Importance of Theory in Nursing

Importance of Theory in Nursing

Importance of Theory in Nursing

Introduction

As suggested by Alligood (2013), a nursing theory is formed by culmination of ideas, definitions, values, expectations and interrelationship that one can witness in the nursing profession. A theory provides the much-needed base to the best practices related to any profession. Both inductive as well as deductive reasoning is important in order to develop nursing theories. Many nursing theories have made the foundation of modern nursing practice. Jean Watson’s theory of human care is one of these. It is widely referred by nursing practitioners all over the world (Arslan‐Özkan, Okumuş, and Buldukoğlu, 2014). It provides guidance to nursing professionals on the way they should deliver care to the patients, educate them, promote wellness, and take steps to prevent the spread of diseases. The objective of this paper is to elaborate upon the significance of this nursing theory for the practitioners as well as the industry. We will summarize Watson’s theory of human care and how can a nursing professional improve the quality of her services by applying this theory.

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Importance of Nursing Theory

Due to their importance, nursing theories are widely included in the master program. These theories help the master’s students to attain better knowledge about the protocols and processes to provide the necessary care to their patients. As a result, they are able to manage their patients in a better way. These theories also impart inductive thinking amongst nursing professionals and help them evolve as a leader. Therefore, there are substantial reasons for these theories to be a part of the nursing program.

These nursing theories enable a nurse to describe, and/or predict a certain issue or solution during the course of her job. According to Ozan and Okumuş (2017), nursing theories build the core of nursing practice. Without these, the nursing professionals would not have a structured approach towards any professional issue. Additionally, a nurse uses a nursing theory as a point of reference and generates further knowledge and experiences based on it. She also gets the right direction to target her efforts to, by using a theory. Documented theories tell nurses about the problems that are still unsolved so that they may focus their attention in exploring those areas. They also know their professional rights and boundaries to work with all the necessary compliance and become more acceptable.

nursing masters

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Nursing theories clearly differentiate the roles and responsibilities of nursing professionals vis a via all other healthcare professionals. In other words, nursing theories enlighten nursing professionals on the ways they can provide the most appropriate care service to their patients. As compared to this, the other healthcare professionals are assigned a variety of other responsibilities like diagnosing a medical condition, write prescriptions, and monitor the condition of patients. Nursing theories are very much about the specific care related needs of the patients and do no explore areas like medicines and surgeries etc.

An important area where nursing theories are implied is- patient safety. According to Pajnkihar and Vrbnjak (2017), the ultimate objective of all the nursing theories is to enhance the level of care delivered by nurses. Therefore, it helps in improving the overall level of skills and quality for the nursing industry. There are specific theories that focus on safety of the patients and how nurses can contribute to the cause. Some of these measures include support from the community as well as the hospital environment.

Summary of Selected Nursing Theory

Jean Watson suggested the theory of human care in order to identify the factors that decide the quality of care delivered to the patients by nurses. During 1975 and 1979, it went through several phases of development. Watson published the theory for the first time in 1979. The four key elements of the theory are environment, humans, health, and nursing profession.

Sitzman and Watson (2013) believe that this theory puts a lot of emphasis on human life and recommends the best quality of care for them. It is because humans expect the same from a nurse. Moreover, the theory also suggests that the humans look for support and respect from others in the society. Because of this human nature, we are considered social animals. For us- sum is always greater than the parts. The primary focus of the theory is the factors that a nurse needs to keep in mind while taking critical decisions about the health of any patient. It asks the nurses to keep in mind the physical, psychological, and social background of patients while making their decisions.

The framework of Jean Watson theory of human care defines health as one of the top-level system function within an individual. It involves the physical, psychological, social, financial, and spiritual condition of a human being (Yeter Durgun Ozan Ph.D., 2015). According to Watson, health is something more than the absence of a disease. The nurse should take cafre of the overall wellbeing of the people who are under her care and supervision. The performance of a nurse should be evaluated by the standards of care that she sets for her patients.

As far as the ecosystem and the society is concerned, Watson goes on to say that every society needs and has nursing services. Morrow (2014) further elaborates that the care standards also define the decision making process in the nursing practice. These values are passed over generations and continue to improve the nursing practice over the years. The theory believes that the healthcare culture moves on from generation to generation and continues to evolve as new knowledge and practices come in.

