4, pp. 382-386). Ms Henderson has honorary doctorial degrees from the Catholic University of America, Pace University, University of Rochester, University of Western Ontario, and Yale University. She joined Columbia as a member of the faculty and remained there until 1948 (http://currentnursing.com/nursing_theory/Henderson.html). She became a research associate at Yale University School of Nursing in 1953.
( 2 0 1 1 ) Nurses’ and midwives’ clinical leadership development needs: a mixed methods study. Journal of Advanced Nursing 67(7), 1502–1513. doi: 10.1111/j.1365-2648.2010.05581.x Abstract Aim. This paper is a report of a descriptive study of nurses’ and midwives’ clinical leadership development needs. Background.
(According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline) 1961, 1990 – Ida Jean Orlando – Yale graduate who became a faculty member – Focus on relationship between the nurse and patient. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline) 1964, 1969 – Ernestine Wiedenbach – Yale graduate who became a faculty member- Focus on relationship between nurse and patient. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline) 1967 – Dickoff, James (Yale philosophers) and Wiedenbach( Yale nurse) all presented a definition of nursing theory and goals for theory development in nursing and it was published in Nursing Research. (According to University of Phoenix
Shortly after receiving her diploma, Henderson worked for her Bachelor of Science and Master of Arts degrees in nursing from Teachers College, Columbia University and began teaching immediately. In 1934, she became a part of the staff at Teachers College and taught for fourteen years. “During that period, she revised Bertha Harmer’s Textbook of the Principles and Practice of Nursing, which was published in 1939 and has been widely adopted by schools of nursing” (American Nurses Association, 2012). In 1953, Henderson switched roles from teaching to becoming a research associate at Yale University School of Nursing. She worked on a project that was constructed to survey and assesses the status of nursing research in the United States.
JAN DISCUSSION PAPER JOURNAL OF ADVANCED NURSING Core measures for developmentally supportive care in neonatal intensive care units: theory, precedence and practice Mary Coughlin, Sharyn Gibbins & Steven Hoath Accepted for publication 17 April 2009 Re-use of this article is permitted in accordance with the Terms and Conditions set out at http://www3.interscience.wiley. com/authorresources/onlineopen.html Correspondence to: M. Coughlin: e-mail: email@example.com Mary Coughlin MS RN Global Clinical Services Manager Children’s Medical Ventures Norwell, Massachusetts, USA Sharyn Gibbins PhD RN Head of Interdisciplinary Research & Evidence Based Practice Sunnybrook Women’s Hospital Toronto, Ontario, Canada Steven Hoath MD Medical Director, Skin Science Institute Professor of Pediatrics, Division of Neonatology Cincinnati Children’s Hospital Medical Center, Ohio, USA C O U G H L I N M . , G I B B I N S S . & H O A T H S . ( 2 0 0 9 ) Core measures for developmentally supportive care in neonatal intensive care units: theory, precedence and practice.
In 1973, Roy earned a master’s degree in sociology, followed by a doctorate in the same field in 1977 (Phillips). Dr. Roy has received numerous awards and recognitions, such as “the National Founder’s Award for Excellence in Fostering Professional Standards” (Phillips, 2006b, p. 356). She is the author of many books and articles, including “Adaptation: A Conceptual Framework for Nursing” which was published in 1970 in Nursing Outlook (Phillips). Some of her past job titles and academic roles include Professor at both Mount Saint Mary’s College and the University of Portland, as well as, a postdoctoral fellow at the University of California (Phillips, 2006). Dr. Roy currently works as a “Professor and Nurse Theorist at the William F. Connel School of Nursing at Boston College, where she teaches doctoral, masters and undergraduate students” (Sr. Callista Roy, 2008, ¶ 5).
Theorist finalist Dorothy Johnson created the Behavioral Systems Model. The purpose of this conceptual model is “to maintain or restore behavioral system balance”. (Butts & Rich, 2010). The model was partly influenced by Florence Nightingale’s Notes on Nursing. (Fitne, 1988).