Roy conceptualizes the human system in a holistic perspective, as holism stems from the underlying philosophic assumption of the model. Holism is the aspect of unified meaningfulness of human behaviour in which the human system is greater than the sum of individual parts.
2. Introduction of author
Born at Los Angeles,
California on October 14,
1939 as the 2nd child of Mr.
and Mrs. Fabien Roy .
Sr.Callista Roy, a prominent
nurse theorist, writer,
lecturer, researcher and
teacher.
3. Was Chairperson of department of Nursing in Mount
Saint Mary’s College, Los Angeles , California.
Was Adjunct Professor of Graduate program, School
of Nursing, University of Portland, Oregon.
Was Acting Director and Nurse Consultant in Saint
Mary’s Hospital, Tucson, Arizona.
Is Professor and Nurse Theorist at the Boston
College of Nursing in Chestnut Hill.
Roy is known worldwide for her work with the Roy
Adaptation Model.
4. Honors and awards
2006: Distinguished
Teaching Award, Boston
College
2007: Living
Legend, American
Academy of Nursing
2010: Inductee, Sigma
Theta Tau’s Nurse
Researcher Hall of Fame
2011: Mentor Award,
Sigma Theta Tau Society
Sr. Callista Roy, CSJ, PhD,
RN, FAAN
Born: Callista Lorraine
Roy October 14, 1939
Education:UCLA
Years active: 1963–
present
Known forAdaptation
model of nursing
Medical career
Profession Nursing
professor Institutions
Boston College
Research:Nursing theory
5. Origin of Roy’s Adaptation Model
Roy adapted some of her theory development from
Harry Helson’s Adaptation Theory (Wikipedia 2011).
Roy incorporated Helson’s theory with Rapoport's
definition of system to view the person as an adaptive
system (Alligood and Tomey 2010). She also used other
broad principles from Dohrenwend, Lazarus,
Mechanic, and Selye.
Roy gave special credit to Driever, Martinez, and Sato
for their contributions.
There were greater than 1500 scholars and students
who contributed to this model.(Alligood and Tomey
2010).
6. Major Concepts
Adaptation -- goal of nursing
Person -- adaptive system
Environment -- stimuli
Health -- outcome of adaptation
Nursing- promoting adaptation and health
7. Elements in the Roy Adaptation
Model
The person who is the recipient of nursing care
The goal of nursing
The concept of health
The concept of environment
The direction of nursing activities.
8. Person/ Human as adaptive
system
The first area of focus is humans as adaptive systems,
both as individuals and in groups.
The model offers the point of view or paradigm for
shaping nursing activities.
The focus of nursing relationships and interactions
can be at the level of individual, group, organisation,
theses communities and societies in which they are
included.
Any of can be considered as human system, and each
is considered by the nurse as a holistic adaptive
system. The idea of adaptive system combines the
concept of system and adaptation.
9. Contd……..
Roy conceptualizes the human system in a holistic
perspective, as holism stems from the underlying
philosophic assumption of the model.
Holism is the aspect of unified meaningfulness of
human behaviour in which the human system is greater
than the sum of individual parts.
As living systems, persons are in constant interaction
with their environment.
Characteristics of a system include includes inputs,
outputs, throughput (control processes and effectors)
and feedback.
10. The Person as an adaptive system
Input Processes Effectors Output
Stimuli
Adaptati
on
Level
Coping
Mechanism
Regulator
Cognator
Physiological
Function
Self Concept
Role Function
Interdependence
Feedback
Adaptive
And
Ineffective
Responses
11. Cont…..
Roy's model sees the person as "a bio-psycho-social
being in constant interaction with a changing
environment".
The person is an open, adaptive system who uses coping
skills to deal with stressor.
System employs a feedback cycle of input, processes,
effectors and output.
The human adaptive system has inputs of stimuli and
adaptation level, outputs as behavioural responses that
that serve as feedback, and control process known as
coping mechanisms.
12. Input: is identified as stimuli and adaptation level (a
particular internal pooling of stimuli). The adaptation
level of the person is the function of the stimulus.
Stimuli can come from the environment or from
within a person. Stimuli is classified into three types
which are:
Focal stimuli
Contextual Stimuli
Residual stimuli
13. Focal stimuli
Focal stimuli is the stimuli which is most
immediately confronting the human system.
The focal stimulus demands the highest awareness
from human system.
It is the centre of the system’s consciousness.