Watson asserts that nurses are primarily concerned with providing care to the patients in order to prevent or treat diseases. They play a very important role in keeping the society healthy.  Nurses are an important cog in the healthcare wheel and they support all the other healthcare professionals in their job. The virtue of care for patients makes a nurse good at her job. Therefore, the nurses should have empathy and compassion for human beings. They have to take nursing as more than a job, a way of life.

Application of Watson’s Theory to Selected Professional Nursing Practice area

Jean Watson’s theory of human care advises that a nurse practitioner is one who uses her skills, experience, and values in providing care and treatment to patients to overcome certain diseases. As per the theory, care is an art as well as a science that explores the human behavior. They use certain principles and skills to understand the needs of the patients and then provide them the required care. They also ascertain any gaps in the care process and try to bridge these. 

Keeping in mind the above definitions and values associated with nursing practice, Watson tasks the nurses to make sure that they provide the highest quality of services to the patients. They need to build a professional relationship with the patient and his family, provide them the right information about the condition of the patient, educate them on their rights and responsibilities, and seek the necessary feedback. In other words, they need to apply holistic healthcare management for treatment. They can do so by spending time with patient, identifying the requirements, and suggest the right interventions.

I remember an incident where I had to apply Watson theory of care. The patient had been facing diabetes since long. Her condition required a structured, holistic support to take care of her disease. Working as a practicing nurse, I was supposed to take care of her and deliver the best possible services to take care of her condition. I spent a lot of time to understand her condition, mindset, family history, and things that will make her feel better. Through this effort, I could nurture a strong relationship with her and understand the right interventions required to treat her condition. Because of this relationship, I could easily receive all this information from the patient and her family, understand their expectations, and get near real time feedback about the services provided by me. The experience attained from this case also helped me in attending subsequent cases of diabetes and other chronic diseases. Therefore, every experience counts while designing the nursing interventions for specific patients.

In the second case, Watson’s theory was used by a nurse practitioner to further develop an evidence based practice intervention for a particular condition. For example, a nurse practitioner may look to design evidence-based interventions that can bring down the instances of fall of patients admitted in hospitals. By doing so, the nurse will be able to add value to the nursing related knowledge and pass it to the next generation. As a result, it plays a massive role in improving the quality of care and patient experience. Some of the interventions that the nurse may use in this case include sensor alarms, training and education program for nurses, and sensitization of patients.

Conclusion

Ultimately, the crux of the paper is that nursing theories play an important part in shaping up the nursing practice. Nurses seek the help of these theories to have an appropriate decision making process. Nurses use these theories to improve the quality of services that they offer to the patients. At the same time, they also get to enhance their skills and become more relevant for their profession. This paper elaborated upon Jean Watson theory of human caring. The four key elements of the theory are:- human beings, health, society, and nursing practice. Published first in 1979, the theory provides a definition for these elements. Apart from this, it suggests that care and support to patients is the core responsibility of nurses. They need to build on the already available knowledge based and make sure that the patients improve due to the care provided by them. At the same time, the nurses also need to help their peers to make the industry more effective in terms of delivering the right care to the needy patients.

References

Alligood, M. R. (2013). Nursing Theory-E-Book: Utilization & Application. Elsevier Health Sciences.

Arslan‐Özkan, İ., Okumuş, H., & Buldukoğlu, K. (2014). A randomized controlled trial of the effects of nursing care based on Watson’s Theory of Human Caring on distress, self‐efficacy, and adjustment in infertile women. Journal of advanced nursing, 70(8), 1801-1812.

Morrow, M. (2014). Caring Science, Mindful Practice Implementing Watson’s Human Caring Theory, by K. Sitzman and J. Watson.(New York: Springer, 2014). Nursing science quarterly, 27(3), 263-264.

Ozan, Y. D., & Okumuş, H. (2017). Effects of Nursing Care Based on Watson’s Theory of Human Caring on Anxiety, Distress, And Coping, When Infertility Treatment Fails: A Randomized Controlled Trial. Journal of Caring Sciences, 6(2), 95-109.

