NR 501 Week 6 Application of Theory Paper Assignment – Nursing Theory Virginia Henderson Needs Theory
NR 501 Week 6 Application of Theory Paper Assignment – Nursing Theory Virginia Henderson Needs Theory
NR 501 Week 6 Application of Theory Paper Assignment – Nursing Theory Virginia Henderson Needs Theory
The theories that reflected my clinical practice the most were the Roy Adaptation Model and the Self-Care Deficit Nursing Theory (SCDNT). I practice as a nurse clinician in a general dermatology outpatient clinic. However, we have a specialty clinic that focuses on oncodermatology. We see and treat patients with skin related issues from different cancers. During this clinic, I see the Roy Adaptation Model in practice. The minute a patient is diagnosed with cancer, they must adapt to their new circumstances. Their physiological mode is altered by the cancer cell mutation oftentimes manifesting in physical symptoms. The extreme nature of a cancer diagnosis can lead to psychological and spiritual strain. Patients internalize this diagnosis and begin to question the intention of the higher power they believe in. The relationship between patients and loved ones are also affected. Patients will need a strong support system to overcome their diagnosis. However, patients take on this new role and fight to return to their original state of health. As a nurse, I take on the role of caretaker for these patients. I specifically provide education on the diagnosed skin conditions related to cancer or cancer treatments and on the medications prescribed to treat these conditions. Patient’s environments quickly begin to incorporate much more time spent at hospitals and doctor’s appointments. Their health goes from disease prevention to disease treatment. My role as a nurse for these patients is to encourage adherence to treatment, provide emotional support, and work closely with patients to treat concerns that will lead to improved health. Our oncodermatology patients are seen on a weekly to monthly basis depending on their needs. Every appointment is an opportunity to evaluate how they are coping with their situation. We use this assessment to determine what nursing interventions will be most beneficial at that time.
There is another clinic in my department called the nurse clinic. The nurse clinic is where patients exclusively see a nurse for their appointment. Nurses provide care for patients such as suture removal, injection teaching, and wound care. Orem’s theory of Self-Care Nursing highlights the dynamic between the patient receiving care and the nurse providing care (Smith, 2020). A common wound care procedure performed in the nurse clinic is unna boot removal and application. The process involves wrapping a patient’s leg with econo paste, kerlix, and coban. Unna boots are a task that requires nursing care due to the location on the patient’s body and special training nurses have for wound care. An example of a self-care deficit that eventually turns into self-care is injections. The patient will have an initial appointment for a biologic injection with the nurse. At this appointment, the nurse will inject the medication and then teach the patient how to inject themselves. After the patient learns how to inject, they use the new information to provide their own care at home. It is rewarding to witness patients taking control of their health, sometimes to the point where they do not require the hands-on nursing care from our clinic.
I chose a research study that investigated how Orem’s self-care deficit theory applied nursing interventions to pediatric cancer patients and their parents. The study aimed to identify self-care tasks children and parents were able to complete andthe nursing interventions necessary for them to complete dependent-care tasks. The study was composed of 9 children with cancer and 18 parents all with varying circumstances. The estimative operations, which establish the nature of the situation included the participants acquiring knowledge and gaining information (Burley Moore & Beckwitt, 2006). The children and parents learned of their initial diagnosis from their healthcare provider. The nursing interventions provided to the families included verbal teaching and supplying information (Burley Moore & Beckwitt, 2006). These interventions gave participants resources such as support groups, tips for managing medical equipment, handouts, books, and pamphlets to expand their understanding of the specific cancer diagnosis. One example given was how a video helped a young patient cope with cancer and learn to not blame herself for her body getting sick (Burley Moore & Beckwitt, 2006). The next nursing interventions assist with transitional operations. The transitional operations are the steps taken to decide a course of action (Dennis, 1997). The healthcare team discusses options with patients and make the necessary referrals. The information gives families knowledge and autonomy to make the right decisions for their situations. The study explores a case where there was a lack of referrals provided. A mother expressed her desire for a psychiatry referral and the benefit it would have had on her child’s mental health. It is our job as nurses to look at the patient as a whole and recognize areas that require a specialist. Lastly, nurses provide motivation to support the productive operations where tasks are completed. An example from the study details a nurse that successfully got her patient to drink her milk by promising her a dance. The findings of the study showed nursing interventions did improve estimative, transitional, and productive operations; however, there were many areas for improvement of nursing interventions (Burley Moore & Beckwitt, 2006). The conclusion emphasizes Orem’s self-care deficit model in practice and ways nurses can apply this model to provide better care for patients.