When you look at a nursing diagnosis it is the related
to phrase; Impaired physical mobility r/t abdominal
incision pain , Anxiety r/t feelings of hopelessness and
helplessness secondary to new breast cancer diagnosis
14. Contextual stimuli
Contextual stimuli are all other stimuli of human
system’s internal and external world that can be identified
as having a positive or negative influence on the situation.
We must know or have confirmed their influence on the
situation.
Examples: past experiences, other health conditions, age,
gender, culture, spirituality, level of physical function,
family dynamics, economic status, knowledge base, values,
support systems in place
15. Residual stimuli
Residual stimuli are those internal or external factors
whose current effects are unclear.
In nursing practice, the nurse considers general knowledge
related to the event or situation that has possible but
unknown influences as residual stimuli.
If we confirm that the stimuli is influencing we move it to
either F or C stimuli
Along with stimuli, the adaptation level of human system
acts as important internal input to the system as adaptive
system.
16. Adaptation Level
Adaptation level is combining of stimuli that represent the
condition of life processes for the human adaptive system.
The adaptation level is the range of the response and the
unique to the individual.
Each person’s adaptation level is constantly changing
aspect, which is influenced by coping mechanisms of that
person.
Three level is defined by Roy mentioned below;
17. Integrated processes
Integrated processes are present when the
adaptation level is working as a whole to meet the
needs of human system. Adaptation level where the
structures and functions of the life processes work to
meet needs.
Examples of Integrated Adaptation
Stable process of breathing and ventilation
Effective processes for moral-ethical-spiritual growth
18. Compensatory processes
Compensatory processes occur when the human’s
response systems have been activated.
Adaptation level where the cognator and regulator are
activated by a challenge to the life processes.
Examples:
Grieving as a growth process, higher levels of adaptation
and transcendence
Role transition, growth in a new role
19. Compromised processes
Compromised processes occur when the
compensatory and integrated processes are not
providing for adaptation.
Adaptation level resulting from inadequate integrated
and compensatory life processes. Examples;
Hypoxia
Unresolved Loss
Abusive Relationships
21. Throughput
Throughput makes use of person’s processes and
effectors.
Processes refer to the control mechanism that a person
uses as an adaptive system.
Effectors refer to the physiologic function, self-concept
and role function involved in adaptation.
Roy present a unique nursing science concept of
control mechanism: the regulator and the cognator.
22. Regulator subsystem
The regulator subsystem has component of input, internal
process, and output.
Input stimuli may originate externally or internally to the
person.
The transmitter of the regulator system are neural,
chemical, and endocrine in nature.
Autonomic reflexes, which are neural responses originating
in the brain stem and spinal cord, are generated as output
responses of the regulator system.
Target organ and tissues under the endocrine control also
produce regulator output response.
23. Cognator subsystem
The cognator processes also consists of input, internal
processes and the output.
It regulates self-concept, role function, and interdependence.
Cognator control process are related to the higher brain
function of perception or information processing, learning,
judgment and emotion.
perception or information processing is related to the internal
process of selective attention, coding and memory.
Learning is correlated to the process of imitation,
reinforcement and insight.
Problem solving and decision making are the internal process
related to judgment and emotion has the internal process of
defence to seek relief, affective appraisal and attachment.
24. The four adaptive modes
Adaptive modes are parts of the internal processes and act
as system effectors.
Adaptive modes are categories of behavior to adapt to
stimuli.
Adaptive modes include physiologic function, self-concept,
role function and interdependence.
Coping mechanism can be used to identify adaptive or
ineffective responses by observing the person’s behaviour
in relation to the adaptive modes.
25. The physiological physical mode involves
the bodies basic need ways to adapt.
It includes a person’s pattern of oxygenation,
nutrition, elimination, activity and rest, skin
integrity, senses, fluids and electrolytes,
neurological and endocrine function.
Physiologic mode is less abstract then other
three adaptive modes.
26. These above needs and processes may be defined
as:
Oxygenation: the processes of ventilation, gas
exchange and transport of gases.
Nutrition: patterns of nutrients used for maintaining
human functioning, promoting growth, and repairing
injured tissue.
Elimination: patterns of elimination or waste products.
Acting and rest: patterns of activity and rest.
Protection: patterns related to skin integrity and
immunity.
27. Senses: the input channel of the person through which
sensory perceptual information is processed.
Fluid and electrolyte: the complex process of maintaining
body fluid and electrolytes in balance for the person.
Neurological function: key neural process and complex
relationship of neural function to regulator and cognator
coping mechanism.
