Segment Aging Theories

Aging Theories Student Outcomes for Aging Theories
Segment
By Elizabeth Hartnett, APRN
„ Define theory
„ Define evidence-based practice
„ Describe the main elements of selected

theories of aging
„ Identify evidence that supports selected

aging theories
„ Identity nursing assessments/interventions

derived from selected aging theories
„ Value the importance of using theories of

aging as a basis for nursing interventions

Some of this PowerPoint is based on the Text, Chapter Aging is the process by which one dies
3, and from my own personal knowledge. These
sections are not referenced. Other sections are
referenced. This presentation covers the biological
theories of aging and not the psychosocial theories
because they are very well covered in your text.

Words of Wisdom Why important to have
knowledge of aging theories
„ “Everyone desires to live long, but no one would be
old” (Jonathan Swift, 1667-1745) „ Provide a foundation for your own
attitude
„ “We’re not trying to find the fountain of youth. If
anything, we’re trying to find the fountain of aging „ Provide a foundation for the older
well” (Pearls, Harvard University Gazette) person’s attitude

„ The human body does talk back especially as we age „ Contribute to the theoretical foundation
(Pierog) for conducting nursing research studies

„ For theories to be useful in a practice discipline, they „ Help you to value them
must be specific enough to guide nursing care „ Succeed on certification exam
(Dickoff & Wiedenbach)`

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As we proceed through the discussion of these Definitions
theories, ask yourself do we have enough
scientific evidence to support the theory in „ Theory: a formulated hypothesis, or loosely
order to use it in our practice? speaking, any hypothesis or opinion not
based upon actual knowledge. (Taken from:
Dorland’s Illustrated Medical Dictionary 29th
edition, Philadelphia, W.B.Saunders, 2000, p.
1824.)

„ Evidence-based practice: “the conscientious,
explicit & judicious use of current best
evidence (research) in making decisions
about the care of individual patients” (Sackett
et al.)

Two Major Biological Groups of Aging Selected Theories in the Two Major
Theories: stochastic and nonstochastic Groups

„ Stochastic: an accumulation of random „ Stochastic „ Nonstochastic
events
„ Free Radical „ Programmed
„ Nonstochastic: predetermined events „ Cross-Link „ Biological Clock
„ Immunological

Free Radical (Proposed by Dr. Denham Harman) Nursing Interventions hypothesized from
Free-Radical Theory
: This theory is widely accepted in scientific community
as one of the foremost explanations for aging (Balaban, „ Educate, educate, educate about the
2005) strategies to counteract free radicals
mentioned in the previous slide
„ Free radicals cause highly toxic biochemical reactions between
molecules (Harmon) „ If involved in meal planning for elder clients,
plan for foods that are nutrient dense and
„ Free radicals are produced when body uses O2, such as with high in antioxidants
exercise, metabolizing nutrients.
„ Health promotion and screening activities
„ Body detoxifies many of these free radicals but there can be an aimed at helping people maintain a normal
imbalance wt. and lose wt.

„ Free radicals generate cellular debris rich in lipofuscin „ Education regarding pesticides and smoking
„ Strategies to counteract free radicals: decreased calories, eating

nutrient-dense foods; taking antioxidants, minimizing
accumulation of metals (Harmon, Annals New York Academy of
Sciences)
„ Benjamin Franklin taught this in 1733 when he wrote “to
lengthen thy life, lessen thy meals”.
„ Text has more excellent content on this theory

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Cross Link Theory (Bjorksten, Medical Therapy to Inhibit or Prevent Cross-Link
1942) Process (International Antiaging Systems)

Scientists agree that this is a component of aging, but „ Cross-link inhibitors (Kyriazis)
not primary cause (Healthcares.net) „ Cross-link breakers (Bakris and Others, 2004)

Basic tenets: abnormal welded links form within &
between cells interfering with function

Ladder analogy (Prolong youth.com)
Results in disease

Nursing Interventions Hypothesized from Genetic Programming ( “Hayflick’s
Cross-Link Theory Limit”, Hayflick’s Phenomenon)

„ Educate about Cross-link theory as an „ Animals & humans are born with a genetic
explanation of aging program for aging. (Hayflick, 1965)

„ Educate as to the benefits of active life styles „ Cells from a specific species can divide only a
and a well-balanced diet in relation to limited # of times (Pierog)
minimizing the cross-link process (Prolong
youth.com) „ Apoptosis: generally acknowledged that it is
the mechanism of cell death
„ If pt. is on cross-link inhibitor drug, educate
pt. about the drug’s inhibiting effect on the „ Telomere
cross-linking process. „ Telomerease: cellular fountain of youth
„ MODS
„ Cancer

Evidence of Genetic Programming Interventions derived from
Genetic Programming
„ Many studies have validated and reproduced
Hayflick’s work „ Pt. education & counseling as to why
and how we age will improve the older
„ For example, studies have shown a positive person’s quality of life because it can
association between parenteral life span & lead to a deeper understanding of the
children’s life span, and that siblings have aging process
similar life spans.
„ It can also help the pt. (all of us) to
„ In one study centenarians’ brothers & sisters strive to live life to the fullest because it
had a 4X greater chance of living to age 91 is a finite commodity.
compared to siblings of a control group.

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Biological Clock Immunologic/Autoimmune
Theory
„ Genetically-programmed aging code
„ Genetic influences predict physical condition, „ Faulty immunologic function is R/T the
normal aging process
occurrence of disease, causes and age of death
„ Knowledge being acquired from the genome project „ Decreased immune function
„ Loss of T cell differentiation
is greatly impacting being able to prevent disease „ Propensity toward autoimmune diseases,
from occurring
„ Insulin and growth factor tumors, infection
„ Biological rhythms are controlled by the SCI, and „ Influence of exercise: balance with rest
they lose some rhythmicity with age.

