiveness of the article is evident due to the simple explanation and the straightforward nature of the model. With the help of this framework, the nurse can determine the patient’s perception of the circumstance and the meanings they ascribe to it by evaluating the knowledge the client has about his health-related instance.
Artinian, B. M. (1991). The development of the Intersystem Model. Journal of Advanced Nursing, 16(2), 194–205. Web.
In her 1991 primary source article, Artinian focuses on the development of the Intersystem Model. Prior to delving deeper into the essence of the model, the authors give a definition of the framework, stating that it is a nursing paradigm that has been created to drive curriculum development and the practice of nursing. Based on the perspective of the authors, it is a paradigm that emphasizes the relationship between the healthcare professional and the patient and calls for the nurse to evaluate the information base, the principles, and the behaviors that both the nurse and the patient or client bring to a given medical situation.
What makes the article effective is its explanation of the main constituents of the framework and how they are manifested. For example, the writer highlights that the person’s biological, psychological, and spiritual subsystems are assessed intrasystematically, along with the developmental environment. The events, conditions, and influences that have shaped the individual into who they are at the time they enter a given encounter and ask for nursing assistance to deal with a medical situation that they are unable to handle on their own.
Overall, the author gives much interpretation to the readers in the article by sharing insights into how the treatment of the patient is influenced by external factors. A shared plan of treatment is established through a collaborative approach to improve the sense of clarity the patient perceives regarding the medical issue, and the strategy is assessed by regrading on the sense of coherence. Therefore, the framework focuses on the role of a nurse in patient care.
Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21-41. Web.
The foundational ideas of social cognitive theory are presented in the article by Bandura, published in 1999. According to the author, the chosen theory is based on a triadic reciprocal causal paradigm, in which personal factors—such as mental, emotional, and biological processes, behavioral patterns, and environmental occurrences—act as interrelated factors that impact one another in a bidirectional manner. This theory incorporates self-organizing, pro-active, self-reflective, and self-regulatory mechanisms along with human action.
Based on the interpretation of the author’s thoughts, the capacity for self-development and ongoing self-renewal is becoming increasingly important due to the rapid rate of social, informational, and technological developments, both at the level of the person and the community. In many areas of life, self-regulatory efficacy is becoming more and more important. As a result, the article is crucial in the area of nursing since self-regulatory efficacy is essential to vocational pursuits in the contemporary workplace, where expertise and abilities must be continuously updated, or they will quickly become obsolete.
Mukhalalati, B., Elshami, S., Eljaam, M., Hussain, F. N., & Bishawi, A. H. (2022). Applications of social theories of learning in health professions education programs: A scoping review. Frontiers in Medicine, 9, 1-15. Web.
In the article by Mukhalalati, published in 2022, the authors focus on social theories of learning and their role in the field of healthcare. In the beginning, the authors recognize that understanding the ideas behind the process of learning in health professions education (HPE) is crucial for improving learning environments, increasing productivity, and integrating the educational system. The argument is made that learning theories ought to have an impact on educational curricula, treatment development, execution, and assessment in health professions education programs (HPEPs).
Among the theories that were reviewed was the one by Bandura. Here, the authors focused on the four phases of Bandura’s observant learning: attention, retention, reproduction, and motivation. With a comprehensive explanation of the terms, the authors acknowledged the importance of Bandura’s learning theory. Another reason why the article is effective is that in order to help educators and researchers apply social theories of learning to other HPEPs, this review provided examples of how they have been applied successfully.