Endocrine function: patterns of endocrine control and
regulation that act in conjunction with nervous system to
maintain control of the body processes.
28. The self-concept mode refers to beliefs and feelings about
oneself.
For individuals, the self-concept mode relates to the basic
need for psychic and spiritual integrity or a need to know
the self with the sense of unity.
Self-concept is central to the person’s behavior because it
consists of the person’s belief or feelings about himself or
herself at any given time.
Self-concept comprises the physical self (includes
sensation and body image), personal self (includes self-
consistency and self-ideal) and moral and ethical self
(includes self-observation and self-evaluation).
29. The role function mode
The role function mode involves behavior based on a
person’s position in the society. Role function is
depending on how the person interacts with other in a
given situation.
It can be classified as primary (age, sex), secondary
(husband, wife), or tertiary (temporary role of the
coach).
The role underlying this mode is social integrity.
The mode includes functions of the members of the
administration and staff, information management,
decision making systems, systems to maintain order or
the need for group members to understand and
commit to fulfilling expected responsibility.
31. The interdependence mode
The interdependence mode involves a person’s
relationship with significant others and support
system.
Interdependence meets a person’s need or love,
nurturing and affection.
The mode focuses on giving and receiving love, respect
and value.
32. OUTPUT (BEHAVIORS)
Outputs of the human adaptive system are behavioral
responses.
Output responses can be both external and internal;
thus these responses are the system’s behaviors.
They can be observed, intuitively perceived by the
nurse, measured and subjectively reported by the
human system.
33. Cont…………..
Output responses become feedback to the system and to
the environment.
Roy categorizes output of the systems as either adaptive
response or ineffective responses.
Adaptive responses are those that promote the integrity
of the human system.
The system’s integrity or wholeness is behaviorally
demonstrated when the system is able to meet the goal
in terms of survival, growth, reproduction, mastery or
transformation of the system and the environment.
34. Cont….
An example of family adaptation might include reporting
the ability to establish, and satisfaction with breastfeeding
a newborn.
If however the stimuli are too great, the adaptation made in
response will not be able to maintain integrity and are
seen as maladaptive or negative.
Ineffective responses in the other hand do not support the
goals of humans as adaptive systems. Ineffective response
can immediately or gradually threaten the systems survival,
growth, reproduction, mastery of transformations.
35. Goal of the nursing:
Roy defines the goal of nursing as the promotion of
adaptive responses in relation to four adaptation
modes: physiological-physical, self-concept group
identity, role function and interdependence.
Adaptive responses are those that positively affect
health, that is, support the integrity of human
adaptive system.
In the perspective of RAM, human responses include
not only problems, needs and deficiencies but also
capacities, assets, knowledge, skill, abilities and
commitments.
All responses are behavior.
36. Cont….
When the total stimuli (focal, contextual and residual) fall
within the person’s zone of adaptation, an adaptive response
results.
But when the total stimuli fall above the person’s zone of
adaptation ineffective output behaviors of response occur, where
nursing requires.
Nursing seeks to reduce in ineffective responses and promote
adaptive responses as output behavior of the person.
37. Cont….
Nursing include assessment, diagnosis, goal setting,
intervention and evaluation.
Nursing focus on persons, family, groups or
community with ineffective behavior and on
manipulation of stimuli so that they could fall within
the patient’s adaptive zone.
38. The concept of health:
Health is “a state and process of being and becoming
an integrated and whole person”.
The integrity of the person is expressed as the ability
to meet the goals of survival, growth, reproduction,
mastery and person and environment transformation.
Roy states that the term integrity is used to mean
“soundness or an unimpaired condition leading to
wholeness”.
39. Cont…
One’s sense of purpose of life and the meaning of life,
according to Roy are significant factors relating to
integration and wholeness.
This view of health transcends a simple absence of disease.
In fact health, as viewed in this perspective can exist for
persons with physical emotional or other changes.
Health in the RAM is a state and a process of integration
that indicates successful adaptation.
40. Health was originally described by Roy as a health
illness continuum, with one end of the continuum
being death and the other end wellness; health and
illness were considered an inevitable dimension of
person’s life.
In other word, health is the state of adaptation that is
manifested in free energy to deal with other stimuli.
Health is the process of promoting integrity.
41. The concept of environment:
All conditions, circumstances or changes which challenge
the person as an adaptive system are considered as
environment.
The person is constantly interacting with the continuously
changing environment. Both internal and external factors
are identified as stimuli that affect people’s behavior or
development.
