NR 501NP Week 4: Nursing Theory
Chamberlain University NR 501NP Week 4: Nursing Theory– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 501NP Week 4: Nursing Theory 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 NR 501NP Week 4: Nursing Theory
Whether one passes or fails an academic assignment such as the Chamberlain University NR 501NP Week 4: Nursing Theory 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 NR 501NP Week 4: Nursing Theory
The introduction for the Chamberlain University NR 501NP Week 4: Nursing Theory 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.
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How to Write the Body for NR 501NP Week 4: Nursing Theory
After the introduction, move into the main part of the NR 501NP Week 4: Nursing Theory 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 NR 501NP Week 4: Nursing Theory
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 NR 501NP Week 4: Nursing Theory
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 NR 501NP Week 4: Nursing Theory
The week’s lesson makes the point that a nursing theory or any theory can be abstract to the reader at first (Chamberlain University College of Nursing, 2023). I found this to be a valid statement as I have always felt that way and wondered if I was the only one. A nursing theory is designed to guide the thinking and doing of nursing (Chamberlain University College of Nursing, 2023). Therefore, it is important to find nursing theories that relate to one’s specific practice to guide them along their professional journey. My specialty area of nurse practitioner is family practice. Going into family practice as a nurse practitioner has the positive stigma with nurse practitioner’s being more caring and understanding of patients holistically, not just medically. Healthcare systems today are attempting to shift the focus of patient care from medically minded and disease oriented to healthcare that is relationship focused, collaborative, and comprehensive (Balqis-Ali et al., 2022). The Person-Centred Practice Framework (PCPF) by McCormack and McCance originates from studying person-centred practice amongst older populations and the experience of caring in nursing. The theory consists of four domains: (1) prerequisites, (2) practice environment, (3) person-centred processes, and (4) outcomes. The prerequisites focus on the staff. This includes the staff being competent, having interpersonal skills, being committed to the job, and having beliefs, values, and knowing self. The practice environment relates to the healthcare environment at an organizational level. This includes an appropriate staff skill mix, shared decision making between systems, sharing of power, effective staff relationships, innovation and risk taking, and physical environment. The person-centred processes include ways of engaging among people. This includes working with the beliefs and values of an individual, being authentic, sympathetic, shared decision making, and working holistically. The outcome domain includes a healthy culture that promotes growth, stemming from the positive development of person-centred practice (McCance et al., 2021). The meaning and scope of the PCPF theory was originally older populations and their relationship with nurses. This has since shifted to include all ages and specialties of healthcare. The idea is that nurses treat the patient as a person and not as a diagnosis. Nurses need to discover what is important to the patient in terms of care and gear medical treatment in that direction. In terms of logical adequacy, the PCPF theory guides nurses and nurse practitioners to make logical healthcare related decisions based on the needs of the patients. The theory also guides the organization to be built of employees that can properly care for a holistic patient. This theory is moderate in simplicity. The theory has four main domains. The span of the domain is from the staff, the organization, to the patient. With this vast span, I would say the theory is moderately simple. The PCPF theory is useful to providers as it can be used as a guide to establish a plan of care for the patient that is holistic. The outcomes of the plan can be measured based on patient satisfaction of care. The theory is generalizable in that it has such a large span of population; therefore, it can be applied to various scenarios. The PCPF theory is testable directly from the outcome domain. This domain leads into testability of whether an individual experienced a healthy medical culture, which promoted growth in a positive environment, which promoted person-centred care.
The PCPF theory could be used to improve or evaluate the quality of practice in my current settings if my current organization would look at the prerequisites and practice environment and how they could be improved. My current organization could also look at current person-centred processes in place and improve on them greatly. Lastly, they could look at outcomes from improving on those three domains. I can rationalize the PCPF theory as applicable to the role of the family nurse practitioner by applying the PCPF theory to leadership nurse practitioner roles and ensuring the organization or team being lead applies the theory as well as apply it to person practice outside of leadership roles in direct patient care.
