Modeling and role modeling theory for nursing students. Made by Muhammad Hasnain Shaikh. Email:hasnainasif9011@gmail.com

1. Modeling and
Role Modeling
Prepared and presented by:
Muhammad Hasnain Shaikh

2. Ground Rules
Some ground rules for this presentation:
 Please keep your mobile phones switched off.
 Maintain silence during presentations.
 Ask questions at the end of this presentation.
 One person talk at a time.

3. Objectives
By the end of this presentation learners will be able to:
1) Discuss brief introduction of theorist.
2) Define modeling and role modeling.
3) Define the theoretical sources of the theory.
4) Define major concepts of the theory
5) Describe theoretical underpinnings.
6) Explain metaparadigm of this theory.
7) List 5 nursing interventions according to the theory.

5. Theorist Introduction
 Helen C. Erickson was born in 1936.
 She currently lives in Texas, where she is a
Professor Emeritus at the University of Texas at
Austin.
(Hertz, 2015)

6. Educational Background
 1957 - Diploma
Saginaw General Hospital School of Nursing
 1974 - BSN
The University of Michigan
 1976 - MS in Psychiatric and Medical-Surgical Nursing
The University of Michigan
 1984 - 1984: PhD in Educational Psychology
The University of Michigan
(Hertz, 2015)

7. Clinical Background
 Emergency Room and Medical-Surgical Nursing:
Texas, Michigan
 Director of Health Services, InterAmerican University,
San German, Puerto Rico
 Independent Holistic Nurse Practitioner: Michigan,
South Carolina, Texas
 Faculty/Administrator: The University of Michigan,
University of South Carolina, The University of Texas
 Professor Emerita: The University of Texas
(Hertz, 2015)

8. Theory Introduction
 This theory was developed by Helen C. Erickson,
Evelyn M. Tomlin, and Mary Ann P. Swain.
 The theory was published in the book “Modeling
and Role Modeling: A Theory and Paradigm for
Nursing”, in 1983.
(Sappington, 1996)

9. Theory Introduction
 The Theory of Modeling and Role-Modeling
enables nurses to care for and nurture each client
with an awareness of and respect for the
individual’s uniqueness.
 Care is offered that recognizes that clients have the
knowledge and ability to understand what has
made them sick, as well as what will make them
well.
(Sappington, 1996)

11. Modeling
"Modeling" is to gain an understanding of the client's
world from the client's perspective. That is to build
a "model" of the client's world view.
Modeling occurs as the nurse accepts and
understands her clients.
(Tomey, 1998)

13. Role Modeling
Role modeling occurs when nurse plan and implement
interventions that are unique for the client.
The nurse facilitates and nurtures the individual in
attaining, maintaining, or promoting health through
purposefull interventions is called as “role modeling”.
Role-modeling starts when the nurse moves from the
analysis phase of the nursing process to the planning of
nursing interventions.
(Tomey, 1998)

14. Theoretical Sources
The concepts of this theory were drawn from the
work of:
 Maslow's theory of hierarchy of needs
 Erikson's theory of psychosocial stages
 Piaget's theory of cognitive development
 General Adaptation Syndrome (GAS) by Selye and
Lazarus
(Tomey, 1998)

16. Commonalities and Differences
Erickson, Tomlin, and Swain believe that, although
people are alike because of their holism, lifetime
growth, and development, they are also different
because of inherent endowment, adaptation, and
self-care knowledge.
(Tomey, 1998)

17. Commonalities
People are like because of their:
 Holism
 Basic Needs
 Lifetime growth and development
 Affiliated-Individuation
(Tomey, 1998)

18. Differences
People are different because of their:
 Inherent Endowment
 Adaptation
 Adaptation Potential
 Self-Care
 Self-Care Knowledge
 Self-Care Resources
 Self-Care Action
(Tomey, 1998)

19. Theoretical Underpinnings
 Development processes are squential tasks, strengths,
and virtues that are associated with biological time.
 Individual moves through stages in life, relying on
accrued resources to meet needs.
 Lower-level needs must be met before high-level needs
(required for survival).
o Not meeting needs=tension
o Meeting needs=facilitates growth
(Tomey, 1998)

20. Theoretical Underpinnings
 2 types of stress responses:
 Arousal-adequate resources available
 Impoverishment-inadequate resources available (at
great risk of stress=illness, disease, and/or physical
death)
 Adaptation: needs met, diminished stress, and new
resources built
(Tomey, 1998)

21. Metaparadigm

22. Person
Human beings are holistic persons with interacting
subsystems (biophysical, psychological, social,
and cognitive) and inherent genetic bases and
spiritual drive.
(Tomey, 1998)

23. Environment
 Environment is not identified in the theory as an
entity of its own.
 The interaction between self and others both
cultural and individual.
 Internal and external stressors and resources for
adapting to stressors.
(Tomey, 1998)

24. Health
 Health is a state of physical, mental, and social
well-being and not merely the absence of disease
or infirmity.
 It connotates a state of dynamic equilibrium
among the various subsystems (of a holistic
person).
(Tomey, 1998)

25. Nursing
 Nurse-client relationship is an interactive and
interpersonal process that aids the individual to
identify, mobilize and develop his or her own
strengths.
 In the process of assissting client to achieve
holistic health, the nurse must nurtures the client;
facilitate and accept the client unconditionally.
(Tomey, 1998)

26. Nursing Actions
 Nurses help patients, to facilitate their own health
by guiding them to identify and develop their own
strengths to improve health.
 The nurse nurtures the patient by supporting him
or her to integrate all physical, psychological and
spiritual systems in the process toward health.
 The nurse accepts each patient as a worthwhile
person.
(Hertz, 2015)

27. 5 Goals of Interventions
The theory states five goals of nursing interventions
as:
1) Build trust
2) Promote client’s positive orientation
3) Promote client’s control
4) Affirm and promote client’s strengths
5) Set mutual, health-directed goals
(Tomey, 1998)

28. Aim of Theory
 The theory enables the nurse to care for and
nurture each client with an awareness of and
respect for the individual’s uniqueness.
 It’s based on the client’s needs.
 Clients have the ability and knowledge to
understand what has made them sick.
 It empowers the patient to grow to heal.
(Hertz, 2015)

29. Summary
 Helen Erickson, Evelyn Tomlin and Mary Ann
Swain developed the Modeling and Role-Modeling
Theory.
 They view nursing as a self-care model based on
the clients perception of the world and adaptations
to stressors.
 They asserted that each individual is unique and
has some self-care knowledge and needs.

30. Summary
 Nurses in this theory, facilitate, nurture and accept
the person unconditionally.
 The nurse model (assesses), role models (plans),
and intervenes in this interpersonal and interactive
theory.
 The focus of this theory is on the person.

31. Time For Questions

32. Reference
 Tomey, A.M., (1994). Nursing Theorists and Their
Work. 3rd ed. Missouri: Mosby
 Hertz, J. (2015). SAMRM. Retrieved January 12,
2017, from Modeling and role modeling theory:
An introduction:
http://www.mrmnursingtheory.org/mrmoverview.h
tml