Pajnkihar, M., & Vrbnjak, D. (2017). Fit for Practice: Analysis and Evaluation of Watson’s Theory of Human Caring. Nursing Science Quarterly, 30(3), 243-252.

Sitzman, K., & Watson, J. (2013). Caring science, mindful practice: Implementing Watson’s human caring theory. Springer Publishing Company.

Yeter Durgun Ozan PhD, B. S. N. (2015). Implementation of Watson’s Theory of Human Caring: A Case Study. International Journal of Caring Sciences, 8(1), 25.

 I do believe that theory in nursing is very important. Theory has been a part of nursing since the time Florence Nightingale began to change and develop procedures and explanations as to why nurses do what they do.

A theory is defined as “a coherent group of tested general propositions, commonly regarded as correct, that can be used as principles of explanation and prediction for a class of phenomena” (Theory [Def. 1], n.d.) Theory in nursing has been an ever-evolving topic.

Expanding on reasoning for what we do, why we do stuff, and what affects we do have on our patients. Peplau was a theorist who developed the theory of interpersonal relationships. Explaining the interactions with the patient as it evolves into a more therapeutic relationship.

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The nurse and patient start off as strangers in the orientation phase and progress to the exploitation phase where the nurse and patient interact and finally the resolution phase when the care has been provided and the relationship at that time is terminated.

This theory is a foundation of each interaction we have with our patients starting the moment that we get our assignment. Peplau “enabled the nurse to begin to move away from the disease model orientation to one where the psychological meaning of events, feelings and behaviors could be explored and incorporated into nursing interventions” (Adams, 2017).

As nurses at the bedside we don’t often think too much about how we are using every day. As explained above the most common theory that has been developed and explained is the foundation to how we interact during the day.

There are countless numbers of theories out there that we function based on, but don’t always know it. As identified by Sheri Jacobson, the best way to help nurses make the connection between theory and practice is by helping nurses make the connection using real example of practice (2017).

An example she gave was of a nurse who is providing teaching for a patient on how to care for themselves when they leave (i.e. dressing changes, medication administration, exercises, etc.). Without theory in our practice we would have no foundation to go from to guide our practice and care methods.

References:

Adams, L. (2017). Peplau’s Contributions to Psychiatric and Nursing Knowledge. Retrieved December 27, 2017, from http://jmhan.org/index.php/JMHAN/article/view/3

Jacobson, S. (2017). Building Bridges from Theory to Practice: Nursing Theory for Clinical Nurses. Med-Surg Matters, 26(3), 1-15.

Theory [Def. 1]. (n.d.). Dictionary.com. Retrieved December 26,2017, from http://www.dictionary.com/browse/theory.

For many students enrolled in NR 501, this is an initial course for nursing theory.  So, let’s have a debate!!!  Is nursing theory important to the nursing profession?  If you believe that it is important, explain why it is useful. 

If you do not believe that it is useful, explain why nursing theory is not necessary to the profession?  Be sure to provide an example that demonstrates your opinion and a scholarly reference (not using the required textbook or lesson) which supports your opinion.

NR 501 Week 2 Assignment; Importance of Theory Paper; Application of Pender s Health Promotion Model (v2)

NR 501 Week 2 Assignment; Importance of Theory Paper; Application of Pender s Health Promotion Mode

 Purpose

The purpose of this assignment is to a) identify a nursing theory, b) analyze the importance of the selected theory to the nursing profession, c) summarize key concepts and relationships among the concepts of the selected nursing theory, d) present views of the selected theory on areas of specialization, and e) communicate ideas in a clear, succinct, and scholarly manner.

Requirements

Description of the Assignment

This assignment focuses on the importance of nursing theory within the profession. Selecting one nursing theory (non-nursing theories are not allowed), the nursing theory will be presented by identifying the key concepts present within the theory. The selected nursing theory will then be applied to ONE of the following professional nursing practice areas:

  • Education (e.g. undergraduate, staff development, etc.)
  • Leadership (e.g. nurse executive, manager, leader, etc.)
  • Informatics (e.g. data management, etc.)
  • Healthcare policy (e.g. application to local, state, national, or global healthcare concerns, etc.)
  • Nurse practitioner

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
  0 points lost       -5 points lost

Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day.       The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of ea

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