Medication use by community-dwelling elderly accounts for a significant portion of all U.S. drug use. Many elderly manage over three prescriptions a day. Recent evidence indicates that non-adherence to prescribed drug regimens can lead to symptoms that result in hospitalizations. The study's purpose was to explore self-management of medications as perceived by community-dwelling elderly. Guided by Orem's Self-Care Deficit Nursing Theory, 19 older adults were interviewed about their medication self-management practices. Inductive data analysis revealed three major themes: successful self-management of medications, living orderly, and aging well. Success in establishing individual management systems may be the result of developing and maintaining orderly lifestyles.
The purpose of this article is to highlight the relevance of Orem’s Self-Care Deficit Nursing Theory (SCDNT) in contemporary and future practice, explicitly within the global self-care movement and interprofessional healthcare. The authors discuss the relevance and important strengths within Orem’s nursing theory and recommend theoretical refinement within the context of significant societal and healthcare transformation. The constructs of global people-centered care and population health, with related social determinants of health, are identified as critical areas for development if SCDNT is to have continued relevance for nursing practice. Implications for theoretical thinking and nursing education are recommended.
The purpose of this 3-year longitudinal study was to determine if nursing students' self-care attitudes change after being socialized through a curriculum based on Orem's Self-Care Deficit Theory. The sample consisted of 40 baccalaureate nursing students and 71 general university students who served as a control group. Pretest-posttest design was used employing the Linn-Lewis Self-Care Attitude Scale. On initial testing, nursing students had more positive attitudes toward self-care than the general university students, but the results were not significant. At the completion of the nursing curriculum, analysis of covariance on posttest mean scores indicated nursing students had significantly higher self-care scores (p less than .001).
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