NR 501 Week 8 Course Reflection and Future Application

NR 501 Week 8 Course Reflection and Future Application

NR 501 Week 8 Course Reflection and Future Application

I will say that after discussion and familiarization with nursing theories, it was a great experience to know that I will be able to support my daily clinical practice form now and continue after completing the degree I am currently pursuing Family Nurse Practitioner. I believe that nursing is both a science and an art that allows us to see the uniqueness in individuals. All theories I have learnt are useful for guiding my intended nursing practice, but I will say that the one I prefer is Roy’s Adaptation Model (RAM) nursing theory. Nursing practice benefits from the application of this theory if we appreciate how practical this theory is, particularly in OB/GYN nursing practice. I have been working in this area for a few years and I certainly would like to continue in primary care empowering women with knowledge preventing health issues that may affect their health and quality of life. Healthcare is a very dynamic field and therefore it is crucial that all healthcare team and even patients are ready and able to adapt to all changes brought about by new technology and research when dealing with diseases and preventative health care.

According to Matarin Jimenez et al (2017) Roy recognized the individual as a composite and living adaptation system made of internal processes such as regulator and cognitive, which operates to maintain adaptive capability in the four modes of adaptation namely physiological, self-esteem, role function, and interdependence. Confronted with the stimuli from the environment, the individual comes up with responses that can be adaptive or not. In the environment there are focal stimuli, such as age, that influence to the effect of that focal stimuli, with unclear role on behaviors.

It is of paramount importance that current and proven scientific knowledge is provided to women, so they will be able to make informed decision and to adjust and change unhealthy to new and healthy behavior in order to promote and maintain their health. Some women need to change their mind set and apply the new information passed on to them in order to promote women’s health and change their way of thinking regarding pap smear and sexual habits. Patients also need to change their diet dramatically to be able to comply with the cervical cancer screening as they are recommended.

In my future role as a family nurse practitioner I intend to manage patient’s chronic conditions, but also women’s health issues and I envision continuing to use Roy’s Adaptation Model (RAM) nursing theory at a higher level and in a broader sense while caring for those patient under my clinical practice.

 Roy’s adaptation theory is used to adapt to the new diet and lifestyles for this population to get the benefits of ketogenic diet. Strict self-discipline is needed to adapt to this diet. As a primary healthcare provider, appropriate education is needed to make patients know the rationale behind the strict diet, so that patients will be able to comply accordingly.

Primary care nurse practitioners also need to check the patients regularly, so the patients can adapt to ketogenic diet along with intermittent diet without having hypoglycemic complications. Patients who can adapt and incorporate the changes to their life can have meaningful and improved quality of life. Those who cannot adapt to the changes will face deteriorating health problems and it would endanger their lives. Roy’s adaptation theory is helpful for any patient to adapt to evidence-based practice that meet patient’s specific healthcare needs. Nurses and the healthcare providers can utilize this theory to help and educate patients for a smooth transition of adopting new life styles for better patient outcomes. The fundamental goal of nursing is to help a person adapt to their environment (Kaul & Mahal, 2013).

Roy identi-

fied the person as a complex and living adaptation system

composed of internal processes (regulator and cognitive),

which acts to maintain adaptive capacity in the four modes

of adaptation (physiological, self-esteem, role function and

interdependence). Faced with stimuli from the environment,

the person produces answers that can be adaptive or not. In

the environment there are focal stimuli, defined as the

external or internal situations that the person has to face;

contextual stimuli, such as age, that contribute to the effect

of focal stimuli and residual stimuli, with unclear role on

behaviours (Roy & Andrews 1999, Roy 2009).

The SAM has been used as a theoretical fra

Roy identi-

fied the person as a complex and living adaptation system

composed of internal processes (regulator and cognitive),

which acts to maintain adaptive capacity in the four modes

of adaptation (physiological, self-esteem, role function and

interdependence). Faced with stimuli from the environment,

the person produces answers that can be adaptive or not. In

the environment there are focal stimuli, defined as the

external or internal situations that the person has to face;

contextual stimuli, such as age, that contribute to the effect

of focal stimuli and residual stimuli, with unclear role on

behaviours (Roy & Andrews 1999, Roy 2009).

The SAM has been used as a theoretical fra

Reference

Kaur, H. and Mahal, R. (2013). Development of nursing assessment tool: An application of roy’s adaptation theory. International Journal of Nursing Education, 5(1), 60-64. doi:10.5958/j.0974- 9357.5.1.015. retrieved from https://search.proquest.com/openview/648c83f88ae76fa8cc16a2c4315d1030/1?pq-origsite=gscholar&cbl=2028904Links to an external site.

