DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse

Grand Canyon University DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse                           

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse                         

The introduction for the Grand Canyon University DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse                         

After the introduction, move into the main part of the DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse                         

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse                           

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse

Re: Topic 8 DQ 2

Science-based nursing theories provide theoretical framework to nurse leaders during every step of the implementation process of a clinical practice change (Brandão et al., 2019). Martha Rogers, an early adopter that nursing was both a science and an art, developed one of the first science-based nursing theories on the science of unitary science of unitary human beings (Butts & Rich, 2022). She felt nurses should be promoting science-based healthcare, but the manner of presentation and delivery was an art. Rogers believed in four components of her theory: energy fields, openness, patterns, and pandimensionality (Butts & Rich, 2022). Roger’s felt that infinite, continuous flowing energy fileds were fundamental for all life, and that humans were irreducible (Butts & Rich, 2022). She believed the environmental energy, along with human energy, must work together in openness to establish patterns. These consistent energy patterns, that worked together, provided pandimensionality (Butts & Rich, 2022). Nurse leaders often utilize this theory when understanding how changes in one area affect another, both physically and conceptually. Doctor of Nursing Practice (DNP) leaders must utilize these types of abstract theories when implementing clinical and operationalize practice changes, as they assist in the broader or macro concepts.

Elizabeth Barrett, who studied under Rogers, published the theory of power as knowing participation in change in the late 1990s (Butts & Rich, 2022). Her science-based nursing theory focuses on the concept of power, both as power –as-freedom and power-as-control. Barrett stated power was an acronym that stood for possibilities, openness, will, energy, and reversing, as she felt power was an open energy that was changed by the will of reversing (Butts & Rich, 2022). Barrett felt power was continuous but fluctuating, as she applied it to various scenarios in human and clinical life. Barrett coined the power of knowing participating change tool to detect the dimensions of power, which assisted in understanding the difference of degrees in people’s powers (Butts & Rich, 2022). This scientific-based grand theory can be utilized by nurse leaders due to the abstract concepts of power, as they must consider where the energy and power lies during a process implementation change (Brandão et al., 2019).

Science based theories often provide theoretical framework for nurse leaders in the preparation of a clinical practice change. While the theories were published decades ago, their abstract concepts can be applied to current clinical practice and medical advancements (Brandão et al., 2019).

Brandão, M. A., Barros, A. L., Caniçali Primo, C., Bispo, G. S., & Lopes, R. O. (2019). Nursing theories in the conceptual expansion of good practices in nursing. Revista Brasileira De Enfermagem, 72(2), 577–581. https://doi.org/10.1590/0034-7167-2018-0395

Butts, J. B., & Rich, K. L. (2022). Philosophies and theories for Advanced Nursing Practice. Jones & Bartlett Learning.

Sample Answer 2 for DNP 815 Select two theories and describe their relevance to your role as a DNP-prepared nurse

Nursing as a science has been on a strong upswing in development since the 1960’s, to be considered a scientific discipline. As such, nursing theories in and of themselves can present their work as a scientific theory in some way, even though they may ask different types of questions. “Scientific theories explain phenomena in a logical, ordered, interconnected manner. Like commonsense theories, scientific theories represent attempts to make sense of reality through descriptions, explanations, and predictions of events and circumstances” (Butts & Rich, 2018). Here we see a wonderfully summarized view on scientific theories and can see how these same elemental properties are also found within nursing theories. The interdependence of theory and research can be applied directly to the role of a DNP-prepared nurse through understanding empirical findings and using theory to guide practice change.

There are many theories stemming from a science viewpoint to be placed in the context of nursing practice as a DNP nurse and depending on the area of practice some may be more applicable than others as we know context is vital in theory application. Two examples of science-based theories relevant to a DNP-prepared nurse include Role Modeling Theory and Symphonological Bioethical Theory. Role Modeling Theory places the client in the center of nursing encounters as the nurse seeks to understand the client’s model of the world (Schultz, 2020). This is relevant because holistic approach to nursing practice while understanding there are systems within the patient also interacting is seen in many areas of nursing care. This theory teaches the nurse that health is a dynamic equilibrium among various subsystems. DNP-prepared nurses can use this from a small scale to a larger one when defining what the environment is (for example a patient or an administration). The Symphonological Bioethical Theory included major concepts such as agency, environment-agreement, health, and a nurse acting as the agent of the patient. Essential the theoretical assertations include rights, ethical standards, certainty, and a decision-making model. As ethical decision making may increase as the leadership role rises, DNP-prepared nurses may find themselves in new territory needing a guide to help with ethical standards. If a DNP-prepared nurses enters academia, the theory can be applied there as well. For example, in an article used to examine the issue of uncivil faculty-to-faculty relationships in academia and nursing education, included a review of the literature and the experiential reflections of seasoned nurse educators. The bioethical theory of symphonology is used in this article to provide a new way of framing the issue of incivility (Burger et al., 2014).

References

Burger, K. G., Kramlich, D., Malitas, M., Page-Cutrara, K., & Whitfield-Harris, L. (2014). Application of the Symphonological Approach to Faculty-to-Faculty Incivility in Nursing Education. Journal of Nursing Education, 53(10), 563–568. https://doi-org.lopes.idm.oclc.org/10.3928/01484834-20140922-02

Butts, J., & Rich, K. (2018). Philosophies and theories for advanced nursing practice (3rd ed.) Jones & Bartlett

Schultz, D. (2020). CONNECTING SPIRIT-TO-SPIRIT: Modeling and Role-Modeling Theory as a foundation for energy-based nursing. Beginnings, 40(6), 6–28.