References
Smith, M. C. (2020).Nursing theories and nursing practice (5th ed.). F.A. Davis.
Burley Moore, J., & Beckwitt, A. E. (2006). Self-Care Operations and Nursing Interventions for Children With Cancer and Their Parents. Nursing Science Quarterly, 19(2), 147-156. doi:10.1177/0894318406286594
Dennis, C. M. (1997).Self-care deficit theory of nursing: Concepts and applications.St. Louis, MO: Mosby.
Application of Nursing Theory Guidelines
Purpose
The purpose of this assignment is to use nursing theory as a way to resolve a problem or issue occurring within nursing leadership, nursing education, nursing informatics, health policy, or advance clinical practice.
Course Outcomes
Through this assignment, a student will demonstrate the ability to:
(CO#1) Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions,
comprehensiveness, and utility to advanced nursing. (PO1)
(CO#3) Communicate the analysis of and proposed strategies for the use of a theory in nursing practice. (PO3, 7, 10)
(CO#4) Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO4, 7)
Due Date:Sunday 11:59 PM MT at the end of Week 6
Total Points Possible: 275
Requirements
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Description of the Assignment:
One nursing theory will be presented as a framework to resolve a problem occurring within one of the professional areas of leadership, education, informatics, healthcare policy or advance clinical practice. The same nursing theory selected in Assignment One may be used to resolve the identified problem.
A specific nursing theory must be used. No non-nursing theories are permitted. A category of nursing theory (grand, middle range, practice) may not be used—only a specific, published nursing theory is to be selected and applied to the issue or concern important to the profession of nursing as documented in the nursing literature.
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Please note: Do not rely on .com sites to identify the nursing theory as they do not provide accurate information in all cases.
Content
1. Introduction:
The introduction for this paper includes:
A nursing theory is required; non-nursing theories may not be used.
General statements on the idea of nursing theory being applied to solve problems/issues in nursing practice. You do not need to go into the specialty area of practice in-depth as this will be covered in another section of the paper.
A one-paragraph summary of the selected specific nursing theory is required.
Information identifying the sections of this assignment.
References from nursing literature are required.
2. Description of Issue or Concern:
The selected issue or concern must be clearly identified as being significant to the professional area of either leadership, education, informatics, healthcare policy or advance clinical practice. The issue or concern must be presented comprehensively, but concisely by answering each of the following questions.
What is the specific issue or concern being presented?
Why should the nursing profession care about this issue or concern?
What does the nursing literature have to say about this issue or concern including its frequency of occurrence?
Who are the stakeholders or the people affected by the issue or concern?
References from nursing literature are required.
3. Application of Selected Nursing Theory to Issue or Concern:
This section of the assignment focuses on using the selected nursing theory to resolve the described issue or concern. Required information includes:
Restating the selected nursing theory to be used
Identification of one strategy useful in resolving the identified issue or concern.
The strategy should be presented in depth with the following information being required:
o A specific description of how the selected nursing theory can help to resolve the issue or concern
o A specific and detailed description of the strategy to be used
o A specific and detailed description of how the strategy can be implemented
o A specific and detailed description of one suggestion for future research into either the selected nursing theory or selected issue or concern.
References from nursing literature are required.