Roy specifically defines environment as “all conditions,
circumstances and influences that surrounds and affect the
development and behavior of humans as adaptive systems,
with particular consideration of person and earth
resources”.
42. Nursing activities
Nursing activities are delineated by the model as those that
promotes adaptive responses in situations of health and illness.
Nursing activities includes the manipulation of focal, residual
and contextual stimuli within the patient’s zone of positive
coping.
Whenever possible, in the first the focal stimulus is
manipulated.
When the focal stimuli cannot be altered, the nurse promotes
the adaptive response by manipulating contextual and residual
stimuli.
Besides this, the nurse may anticipate that the person has a
potential for ineffective responses secondary to stimuli likely to
be present in a particular situation.
44. Person
Bio-psycho-social being in constant interaction
with a changing environment
An adaptive system described as a whole
comprised of parts
Uses innate and acquired mechanisms to adapt
Functions as a unity for some purpose
45. The concept of environment:
All conditions, circumstances or changes, which
challenge the person as an adaptive system, are
considered as environment.
The person is constantly interacting with the
continuously changing environment.
46. Concept of Health
Health is “a state and process of being and becoming an
integrated and whole person.
The integrity of the person is expressed as the ability to meet the
goals of survival, growth, reproduction, mastery and person and
environment transformation.
47. Nursing
Nursing is the science and practice that expands
adaptive abilities and enhances person and
environment transformation
Nursing goals are to promote adaptation for individuals
and groups in the four adaptive modes, thus
contributing to health, quality of life, and dying with
dignity
This is done by assessing behavior and factors that
influence adaptive abilities and by intervening to
expand those abilities and to enhance environmental
interactions
50. Application to Nursing Practice
Nursing Process
1. Assess Behavior
2. Assess Stimuli
3. Nursing Diagnosis
4. Goal Setting
5. Interventions
6. Evaluation
51. Situation 1
Mr. X, 60 years, male with a past history of diabetes
for 10 years was admitted for amputation of
great and second toe due to foot ulcer. He was
discharged after a month of admission but was
readmitted as the amputated wound developed
infection and the doctor has now suggested below
knee amputation.
52. Demographic Data
Name: Mr. X
Age: 58 years
Sex: Male
IP number: ……….
Education: ……….
Occupation: ……….
Marital status: ……….
Religion: ……….
Informants: ……….
Date of admission: ……….
53. First level assessment
Physiologic-physical mode
Oxygenation
Stable process of ventilation and gas exchange? RR?
Chest shape. Chest expansion on both sides.
Air entry. Added breath sound.
Heart sounds
54. Physiological-Physical mode Cont….
Apex beat: rhythm, depth and rate.
BP
Capillary refill
Peripheral pulsations including that of affected limb:
rate, depth, tension, rhythm
Clubbing / cyanosis.
55. Physiologic-physical mode contd…
Nutrition
Diabetic diet. Total allowed calorie intake. Veg/Non
veg.
Weight loss and its rate.
Digestive problems? Bowel sounds?
Food intake.
Elimination
Any signs of infections or pain during micturation or
defecation.
Bladder pattern. Self voiding or using bedpan, urinal?
Bowel pattern. Any complains of constipation.
56. Physiologic-physical mode contd…
Activity and rest
Rest pattern
Sleep pattern
Any relaxation techniques used
Recreational habit
Activity level and exercise
Needs assistance for doing activities?
57. Physiologic-physical mode contd…
Protection
Skin condition
Peripheral pulses
Condition of amputated foot.
Healing process
Any redness, discharge or other signs of
infection.
Temperature
Immunity conditions
58. Physiologic-physical mode contd…
Senses
Any pain sensation from the wound site.
Sense of touch, taste, vision and hearing
Integration of sensory inputs into information
Patterns of perception, interpretation & appreciation of
input
Any coping strategy
Fluids and electrolytes
Water balance. Intake output
Serum electrolyte values
Acid base balance
Other lab values.
59. Physiologic-physical mode contd…
Neurological function
Process of arousal and attention, sensation and
perception, coding and concept formation, planning and
motor response
Consciousness, orientation.
Any signs of stress.
Thinking, feeling, memory and language
Senses of touch
Endocrine function
Insulin function.
Any S/S of endocrine disorders, enlarged glands.
Hormonal regulation
60. Self concept mode
Physical self
Body image
Anxiety and coping strategies for bodily changes
Members in the family, relationship with family members
and neighbors.
Any local social activities.
