HLT 302 Grand Canyon Topic 2 Discussion 2 Review the Worldviews in Nursing Theories section of chapter 3 in Called to Care: A Christian Worldview for Nursing

HLT 302 Grand Canyon Topic 2 Discussion 2 Review the Worldviews in Nursing Theories section of chapter 3 in Called to Care: A Christian Worldview for Nursing

HLT 302 Grand Canyon Topic 2 Discussion 2 Review the Worldviews in Nursing Theories section of chapter 3 in Called to Care: A Christian Worldview for Nursing

HLT 302 Grand Canyon Topic 2 Discussion 2

Review the Worldviews in Nursing Theories section of chapter 3 in Called to Care: A Christian Worldview for Nursing. Select two of the definitions of “health” provided in the text. Within the context of the broader worldview, describe the two selected definitions of “health” of the (six) worldview concepts and nursing theories described in your textbook. How would you define health?

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

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: HLT 302 Grand Canyon Topic 2 Discussion 2 Review the Worldviews in Nursing Theories section of chapter 3 in Called to Care: A Christian Worldview for Nursing

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.

Dorothea Orem’s Self-Care Deficit Nursing Theory

          The integrative theory that applies most to my clinical practice would be Dorothea Orem’s Self-Care Deficit Nursing Theory (SCDNT). The SCDNT is commonly seen in rehabilitative nursing because it focuses on teaching patients to care for themselves by giving them the knowledge and means to do so. I currently work in an 80-bed inpatient rehabilitation hospital that is stroke certified through The Joint Commission. This theory applies most to my clinical practice because a large part of my job is treating patients with some form of a self-care deficit. Nursing patients who have been newly affected by a cerebrovascular accident (CVA) or stroke will require teaching and education on new techniques and methods regarding how to care for themselves following a stroke. Patients affected by stroke commonly have to relearn many basic activities of daily living (ADLs). Common ADLs are eating, dressing, getting in or out of bed, toileting, bathing or showering, preparing meals, managing money, shopping, doing housework, using a telephone, etc. Using Orem’s SCDNT as the foundation for nursing interventions geared towards stroke patients helps to empower patients to not only participate in their care but to recognize and respond to potential future strokes (Sposito et al., 2018). The SCDNT is comprised of four concepts (Smith, 2020). The concepts are the Theory of Self-Care, the Theory of Self-Care Deficit, the Theory of Nursing Systems, and finally the Theory of Dependent Care (Irshad-Ali, 2018). The Theory of Self-Care focuses on intentionally performing tasks by one’s self that are necessary for life, human functioning, and health (Smith, 2020). The Theory of Dependent care focuses on the patient being in a dependent position or relationship, like that of a child and a parent (Smith, 2020). The Theory of Self-Care Deficit described why people need nursing such as health-related shortcomings for comprehending, determining, and yielding care to one’s self (Smith, 2020). Finally, the Theory of Nursing Systems encompasses the other three theories and adds the interpersonal relationship between the nurse and the patient (Smith, 2020).

          One example of the application of the SCDNT is Ghani et al., (2019) description of a 62-year-old male patient affected by a CVA resulting in left hemiparesis and dysphagia. A holistic approach to the patient’s care was provided using the elements of the SCDNT. The care provided was based on creating a means for the patient to meet his own self-care needs. Using the SCDNT, the nurse was able to assist and care for the patient while supplying an environment appropriate for enriching the remaining self-care skills and nurturing the development of new ones (Ghani et al., 2019). All of this was achieved through nasogastric tube feeding to prevent dehydration or malnutrition, providing rest breaks during activities to reduce fatigue, checking vital signs frequently, providing aids for communication and means for orientation, teaching affected extremity self-positioning techniques, demonstrating the use of adaptive tools and techniques for ADLs, teaching stroke signs and symptoms, medication management and education, and collaborating with other departments such as physical therapy, occupational therapy, speech therapy, the dietician, and physician (Ghani et al., 2019). Despite attempting to teach stroke patients to care for themselves, some deficits may remain that they are unable to accomplish, which is known as dependency (Sposito et al., 2018). It was concluded that although the patient did not recover fully, he showed remarkable improvement and gradual development of the ability to care for himself, develop new skills, and prevent recurrent stroke (Ghani et al., 2019). This was all achieved through nursing care that was based on Dorothea Orem’s SCDNT.

References

Ghani, N., Suliman, M., & Fatima, A. (2019). Application of Orem’s nursing theory to a stroke patient: A case study. Journal of Saidu

          Medical College, 9(2), 273–277. https://doi.org/10.52206/jsmc.2019.9.2.

Irshad-Ali, B. H. (2018). Application of Orem self care deficit theory on psychiatric patient. Annals of Nursing and Practice, 5(1),

          1093–1095. https://www.researchgate.net/profile/Bibi-Hajira-Wali/publication/343125237_Central_Bringing_Excellence_in_

          Open_Access_Annals_of_Nursing_and_Practice_Application_of_Orem_Self_Care_Deficit_Theory_on_

          Psychiatric_Patient/links/5f17bc21a6fdcc9626a685df/Central-Bringing-Excellence-in-Open-Access-Annals-of-

          Nursing-and-Practice-Application-of-Orem-Self-Care-Deficit-Theory-on-Psychiatric-Patient.pdf

Smith, M. C. (2020). Nursing theories and nursing practice (5th ed.). F.A. Davis.

Sposito, J., Zipf, A., Alhowaymel, F., Almutairi, M., & Breda, K. (2018). Community-based stroke recognition education and response:

          An evidence-based intervention project. Creative Nursing, 24(4), 251–257. https://doi.org/10.1891/1078-4535.24.4.251