Matarín Jiménez,T. M,. Fernández-Sola, C., Hernández-Padilla, J. M., Correa Casado, M., Antiaquera Raynal, L. H., & Granadao-Molina, J. (2017). Perceptions about the sexuality of women with fibromyalgia syndrome: a phenomenological study. Journal of Advanced Nursing, 73(7), 1646-1656. DOI:10.1111/jan.13262. retrieved from http://onlinelibrary.wiley.com.chamberlainuniversity.idm.oclc.org/doi/10.1111/jan.13262/epdfLinks to an external site.

Roy’s adaptation model may be applied to assess patient’s holistic status and guide the patients to change accordingly. Whether we are caring for a patient suffering from one condition or more than one affliction, patients may need a great deal of adaptation in order to be able to manage all changes attached to the disease process they are suffering from, which may range from an acute pain to a body image disturbance. Roy’s theory is frequently mentioned and associated with Orem’s theory of self-care. Once patients are recognized as having self-care deficit, there is a need for adaptation to new changes in order to cope with this new health conditions or health problems. Occasionally, these two theories are combined and applied interchangeably. In applying both theories, there are some important factors that are necessary to mention. Establishing a healthy nurse-patient relationship and having care provider’s cooperation.

According to Kaur & Mahal (2013), Roy’s Adaptation Nursing theory defines persons as biopsychosocial beings who need to adjust to environmental stimuli. These environmental stimuli include Focal, Contextual and Residual Stimuli. The Focal stimuli are the inner and exterior influences that instantly challenge the person. The Contextual stimuli are identified as internal and external influences that act on person’s perception of focal stimulus. The contextual stimuli are all other stimuli that contributes directly to the individual or a group’s responses.

According to Punjani (2013) Roy’s theory model concentrates on the persons’ ability to adapt to the environment. Roy’s model, Adaptation describes the process and result whereby thinking and feeling persons as individuals or in groups, use conscious and choice to generate human and environmental integration. Also, Roy’s theory outlines that nurses should work and make changes to the environment rather than the patient. Also, that is nurse’s obligation to enhance the interaction of the person with their environment, there by enhance adaptation

According to Punjani (2013) Roy views a person as “an adaptive specimen that reacts to internal and external stimuli within their environments. Also, a person is classified as a bio-psycho-social being who is repeatedly interacting with environmental variations and in order to survive the individual must therefore continuously adapt to the environmental changes. The person employs different inborn and developed methods that are instinctive such as psychological, biological, and social in order to manage environmental variations.

Yes, the Roy’s theory will assist me, in assessing successful adaptation of those patients I will be providing care in the future as family nurse practitioner. Therefore, the use of the nursing process as support along with the application of Roy’s nursing theory will assist through continuous assessment, setting achievable goals, implementation of a nursing plan of action in order to accomplish all set goals. Continuous evaluation will expose any ineffective response to personal adaptation by any individual under my care, which will allow me to put in place all necessary nursing interventions to address these adaptation issues.

I would like to take this opportunity Dr. Talley to show my appreciation for your guidance, teaching and encouragement to this group and to me in our journey towards our professional formation as master’s prepared nurses. All theories I have learnt will provide me a solid foundation in becoming a competent nurse practitioner in the future.  

Reference

Kaur, H., & Mahal, R. (2013). Development of Nursing Assessment Tool: An Application of Roy’s Adaptation Theory. International Journal of Nursing Education, 5(1), 60-64. DOI Number: 10.5958/j.0974-9357.5.1.015. retrieved form http://eds.b.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=2&sid=8f92f75b-56f9-4bd3-90e3-edd74115cfab%40sessionmgr120Links to an external site.

Punjani, N. S. (2013). Comparison and Contrast of Orem’s Self Care Theory and Roy’s Adaptation Model. Journal on Nursing, 3 (1), 1-5. Retrieved from http://eds.a.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=4&sid=b59be25c-ee1e-4111-aaf7-fc0bc992717f%40sessionmgr4006Links to an external site.

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
ScholarlinessDemonstrates 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 decisionsEvaluates 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 lifeInteractions 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 lifeDoes 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 contentDoes 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 ignoredNo 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 DialogueReplies 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 requirementsReplies 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 peerSummarizes 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 daysReplies to a question posed by a peerSummarizes 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 deadlineDoes not reply to a question posed by a peer or faculty	Has only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the threadNo connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APANote: 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 Requirementsper 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 Requirementper 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 each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.