Myra Levine's conservation model

6. THEORY:
• Acc to ; Chinn & Kramer:
“Theory is a creative and rigorous
structuring of ideas that projects a
tentative purposeful and systemic view of
phenomena.”

8. M.E. LEVINE’S
THEORY OF
CONSERVATION

9. Levine theory and
conservation modeL
1920 1996
PRESENTED BY-Ms
Rachana Joshi

11. MILESTONES
• 1920- Myra Estrine Levine was born in Chicago
• The eldest among the three children ( has 1sister & 1 brother )
• 1969/1973/1989- Publication on " An Introduction to Clinical Nursing"
made a significant contribution to the "why's" of nursing actions.
•1992- awarded as Honorary Doctorate from Loyola University
1996 - She died at the age of 75.
Educational Achievement
1944- Diploma in nursing:-Cook county SON, Chicago
1949 - Bachelor of Science in Nursing-University of Chicago
1962 - Masters of Science in Nursing -Wayne state University, Detroit

12. Achievements
•
Clinical experience in OT technique and oncology
nursing
• Civilian nurse at the Gardiner General Hospital
• Director of Nursing at Drexel Home in Chicago
• Clinical instructor at Bryan Memorial Hospital in
Lincoln, Nebraska
• Administrative supervisor at university of Chicago
• Chairperson of clinical nursing at Cook Country
SON
• Visiting professor at Tel Aviv University in Israel
• Authored 77 published articles

14. CONCEPTS OF LEVINE THEORY

16. Adaptation
"Change is the life
process and
Adaptation is the
method of change."

19. TYPES OF RESPONSES

20. CONSERVATION

22. conservation

23. CONSERVATION OF ENERGY

24. ENERGY CONSERVATION
•Proper rest ,Adequate hydration, Inhaling clean air,
Proper nutrition , Exercise

26. Conservation of structural integrity

27. Structural integrity

28. Conservation of struCtural
integrity

29. EXAMPLES TO PROMOTE STRUCTURAL
INTEGRITY

30. Conservation
of personal
integrity

32. Examples to promote personal integrity

33. Conservation of personal
integrity

35. Help the individual to preserve his or her place
in a family, community, and society.
Position patient in bed to foster social interaction
with other patients.
Provide support and assistance to family
Promote patient’s use of newspaper, magazine,
radio, TV.

39. environmen
t

40. ENVIRONMENT
•Where the person is constantly
and actively involved.
•It is where we live our lives.
•Composed of all the experiences
of the individuals.
•It pertains to the internal
(physiologic) and external
environment (perceptual,
operational, and conceptual).

42. PRECONCEPTUAL ENVIORNMENT

43. OPERATIONAL ENVIRONMENT

44. CONCEPTUAL ENVIRONMENT

45. HEALTH

46. State of being "whole" not just the absence of illness or
disease.
 Is determined by the ability to function in a reasonably
normal manner
Health is wholeness and successful adaptation.
Not merely healing of an affected part, it is return to daily
activities & selfhood.
Health can be socially determined (through their
interaction with the significant others).

47. NURSE

49. Wholeness
"Wholeness
is heath,
health is
integrity"

51. Human being respond in a
predictable way

52. The nurse
creates an
environment
in which
healing could
occur.

53. A human being
is more than
the sum of the
part.

54. Human being
sense,reflects
, reason and
understand.

55. Human being
action are self
determined
even when
emotional.

56. Human being
make decision
through prioritizing
course of action

57. Human being are
agents who act
deliberately to
attain goal

58. Adaptive
changes
involve the
whole
individual

59. Man is a social animal

60. A human being
has unity in his
response to the
environment

61. order and
continuity to
life change is
not random

62. A human being is an constant interaction
with an ever changing society

63. Change is
inevitable
in life

64. Nursing needs existing and emerging
demands of self care and dependant care

65. A human being respond organismically in an
ever changing manner

66. Theory and the Nursing Process
•

67. NURSING PROCESS

68. Nursing process according to
Levine’s model

69. Nursing Process
Assessment
• Collection of facts
through observation
and interview of
challenges to the
internal and external
environment using four
conservation principles

70. • Nurses observes
patient for
organismic
responses to
illness,reads medical
reports,talks to
patient and family
• Assesses factors
which challenges the
individual

71. Nursing Process
TROPHICOGNOSIS
• Nursing diagnosis-gives provocative facts meaning
• A nursing care judgment arrived at through the use of the
scientific process
• Judgment is made about patient’s needs for assistance

72. Nursing Process
• Hypothesis
• Planning
• Nurse proposes hypothesis about the problems and the
solutions which becomes the plan of care
• Goal is to maintain wholeness and promoting adaptation

73. Nursing Process
Interventions
• Testing the hypothesis
• Interventions are designed based on the conservation
principles
• Mutually acceptable
• Goal is to maintain wholeness and promoting adaptation

74. Nursing Process
Evaluation
• Observation of organismic response to interventions
• It assess whether hypothesis is supported or not supported
• If not supported,plan is revised,new hypothesis is proposed

75. APPLICATIONS
NURSING RESEARCH
· Principles of conservation have been used for data collection
in various researches
· Conservational model was used by Hanson et al in their study
of incidence and prevalence of pressure ulcers in hospice
patient
NURSING EDUCATION
· Conservational model was used as guidelines for curriculum
development
NURSING PRACTICE
· Conservational model has been used for nursing practice in
different settings

76. STRENGTHS
• Values the holistic approach to all individual, well or
sick
• Values patient’s participation in nursing care
Comprehensive content, in-depth Scientific
principles are emphasized.
• Provides direction of nursing research , education,
administration and practice .

77. LIMITATIONS
• Limited attention can be focused on health
promotion and illness prevention.
• Nurse has the responsibility for determining the
patient ability to participate in the care ,and if the
perception of nurse and patient about the patient
ability to participate in care don’t match, this
mismatch will be an area of conflict.
• The major limitation is the focus on individual in an
illness state and on the dependency of patient.

79. ACCORDING TO MYRA LEVINE THEORY