Personal self
Pattern of self consistency
Disturbance in self esteem, financial status (may be
bread winner),
Religious perspective
Coping strategies for threats to self
61. Role performance mode
Position and role in the family and how the patient is
coping with this.
Role clarity
Process of role transition, coping with role changes
Group role integration
62. Interdependence mode
Interaction with friends, neighbors, relatives and his
interdependence with them.
Developmental adequacy
Pattern of giving and receiving
Coping strategies for separation and loneliness
63. Second level assessment
Focal stimulus
Non-healing wound after amputation of great and
second toe of left leg.
History of present illness, where the patient
consulted first and his progress to the present
condition.
Contextual stimuli
Known case DM for past 10 years. Medications used,
any family environmental factors or habits (eg: did
not use slippers at home)
Residual stimuli
Any past illness, hospitalization, medications
64. Strengths RAM
It focuses on inclusion of the whole person or
group
The concepts of RAM are clearly and consistently
defined and are interrelated.
It is internally consistent, even though it is a
complex model with several major concepts, sub-
concepts, and many relational statements.
Contribute to and assist in increasing the general
body of knowledge of a discipline
Can be utilized by the practitioners to guide and
improve their practice
65. Strengths contd…
It has the level of complexity required to make it broad in
scope and generalizable for both practice and research;
however, once learned, the model is logical and easy to
understand.
The four modes provide an opportunity for consideration
of multiple aspects of the human adaptive system and
support gaining an understanding of the whole system.
66. Strengths contd…
It is evolving because of research
Can be the basis for the hypotheses that can be
tested
Consistent with other validated theories, laws and
principles
67. Limitations
Weaknesses have been identified in relation to:
Research:
Need for consistent definitions of the concepts and
terms
Practice:
Time constraints: the amount of time required to
fully implement the areas of assessment of RAM may
be viewed as insurmountable( impossible)
68. Usefulness of Adaptation Model
Scientific knowledge for practice
Clinical assessment and intervention
Research variables
To guide nursing practice
To organize nursing education
Curricular frame work for various nursing colleges
69.
70. In practice
With use of Roy’s six steps nursing process, the
nurse:
Assesses the behaviour manifestation from the
four adaptive mode
Assesses the stimuli for those behaviours and
categories them as focal, contextual or residual
stimuli
Makes a statement or nursing diagnosis of
person adaptive state
Sets goals to promote the adaptation
71. Practice contd…
Implements interventions aimed at maintaining the
stimuli to promote the adaptation
Evaluates whether the adoptive goals have been
met
By manipulating the stimuli and not the patient the
nurses enhances the interaction of the person with
their environment there by promoting the health. It
is the valuable theory for nursing practice because it
include a goal that is specified as the aim for
activities and prescription for activities to realize the
goal
72. In Education
The adaptation model has been useful in the
educational setting and is currently in use at Mount
Saint Mary’s college, Department of nursing in Los
angles. The model allow increasing knowledge in the
area of both theory and practice.
Roy states that the model defines for students the
distinct purpose of nursing which is to promote
man’s adaptation in each of the adaptive mode in
situation of health and illness.
73. Education contd……
In1976 the model was used for curriculum
development of a practitioner programme at the
university of Miami, Florida.
Organization of curriculum content and selection of
students for the learning experiences were derived
from the model.
Application of model resulted in decreased anxiety in
the students and provided framework to give
direction to the education of practitioners.
74. Education contd……
Many nurses, as well as schools of nursing, have
adopted the Roy adaptation model as a framework for
nursing practice.
The model views the client in a holistic manner and
contributes significantly to nursing knowledge.
The model continues to undergo clarification and
development by the author.
75. In Research
Development and testing of the theory: Roy
has stated that theory development and testing of
developed theory are nursing’s highest priorities. The
model must be able to generate testable hypothesis
for it to be researchable.
Development of adaptation research instruments by
the use of self concept adaptive mode, Phillips
developed the Phillips stigma questionnaire in
AIDS to measure internalized stigma in person with
AIDS
76. Research studies using RAM
Middle range theories have been derived from RAM
1998-Ducharme et al described a longitudinal model of
psychosocial determinants of adaptation
1998-Levesque et al presented a MRT of psychological
adaptation
1999-A MRNT , the urine control theory by Jirovec et al
Dunn, H.C. and Dunn, D. G. (1997). The Roy Adaptation
Model and its application to clinical nursing practice.
Journal of Ophthalmic Nursing and Technology. 6(2), 74-
78.