DNP-815 DNP Reflective Journal Sample Answer

DNP Reflective Journal 

The purpose of the following reflective journal essay is to describe personal experiences when taking DNP-815A. Like other advanced practice courses, DNP-815A advances nurses’ knowledge to handle complex health problems as they strive to improve patient outcomes. The reflections herein are an honest, in-depth analysis of personal journey in achieving the course objectives and competencies related to the American Association of Colleges of Nursing (AACN) Essentials of Doctoral Education for Advanced Nursing Practice (2022). Generally, the essay reflects how learning occurred and its connection to AACN Essentials. 

Reflection 

DNP 815A creates a solid foundation for the nurse student to apply science into advanced nursing practice. It offers an excellent opportunity for learners to integrate core program competencies and specialty practice requirements to exhibit proficiency in advanced nursing practice. This reflective journal describes the various learning experiences that were critical in the completion of the course. They include activities related to the DPI project and weekly analysis of the experiences that helped to achieve the course’s competencies. The complex and insightful learning experiences involved the following AACN essentials. 

Essential 1: Scientific Underpinnings for Practice  

The nursing discipline focuses on the nursing actions that positively impact the health status of different populations. By advancing their clinical knowledge and experience, DNP graduates acquire practice expertise gleaned from sciences which prepares them to translate knowledge properly and effectively to benefit patients (AACN, 2022). The course prepares the DNP nurse to use science-based theories and concepts to advance strategies that enhance health and alleviate health problems. 

In the first week, the discussions were aligned on the process of theory building and applying a nursing theory to guide the DNP project. A theory-based approach is vital in advanced practice since it allows nurses to implement nursing care purposefully and theoretically (Gasaba et al., 2021). Further developments occurred in the second week through an in-depth discussion of the application of deductive versus inductive reasoning and its relevance in nursing theory. Other learning experiences in these two weeks included meeting the preceptor and discussing what the DNP project entails with a focus on the PICOT and how to source scientific evidence from scholarly sources. This discovery of what a nursing theory constitutes and the essentials of scientific evidence prepared the DNP student to apply science-based theories in quality improvement for patients and populations.  

Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking 

Essential II focuses on the nursing skills vital for eliminating health disparities, promoting patient safety, and achieving excellence in practice. Consequently, the DNP program prepares the nurse to develop care delivery approaches that meet patient populations’ current and future needs (McCauley et al., 2020; Rivaz et al., 2021). These care delivery approaches should also be based on scientific findings. Learning experiences crucial to achieving these competencies included exploring a patient care problem (pressure ulcers) and recommending an intervention (preventive bundle) based on the PICOT approach. Other activities through weeks three and four included discussing and reviewing the selected population (elderly and debilitated patients) with the preceptor, and reviewing the available records. As Neal-Boylan (2020) stressed, the DNP degree prepares nurses to implement evidence-based practice to offer innovative solutions based on credible research findings. As a result, the DNP nurse searched for credible research to develop the PICOT. The discussions and assignments were centered on connecting nursing theory and evidence-based change models. These experiences challenged the learner to identify health problems and suggest evidence-based solutions for promoting patient safety and practice excellence. 

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice 

Scholarly nursing practice involves applying new discoveries to address complex practice situations. DNP 815A prepares the DNP nurse to integrate knowledge from diverse sources to solve practice problems and improve health outcomes. As stressed under Essential III, the program prepared the nurse to critically appraise literature to determine the best evidence for practice (AACN, 2022). Various learning experiences helped the nurse to develop these competencies. They included developing quality improvement methodologies (preventive bundle to reduce pressure ulcers) and critically appraising relevant literature to determine the best evidence for implementation. An analytical approach involved sourcing quantitative studies and selecting the most appropriate for developing the PICOT/project question. Other learning experiences included discussions and assignments through week five to week eight on exploring literature, disseminating findings, and examining patterns of behaviors and outcomes. These experiences and insights prepared and challenged the learner to achieve the primary course objective of applying science to advanced nursing practice. 

Conclusion 

The DNP-815A course prepares nurse students to apply science in practice while incorporating vital philosophical, ethical, and historical foundations. The purpose of this reflection essay was to summarize the exemplars that were instrumental in enabling the nurse student to fulfill the course objectives and AACN’s Essentials. As discussed in the essay, weekly discussions, assignments, and project-related activities enabled the learner to expand individual knowledge and skills. Other learning experiences included scholarly research, implementing the findings where appropriate, and discussions with the preceptor. 

References 

AACN. (2022). DNP Essentials. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf 

Gasaba, E., Ntiranyibagira, B., Joseph, I., Uwamariya, T., Nkurikiye, E., Hategekimana, P., … & Niyongabo, E. (2021). Nursing theory and its practices in two health care facilities of Bujumbura. Open Journal of Nursing, 11(9), 757-771. https://doi.org/10.4236/ojn.2021.119064 

McCauley, L. A., Broome, M. E., Frazier, L., Hayes, R., Kurth, A., Musil, C. M., … & Villarruel, A. M. (2020). Doctor of nursing practice (DNP) degree in the United States: Reflecting, readjusting, and getting back on track. Nursing Outlook, 68(4), 494-503. https://doi.org/10.1016/j.outlook.2020.03.008 

Neal-Boylan, L. (2020). PhD or DNP? That is the question. The Journal for Nurse Practitioners, 16(2), A5-A6. https://doi.org/10.1016/j.nurpra.2019.11.015 

Rivaz, M., Shokrollahi, P., Setoodegan, E., & Sharif, F. (2021). Exploring the necessity of establishing a doctor of nursing practice program from experts’ views: A qualitative study. BMC Medical Education, 21(1), 1-7. https://doi.org/10.1186/s12909-021-02758-w