The Concept of Analysis in Adaptation Process

Junior (College 3rd year) ・Healthcare&Medicine ・APA ・3 Sources

The impression of adaptation has been historically apparent in the training of nursing. Florence Nightingale established that the setting necessary some adaptation to meet the demands of the patient (Walker and Avant, 2005). From this perspective, several nurse theorists established various models with examples of the adaptation concepts. Nurses are required to adapt the needs of the patients through assisting the patient to adjust to the environment or help the patients to adapt to their environmental needs. One such model that is outstanding in adaptation process is Roy's Adaptation Model due to the reason that it has been applied in many clinical and administrative areas in hospital settings (Walker and Avant, 2005). The objective of this paper is to explore the concept of analysis in the adaptation process through highlighting a concept from the Roy theory.

Concept Selection

The study will consider the impression of adaptation through encompassing the Roy Adaptation Model and how various sick people will show adaptation in different environments. It will establish how treatment can use of adaptation to assist various treatment interventions. Adjustment process has the versatile concept that calls for the person who reads and the writer to have the similar explanation of adaptation hence enabling the idea of analysis to complete (Akyil & Ergüney, 2013).

Uses of the Concept

Understanding the idea of adaptation requires one first to explain it. Roy clarifies the adaptation as both the course and the results in which intellectual and sensation individuals utilize sentient consciousness and select to make environmental and human incorporation (Akyil & Ergüney, 2013). Similarly, Merriam-Webster highlights alteration as a transformation in animal or plant that enables it to live in a precise situation or place as well as the course of altering to suit some resolution or condition. Adaptation can also be the modification that an individual go through to be more accountable and well-informed about their illness and its developments. There are several definitions for adaptation, so it is important to look back at the purpose (Walker and Avant, 2005).

Adaptation is the process through which an individual or a group of people go through as a change to ensure mindfulness and adjust to variations in their setting. By the various articles, the reader is able to notice that alteration is an obligation for people. Without adaptation, the person may encounter challenges hence leading to hindrances like extra facilitations. It is authoritative for patients to comprehend their illness and answer back properly to encourage the transformation (Walker and Avant, 2005).

Defining Attributes

In this analysis of adaptation, it is vital to look particularly at the cases that improve both the education and positive outcomes (Walker and Avant, 2005). The utilization of Roy adaptation approach together with the four bio-psycho-social answer methods and how they make the sick to the adaptation extent of their sickness. The feedback methods comprise functional, individual-concept, part purpose, and interdependence. By having an involvement package that consists of numerous connections with the sick people such as over the phone and in-person (Walker and Avant, 2005). Akyol and Bakan were capable to demonstrate that the intercession group had statistically more adaptation in those sick individuals concerning four adjustment methods. Some crucial features of an ideal case entails change using the Roy Adaptation model, learning promoting adjustments and optimistic outcomes through any of the four bio-psycho-socials feedback structures.

Model Cases

Model cases for adaptation are presented by Bakan and Akyol as well as Akyil Erguney (Akyil & Ergüney, 2013). All the cases gaze at the outline established in the Roy approach and how Bakan and Akyol's research comprises the four modes. Akyol and Bakan recognize that for a sick person to adapt to a disease, exposure to the setting stimuli ought to transpire, and the sick individual needs to participate in the bio-psycho-social feedback methods (Akyil & Ergüney, 2013). Akyol and Bakan studies were scattered attempts that comprise 40 patients who were well-read, could connect vocally, and detected with cardiac failure at least six months before the research.

Putting the Roy adaptation classical into practice, they decided to create one on one gathering in therapy, phone calls, and a collection gathering over two-months and these meetings sick people were informed using verbal methods and the print. Through using teaching and self-management approach patients, demonstrate better results of an advanced action acceptance and less facilities (Walker and Avant, 2005).