This concludes the discussion of the biological aging theories. Mauk has an inter- Nursing Theories of Aging
esting, thorough, & excellent coverage of the psychosocial aging theories. You are
responsible for this content and the Case Study Questions on p. 76, and the Critical „ Wadensten and Carlsson
Thinking Questions & Personal Reflection Questions on p. 79. These activities will „ Functional Consequences Theory:
help you to think in more depth and gain greater understanding of the theories.
There will be test questions on the Midterm and Final concerning these questions. provides framework to address elders
with physical impairment & disability
(Miller)
„ Miller’s theory used to create an
assessment tool (Kozak-Campbell &
Hughes, 1996)

Theory of Thriving (Haight) “Using knowledge gained from aging

„ Derived from the concept of failure to thrive theories, nurses can assist elders to”
when there is discord between the individual,
& his/her “E”, or relationships with others „ “use their genetic makeup to prevent co-morbidities

„ Thriving is achieved when there is harmony „ facilitate best practices for managing chronic illnesses
between 1)a person 2) his/her environment & „ maximize individual’s strengths relative to
3) personal relationships
maintaining independence
„ Nurses can use this theory to identify factors „ facilitate creative ways to overcome individual’s
that may impede thriving and intervene to
address these challenges
„ assist in cultivating and maintaining older adults’

cognitive status and mental health.” (Text, p. 78)

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Ok, how did you do? Seriously, Here is a test question from the Critical Thinking Section to sample your knowledge.
ask yourself, have you achieved The nurse’s 82 year-old patient, Rodney Whitishing, has been healthy most of
the outcomes for this section? his life and now is experiencing, for the second winter in a row, an extremely
severe case of influenza. He has never taken a flu shot as a preventive measure
because he felt he was very strong and healthy. Based on the immunological
theory of aging, select the best explanation of the elder’s immune system and
why the elderly seem to be more vulnerable to influenza.

a. There is an increase in certain autoantibodies making the older person
more susceptible to influenza.

b. This is a myth, the healthy elderly are not more vulnerable to influenza.
c. There is decreased immune function in the elderly rendering them more

susceptible to influenza.
d. Exercise has little relationship the quality of an elderly person’s immune system.

Your own attitudes and your own philosophy of aging are the ultimate References
determination of the impact, positive or negative, you have on your patient! My
challenge to you: use aging theories & have a meaningful/special experience with „ Andreoli, T.E. et al., consultants (2000). Dorland’s illustrated
your elderly clients, no matter their present condition. And finally, you will use „ medical dictionary (29th ed.) Philadelphia: Saunders.
multiple theories of aging, not just one. „ Bakris, G.L., Bank, A.J., Kass, D.A., Neutel, J.M., Preston, R.A.,
„ & Preston, R.A. (2004). Advanced glycation end-product
„ cross-link breakers. American Journal of Hypertension, 17,
„ 235-305.
„ Dickoff, J., James, P., & Wiedenbach, E. (1968). Theory in a
„ practice discipline part 1: Practice-oriented theory. Nursing
„ Research, 17 (5), 415-435.
„ Harmon, D. (2001). Aging overview. Annals New York
„ Accademy of Sciences, 928, 1-21.

References (cont’d.) References (cont’d.)

„ Hayflick, L. (1965). Limited in vitro lifetime of human diploid cell „ Pearls, T. (2001, August 28). Scientists identify chromosome
strains. Experimental Cell Research, 37(3), 614-636 „ location of genes assocaiated with long life. Harvard
„ University Gazette. Retrieved May 17, 2005, from
„ Healthcares.net. Theories of aging. Retrieved May 17, 2005, „ http://www.news.harvard.edu/gazette/2001/08.16/
from http://women’s-health.health-cares.net/eging- „ chromosomes.html.
„ Miller, C.A. (1990). Nursing care of older adults: Theory
„ theories.php. „ and practice. Glenview, Illinois: Scott, Foresman/Little,
„ Kozak-Campbell, C. & Hughes, A.M. (1996). The use of „ Brown Higher Education.
„ functional consequences theory in acutely confused „ Pierog, J.E. Recipe for Longevity. Retrieved May 17, 2005,
„ hospitalized elderly. Journal of Gerontological Nursing, 22 „ from http://www.healthlinks.com/archive/aging.html
„ (1), 22-36.
„ Kyriazis, M. Cross-link Breakers and Inhibitors. Retrieved „
„ May 19, 2005, from http://www.antiaging-systems.com/
„ extract’crosslinking.htm.

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References (cont’d.)

„ Sackett, D.L., Rosenberg, W.M., Muir Gray, J.A., Haynes, R.B.
„ Richardson, W.S. Editorial: Evidence based medicine: what
„ it is and what it isn’t. Retrieved June 10, 2006, from
„ http://bmjjournals.com/cgi/content/full/3/12/7023/71
„ Theories of aging. Retrieved May 14, 2005, from
„ http://www.prolongyouth.com/theories.html.
„ Wadensten, B. (2002). Gerotranscendence from a nursing
„ perspective: From theory to implementation. Uppsala
„ University. Retrieved June 11, 2006, from http://www.
„ samfak.uu.se/Disputationer/Wadensten.htm.
„ Wadensten, B. & Carlson, M. (2003). Nursing theory
„ views on how to support the process of ageing. Journal
„ of Advanced Nursing, 42 (2), 118-124.

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