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CHAPTER 16 Betty Neuman 289

use of the “six Neuman Systems Model questions” continues to serve as the conceptual framework for
that were incorporated into the admission assessment over 25 nursing education programs both in the United
(Burnett & Crisanti, 2011). States and abroad including Loma Linda University
The model works well for multidisciplinary use. As (Burns, 2011), Anna Maria College (Cammuso,
an example, it is used to guide a team approach to Audrey Silveri, & Remijan, 2011), Indiana University/
holistic care for older adults after hip fracture (Kain, Purdue University Fort Wayne (Beckman, Lowry, &
2000). It also has proved useful in hospital-based case Boxley-Harges, 2011), and Douglas College (Tarko &
management in several Kansas hospitals, with the Helewka, 2011).
development of case management teams involving The model works equally well to guide clinical learn-
social workers and nursing staff (Wetta-Hall, Berry, ing. For example, it is used with nursing students at a
Ablah, et al., 2004). Further research continues to community nursing center (Newman, 2005), and to
validate its applicability in and beyond nursing. teach nursing students to promote the health of com-
munities (Falk-Rafael, Ward-Griffin, Laforet-Fliesser,
Education et al., 2004). It is used as a comprehensive framework
The model is well accepted in academe and is used to organize data collected from maternity patients
widely as a curriculum guide. It has been used through- by undergraduate nursing students at the University
out the United States and in other countries, including of South Florida (Lowry, 2002). Bruick-Sorge (2007)
Australia, Canada, Denmark, England, Holland, Japan, reported using the model in the clinical simulation set-
Korea, Kuwait, Portugal, and Taiwan (Beckman, ting to improve critical thinking skills by using model
Boxley-Harges, Bruick-Sorge, et al., 1994; Lowry, concepts.
2002). In an integrative review of use of the model The Neuman Systems Model is used to guide
in educational programs at all levels, Lowry (2002) learning in classroom and clinical settings for multi-
reports that “although the trend is toward eclecticism ple levels of nursing and health-related curricula
in nursing education today, the Neuman Systems around the world. Acceptance by the nursing educa-
Model has served many programs well . . .” and fre- tion community is clearly evident. As online nursing
quently is selected in other countries to facilitate stu- education increases, it will be imperative that nurse
dent learning (p. 231). Guidelines have been published educators find novel approaches for presenting this
for use of the model in education for the health profes- information to all levels of students.
sions (Newman, Lowry, & Fawcett, 2011).
The model’s wholistic perspective provides an Research
effective framework for nursing education at all levels. A significant amount of research has been conducted
Lowry and Newsome (1995) reported on a study of over the past decade on the components of the model
12 associate degree programs that used the model as to generate nursing theory and use of the model as a
a conceptual framework for curriculum development. conceptual framework to advance nursing as a scien-
Results indicate that graduates use the model most tific discipline. Rules for Neuman Systems Model–
often in the roles of teacher and care provider, and Based Nursing Research as specified by Fawcett, a
that they tend to continue practice from a Neuman Neuman model trustee, are based on the content of
Systems Model–based perspective following gradua- the model and related literature (Fawcett & Gigliotti,
tion. Neuman’s model has been selected for baccalau- 2001). Other guidelines have been published to guide
reate programs on the basis of its theoretical and use of the model for nursing research (Louis, Gigliotti,
comprehensive perspectives for a wholistic curricu- Neuman, et al., 2011).
lum, and because of its potential for use with indi- In the fourth edition of The Neuman Systems Model,
viduals, families, small groups, and the community. Fawcett and Giangrande (2002) present an integrated
Neumann College Division of Nursing was the first review of 200 research reports of model use that were
school to select the Neuman Systems Model as its published through 1997. Skalski, DiGerolamo, and
conceptual base for its curriculum and approach Gigliotti (2006) reported a literature review of 87
to client care in 1976. Neuman, Lowry, and Fawcett Neuman Systems Model–based studies to identify and
(2011) report that the Neuman Systems Model categorize client system stressors. The Neuman Systems