The next strategy case by Akyil and Erguney was a dormant-experimental case that comprised patients spotted with the prolonged pulmonic disruptive sickness for five months and ability to read and write (Akyil & Ergüney, 2013). The study had more than sixty patients, and thirty of them were in the intercession group that had the spoken and transcribed learning. It encompassed one on one conference alongside phone learning. According to the discussions towards the end of the learning, there was authorization of the theory and that the involvements formed enhanced adaptation to the ailment with the enhancement in the four adjustment methods (Akyil & Ergüney, 2013). The two cases have numerous effects that are similar and show the model case. The research used the Roy adaptation model, delivered spoken and inscribed training to those who participated, optimistic feedback for the involvement group as well as the progress in all the four adaptation modes (Akyil & Ergüney, 2013).

Alternative cases

The model examples that have been pointed out maintain the Roy adaptation theory and how the training of the sick can relate to such affirmative results as improved adaptation to the chronic illness (Akyil & Ergüney, 2013). Gozum and Hacihasonglu carried out a research utilizing a pre-test and post-test on sick individuals with high blood pressure, coming to a conclusion that teaching of prescription compliance and healthy routine deeds have affirmative consequences like reduced hypertension and reduced body form indication (Akyil & Ergüney, 2013).

However, the case did not utilize Roy adaptation classical nor concentrated on the four adaptation methods (Akyil & Ergüney, 2013). Regardless of the reason that they did not utilize the Roy Adaptation model they still had an optimistic result by the usage of training gatherings and discrete training. One can maintain that their research demonstrated that the sick adjusted to their protracted illness by training and a proliferation in their understanding of the ailment (Akyil & Ergüney, 2013).

In a different study carried out by Sercekus and Mete on the impact of the prenatal teaching and its connection to postnatal alteration (Walker & Avant, 2005). It demonstrated that training lacked statistically substantial modification between the regulation and intermediation group (Walker & Avant, 2005). The study utilized the Roy adaptation model and offered training to intercession group on postnatal adaptation. The study was not on sick individuals with any protracted sickness nor did the results associate with the two model cases. The appropriate feedback to this may possibly be that the sick people were scattered as a result of the dread that those who did not want the supplementary training would not attend. The study found out that the teaching using the Roy Adaptation model was helpful to prenatal adaptation however had slight consequence on post-delivery adaptation (Walker & Avant, 2005).

Antecedents and Consequences

Antecedent that has not been identified for an affirmative result linked to training using the Roy Adaptation model would be the incidence of a prolonged illness (Akyol et al, 2007) The moment a lingering illness is present in advance, a patient is probable to take the learning and practice it to adjust to the chronic illnesses. Erguney and Akyil maintain that with the protracted disruptive pulmonic disease.

The sick individuals who were free to being informed on their ailment course were able to familiarize well than those who were not able (Akyil & Ergüney, 2013). Akyol and Bakan study of people suffering from cardiac failure presented the identical discovery with those who had cardiac failure were given education hence making them more flexible to their sickness in the course. The patients that were more adaptable to their illness were capable of reading and writing and controlled a protracted illness that they were open to being informed on (Akyol et al, 2007).

Empirical Referents

Encouraging adaptation and gauging its benefits through the four adaptation methods can be challenging because it is a general process (Akyol et al, 2007). One possible indicator a researcher can put into practice easily is to quantify the success of a study is putting them in a questionnaire. Erguney and Akyol used the adaptation assessment form besides apparent communal provision from both friends and family. Akyol and Bakan used the interpersonal support assessment list and over five minutes walking test. The questionnaires assisted the researchers to understand and quantify the advancement of the sick people regarding the four adaptation methods. Alternative experiential referent is to recognize if the training encourages adaptation by the availability of a learning plan (Akyol et al, 2007). The strategy must comprise both spoken and written communication and should provide it all over the span of a study.


Akyil, R. Ç., & Ergüney, S. (2013). Roy's adaptation model‐guided education for adaptation to chronic obstructive pulmonary disease. Journal of advanced nursing, 69(5), 1063-1075.

Akyol, A. D., Cetinkaya, Y., Bakan, G., Yaralı, S., & Akkuş, S. (2007). Self‐care agency and factors related to this agency among patients with hypertension. Journal of clinical nursing, 16(4), 679-687.

Walker, L. O., & Avant, K. C. (2005). Concept analysis. Strategies for theory construction in nursing, 3, 37-54.

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