77. Samarel, N., Fawcett, J., Krippendorf, K., Piacentino, J.C.,
Eliasof, B., Hughes, P., Kowitski, C., and Ziegler, E. (1998).
Women's perception of group support and adaptation to
breast cancer. Journal of Advanced Nursing. 28(6), 1259-
1268.
Chiou, C. (2000). A meta-analysis of the interrelationships
between the modes in Roy's adaptation model. Nursing
Science Quarterly. 13(3), 252-258
Yeh, C. H. (2001). Adaptation in children with cancer:
research with Roy's model. Nursing Science Quarterly. 14,
141-148.
Zhan, L. (2000). Cognitive adaptation and self-consistency
in hearing-impaired older persons: testing Roy's adaptation
model. Nursing Science Quarterly. 13(2), 158-165
78. References
Adhikari, R. D. (2010). Nursing theories and modules (2nd ed).
Makalu Publication House: Dillibazar, Kathmandu.
George, J. B. (2011). Nursing theories: the base for professional
nursing practice (6th ed). Pearson, India
Rai, L. (2011). Nursing Concepts Theories and Principles (2nd
edition ed.). Udayapur: Nabin Kumar Rai.
Raj, D. E. (2011). Nursing Theories A practical View. New Delhi:
Jaypee Brothers Medical Publisher (Pvt.) Ltd.
Editor's Notes
This portion of Helson's model defined the different types of stimuli; focal, contextual and residual, and how the individual responds to each of them.
They are often a “hunch” based on our knowledge or past experiences with clients with similar problems.
Interdependence strikes a balance between dependent behaviors (seeking help, attention and affection) and independent behaviors (taking initiative and obtaining satisfaction from the work).
In turn the families, groups, communities, and societies of which the individual is a member must sense and responds to the changes in the person.
Ineffective responses can occur also at the higher system level such as in the family or in the group.
The aim of the nurse practicing under the RAM is to promote the health of the human by promoting adaptive responses in all life processes, including dying with dignity.
. Stimuli are categorized into three groups. They are focal, contextual and residual
Applying Roy’s Model to Family Assessment[edit]
When using Roy’s model as a theoretical framework, the following can serve as a guide for the assessment of families.
I. Adaptation Modes
A. Physiologic Mode
1. To what extent is the family able to meet the basic survival needs of its members?
2. Are any family members having difficulty meeting basic survival needs?
B. Self-Concept Mode
1. How does the family view itself in terms of its ability to meet its goals and to assist its members to achieve their goals? To what extent do they see themselves as self-directed? Other directed?
2. What are the values of the family?
3. Describe the degree of companionship and understanding given to the family members,
C. Role Function Mode
1. Describe the roles assumed by the family members.
2. To what extent are the family roles supportive, in conflict, reflective of role overload?
3. How are family decisions reached?
D. Interdependence Mode
1. To what extent are family members and subsystems within the family allowed to be independent in goal identification and achievement (e.g., adolescents)?
2. To what extent are the members supportive of one another?
3. What are the family’s support systems? Significant others?
4. To what extent is the family open to information and assistance from outside the family unit? Willing to assist other families outside the family unit?
5. Describe the interaction patterns of the family In the community.
II. Adaptive Mechanisms
A. Regulator: Physical status of the family in terms of health? i.e., nutritional state, physical strength, availability of physical resources
B. Cognator: Educational level, knowledge base of family, source of decision making, power base, degree of openness in the system to input, ability to process
III. Stimuli
A. Focal
1. What are the major concerns of the family at this time?
2. What are the major concerns of the individual members?
B. Contextual
1. What elements in the family structure, dynamic, and environment are impinging on the manner and degree to which the family can cope with and adapt to their major concerns (i.e., financial and physical resources, presence or absence of support systems, clinical setting and so on)?
C. Residual
1. What knowledge, skills, beliefs, and values of this family must be considered as the family attempts to adapt (i.e., stage of development, cultural background, spiritual/religious beliefs, goals, expectations)?
The nurse assesses the degree to which the family’s actions in each mode are leading to positive coping and adaptation to the focal stimuli. If coping and adaptation are not health promoting, assessment of the types of stimuli and the effectiveness of the regulators provides the basis for the design of nursing interventions to promote adaptation.
Callista Roy maintains there are four main adaptation systems, which she calls modes of adaptation. She calls these the 1. the physiological - physical system 2. the self-concept group identity system 3. the role mastery/function system 4. the interdependency system.