Theorist: Myra Levine (Grand nursing theory based on interactive process)

Analysis of the theory. (Describe and evaluate the theory.)

a. Describe the theory, providing a clear description of the theory. This description should be a synthesis that includes an overview of the theory.

b. Describe how the concepts relate to the metaparadigm of nursing, health, patient, and environment. Fully explain how the theorist depicts these metaparadigm concepts. Include definitions of these concepts.

c. Thoroughly describe the concepts, including their definitions, and how these concepts are interrelated. In addition to the metaparadigm concepts, theories include other key concepts and or sub-theories. For example, Orem’s Self-Care Deficit Theory contains three sub-theories. In addition to the metaparadigm concepts, Orem’s theory is composed of other concepts, such as self-care and self-care requisites. All concepts of a theory must be defined. How the concepts are related must also be demonstrated. These are important parts of the theory’s framework.

d. Describe the model, including a list of the concepts and/or a diagram/ schematic of the model. This criterion specifically addresses Criterion 3c. You Showing how the theory’s concepts connect as a whole is required. Including a diagram that highlights these concepts is highly recommended. Refer to McEwen and Wills (2014), p. 152, for an example of a diagram depicting the Neuman Systems Model.

e. Detail the theory’s usefulness. Explain how nurses can use the theory in nursing (that is, clinical practice, education, or administration).

Students can use information from the literature to address this section. However, clear examples must be provided of how the theory was (or can be) applied to practice, education, or administration. For example, were clinical practice guidelines developed using the theory? In addition to using information from the literature, students are required to develop a brief patient case applying the theory. For example, regarding nursing education, are there colleges that have based their curriculum on the theory?

Assignment:Theory based on Interactive Process

Assignment:Theory based on Interactive Process

f. Describe the theory’s testability. Describe how the theory has been used in one nursing study. Describe the study’s key elements, purpose, sample, method, and key findings. In your description, address how the theory was applied to the research. The description must include the following identifying information about the article: author(s), title, journal, volume, issue (if applicable), and page numbers cited according to the APA (6th edition).

g. Describe the theory’s parsimony. Discuss the theory’s level of complexity. Students should address the simplicity of the theory in its presentation and the level of complexity in its scope. For example, according to McEwen and Wills (2014), Henderson’s theory is simple in the presentation of its “14 Activities for Client Assurance” (p. 138), but it’s very broad scope of the role of nursing makes it complex.

h. Describe the value in extending nursing science. Discuss one mid-range theory based on your selected theory. Briefly describe the mid-range theory, its main concepts, and how it relates to the grand theory. Full citation of the mid-range theory should be included. For example, the middle-range theory of self-transcendence was developed based on Rogers’ theory of unitary human beings (Reed, 1991). Reference: Reed, P. G. (1991). Toward a nursing theory of self-transcendence: Deductive reformulation using developmental theories. Advances in Nursing Science, 13(4), 64–77.

Note: I will develop a PowerPoint (PPT) of their Grand Nursing Theorist presentation.

Helpful hints:

· Use multiple contributory resources for your presentation, which include the readings for this course, scholarly journal articles, etc.

· Use websites judiciously; only .org and .edu sites are appropriate.

· You cannot use basic level nursing resources (for example, Registered Nurse Journal; American Journal of Nursing; or any undergraduate nursing textbooks, pamphlets, or hospital materials).

· Do not use broad assumptions without data or evidence to support them.

· Information must be referenced within the text of your PowerPoint slides and in a references list (Citations must be in APA format). The references list should be the last slide(s) of your PowerPoint slides.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.