Nursing Chapter 17 Homework These Factors May Not Under Conscious

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Identify influences on clients’ definitions of health, wellness, and well-being.

Concepts for Lecture

2. Traditionally, health was defined in terms of the presence or absence

of disease.

(1953) stated: “Health is not a condition, it is an adjustment. It is not

a state but a process. The process adapts the individual not only to

our physical but also our social environment.”

3. Wellness is a state of well-being. Basic aspects of wellness include

self-responsibility; an ultimate goal; a dynamic, growing process;

4.

“Well-being is a subjective perception of vitality and feeling well . . . can

be described objectively, experienced, and measured . . . and can be plot-

ted on a continuum.” It is a component of health.

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Describe seven components of wellness.

Concepts for Lecture

2. The physical dimension of wellness is the ability to carry out daily tasks,

to achieve fitness (e.g., pulmonary, cardiovascular, gastrointestinal), to

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HEALTH, WELLNESS, AND ILLNESS

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• Have the students develop their own definitions

of health and wellness.

•

Have the students interview a school-age

child, an adolescent, a middle-aged adult, and

an elderly adult, asking each to define health

the groups and within the groups. If possible,

professionals.

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•

Divide the students into seven groups and assign

each a component of wellness. Ask the students

to provide examples of wellness behavior in each

component.

3. The social dimension of wellness includes the ability to interact suc-

cessfully with people and within the environment of which each in-

4. The emotional dimension is the ability to manage stress and to express

5. The intellectual dimension includes the ability to learn and use

6. The spiritual dimension of wellness is the belief in some force

7. The occupational dimension of wellness is the ability to achieve a

8.

The environmental dimension of wellness is the ability to promote health

measures that improve the standard of living and quality of life in the

community. This includes influences such as food, water, and air.

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3

Compare the various models of health outlined in this chapter.

Concepts for Lecture

1. Models of health include the clinical model, the role performance

2. The clinical model provides the narrowest interpretation of health.

People are viewed as physiological systems with related functions.

3. In the role performance model, health is defined in terms of the indi-

4. In the adaptive model, health is a creative process. Disease is a fail-

ure in adaptation, or maladaptation. The aim of treatment is to

5. The eudemonistic model incorporates a comprehensive view of

health. Health is seen as a condition of actualization or realization of

6. The agent–host–environment model, also called the ecologic model,

has three dynamic, interactive elements: agent (any environmental

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• Have the students classify their definitions of

health and wellness into the model of health that

best fits their definitions. Discuss how their defi-

nitions and models of health may affect their

nursing practice.

•

Have the students discuss this statement: “The

CHAPTER 17 / Health, Wellness, and Illness 87

7.

Health–illness continua (grids or graduated scales) can be used to meas-

ure an individual’s perceived level of wellness. Health and illness or dis-

ease can be viewed as the opposite ends of a health continuum.

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4

Identify variables affecting health status, beliefs, and practices.

Concepts for Lecture

1. Many factors influence an individual’s health status, beliefs, behav-

iors and practices. These factors may or may not be under conscious

control. Individuals can usually control their health behaviors and

can choose healthy or unhealthy activities. In contrast, individuals

have little or no choices over their genetic makeup, age, gender, cul-

ture, and sometimes their geographical environments.

Factors affecting health status, beliefs, and practices include

2. Internal variables are biologic, psychological, and cognitive dimen-

sions.

3.

External variables are physical environment, standards of living, family

and cultural beliefs, and social support networks.

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Describe factors affecting health care adherence.

Concepts for Lecture

1. Adherence is the extent to which an individual’s behavior coincides

2.

Factors influencing adherence include client motivation to become well;

degree of lifestyle change necessary; perceived severity of the health

care problem; value placed on reducing the threat of illness; difficulty in

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Provide examples of how various factors

influence health status, health beliefs, and

health practices.

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Have the students discuss situations in which

their health beliefs and a client’s health beliefs

were different, or provide an example of this

type of situation. How was this demonstrated?

How did the students respond in this situation?

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Provide the students with a case study in

which the client did not follow all or some of

the health advice (e.g., adherence to an exer-

cise plan or nutrition guidelines). Have stu-

dents brainstorm possible factors that may

have contributed to this outcome and possible

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Discuss discharge planning for several of the

88 CHAPTER 17 / Health, Wellness, and Illness

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Differentiate illness from disease and acute illness from chronic illness.

Concepts for Lecture

1. Illness is a highly personal state in which the individual’s physical,

2. Disease can be described as an alteration in body function resulting

3. Acute illness is typically characterized by severe symptoms of rela-

4.

A chronic illness lasts for an extended period, usually 6 months or longer

and often for the individual’s life. Chronic illnesses usually have a slow

onset and often have periods of remissions, when symptoms disappear,

and exacerbations, when the symptoms reappear. Care needs to be

focused on promoting the highest level possible of independence, sense

of control, and wellness. In addition, many must learn how to live with

increasing physical limitations and discomfort.

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Identify Parson’s four aspects of the sick role.

Concepts for Lecture

1. Parsons (1979) described four aspects of the sick role:

• Clients are not held responsible for their condition.

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Explain Suchman’s stages of illness.

Concepts for Lecture

1. Suchman (1979) described five stages of illness. Not all clients pro-

gress through each stage. Others may progress through only the first

two stages and then recover:

• Stage 1—Symptom experience: The individual comes to believe

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• Discuss the statement that illness is “not synon-

ymous with disease and may or may not be

related to disease.” Have the students provide

examples to illustrate their statements.

•

Provide examples of an acute illness (or

disease) and a chronic illness (or disease). Ask

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chronic illness (disease). Compare and

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Discuss how the four aspects of the sick role

are enacted by clients.

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• Have the students provide examples from their

own experiences of the stages of illness.

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Discuss the nurse’s role for clients in the

various stages of illness.

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CHAPTER 17 / Health, Wellness, and Illness 89

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Describe effects of illness on individuals’ and family members’ roles and

functions.

Concepts for Lecture

1. Ill clients may experience behavioral and emotional changes, chang-

es in self-concept and body image, and lifestyle changes.

2. An individual’s illness affects not only the individual who is ill but

also the family or significant others. The kind of effect and its extent

3.

The changes that can occur in the family include role changes, task reas-

signments, increased demands on time, increased stress due to anxiety

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Invite a guest speaker who is related to a client

with a chronic condition to discuss the effects

of the client’s condition on the family.

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During clinical conference, have students