4. Conclusion:
This section provides a summary or review of the key elements of the assignment including theselected nursing theory and its application to the issue or concern.
The concluding statements include self-reflection on the new knowledge gained about applying nursing theory to a professional issue or concern.
Preparing the Assignment
Format and Special Instructions
A nursing theory is required; non-nursing theories are not allowed to be used.
Paper length: 6 pages minimum; 8 pages maximum, excluding title page and reference page. Points will be deducted for not meeting these requirements.
A minimum of 6 (six)scholarly references are required. References must be current – not older than 5 years, unless a valid rationale is provided and the instructor has approved them. Consult with the course instructor about using an older source.
A dictionary, required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. For additional information regarding scholarly references, please review “What is a scholarly source?” located in the Course Resource tab. Information from .com websites may be incorrect.
Title page, running head, body of paper, and reference page(s) must be in APA format as presented in the 6th edition of the manual
Ideas and information from readings and other sources must be cited and cited correctly.
Grammar, spelling, punctuation, and citations are consistent with formal academic writing as presented in the 6th edition of the APA manual
Participation for MSN
The Threaded Discussion Grading Grid and Rubric document can be found in Course Resources.
Participation Guidelines
Due Date: First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT. Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Wednesday 11:59 pm MT. Please note that the late assignment policy does not apply to the threaded discussions.
Total Points Possible: Varies with course, please see specific course syllabus. These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.
Requirements:
Description of the Assignment
1. Initial posting: This is defined to be the initial post in which the student responds to the required threaded discussion topic. The first posting by a student within the required discussion area is considered to be the initial posting and will be evaluated using the rubric criteria. Scholarship in communication is expected. Required scholarly source(s) provide specific information that thoroughly address the required topic. For the initial posting, one scholarly source must be presented. The scholarly source must be an outside source. The student may use the required course textbook (s), assigned readings and lesson information in the initial post; however, these are not considered outside scholarly sources.
The initial posting must occur before Wednesday, 11:59 pm MT. Initial postings must be at a minimum of 300 words. References do not apply toward word count. ONLY in Week 8, the initial posting must be a minimum of 200 words with a scholarly reference. It remains due by Wednesday, 11:59 pm MT
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2. Peer responses: As part of the threaded discussion requirements, the student must provide a substantive response to a peer. Substantive responses pose new ideas, ask questions, and/or generally add to the discussion topic in a meaningful and constructive way.
The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT. This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply. Peer responses must be a minimum of 150 words. References do not apply toward word count.
3. Instructor response: The student must respond to an instructor’s follow-up questions. The instructor’s question may be directed to the student or may be a question directed to another student in the section. The response must be comprehensive and scholarly in nature. Instructor responses must be a minimum of 150 words. References do not apply toward word count.
The response to the instructor must occur on a day different from the initial post and a day different from the peer response. Responses to the instructor must occur before Sunday, 11:59 pm MT.
4. For week 8 only: Students are expected to post a peer response or an instructor post but are not required to do both. These posts must be a minimum of 100 words. References do not apply toward word count. The peer or instructor response must be on a different day than the initial post and must occur before Wednesday, 11:50 pm MT due to the shorter week.
Posting Requirements:
- The initial posting must be provided before Wednesday, 11:59 pm MT.
- The initial posting must have at least one scholarly outside source that is cited within the posting and referenced. Required course textbooks, assigned readings and lesson information are not considered to be outside scholarly sources.
- Initial posting must be a minimum of 300 words; peer responses and instructor responses a minimum 150 words.
- The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.
- All postings are substantive and relate to the graded threaded discussion topic.
- Only one small quote (15 words or less) within the entire initial posting is accepted.
- Postings must occur on 3 separate days.
- For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT
Criteria for Content
- Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
- Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
- Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
- Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
- Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
- Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
- For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.
Criteria for Format and Special Instructions
- Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
- When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
- Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
- Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.
Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points |
Failing level
of performance 55% or less 0 points |
|---|---|---|---|---|---|---|
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|