References
Balqis-Ali, Saw, P. S., Anis-Syakira, J., Fun, W. H., Sararaks, S., Lee, S. W. H., & Abdullah, M. (2022). Healthcare provider person-centred practice: relationships between prerequisites, care environment and care processes using structural equation modelling. BMC Health Services Research, 22(1), 576–576. https://doi.org/10.1186/s12913-022-07917-3
Chamberlain University College of Nursing. (2023). NR-501 Week 4: Nursing theories
[Online lesson]. https://chamberlain.instructure.com/login/canvas
McCance, McCormack, B., Slater, P., & McConnell, D. (2021). Examining the theoretical relationship between constructs in the person-centred practice framework: A structural equation model. International Journal of Environmental Research and Public Health, 18(24), 13138-13138. https://doi.org/10.3390/ijerph182413138
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Sample Answer 2 for NR 501NP Week 4: Nursing Theory
As an ER nurse I see patients of all cultures, ethnicities, and backgrounds. I work in a very diverse area and have the opportunity to see a range of patients with a variety of health conditions and concerns. While we see patients of all races, ethnicities, and cultures, a primary population we see is the Orthodox Jewish population. As a future Nurse Practitioner (NP) and hopefully mid-level ER provider, I know that I will continue to deal with a culturally diverse patient population and require a requisite skill set to provide adequate and culturally sensitive care.
Although there has been a recent pivot to incorporate a more evidence based approach to nursing practice, the use of theory to guide practice has remained a vital aspect of nursing education. According to Younas and Quennell (2019), practice that is based in, and guided by, nursing theory helps improve the quality of nursing care and allows nurses to express what they do and why they do it. In order to gain a deeper understanding of a specified theory, a theory analysis can be performed. A theory analysis aims to understand various components and linkages within a theory while maintaining the importance and consideration of comprehensiveness and parsimony. (Melnyk & Fineout-Overholt, 2015; McEwen & Wills, 2014).
A nursing theory that applies to my current and future practice is Madeleine Leininger’s Cultural Care Diversity and Universality Theory. The theory was created in 1991 after years of observing and working with culturally diverse children who lacked culturally sensitive health care. In hopes to gain a better understanding of cultural differences, Leininger enrolled in an Anthropology program at the University of Washington which assisted her development of the theory, and the later development of Transcultural nursing. According to McFarland (2014), the theory was the outcome of Leininger’s independent thinking, awareness of the rapidly evolving world, and over five decades of the use and refinement of her practice theory. Through personal experience and observation over her years in practice, Leininger realized that the mode of care made a difference in recovery and health maintenance and that becoming culturally competent was a core requirement of nursing care (McFarland, 2014).
The idea of cultural and diversity-competent care is logical. In healthcare, we are exposed to various different kinds of people. Understanding variances in care preferences is critical to a patient feeling as though they are understood, being taken care of, and can trust the person providing care. It is also a vital element to a patient following up on health issues and health maintenance. According to Seamon, (2019) Research has shown that poor provider-patient communication is one of the leading causes of health disparities. It is crucial that providers understand that every culture perceives pain, illness, and choices at the end of life in a different manner. By becoming culturally sensitive as a provider, we can make connections with our patients, build trusting relationships, and enhance health outcomes. By understanding the cultural beliefs and values of our patient populations, we can also feel more comfortable in our approach to care.
Cultural competence in health care is useful, however, not always simple. Becoming culturally competent requires commitment to learning, growing, and becoming a better provider every day. It requires the provider to want to know the “why” behind various cultures, values, and medical decision making. Cultural competence requires a high level of understanding and respect that NP’s and providers must commit to. A 2022 cultural competence study revealed that clinical practice must rely on multicultural practice and requires NP’s to enhance their critical thinking skills to understand the variances among cases in an intricate cultural context (Liu et al., 2022)
The Cultural Care Diversity and Universality Theory can be generalized to any clinical setting, especially the emergency room as our country today is an extremely diversified nation. In the ER, I see patients of all races, ethnicities, and cultures. I am required to gain an understanding of their preferences for care, and their cultural values in order to understand how to provide personal, and culturally aware nursing care. By understanding health disparities that are common to specific groups of people, the provider can also gain a better understanding of treatment processes and plans of care.
Leininger’s theory can be tested in various clinical settings. An ER sees a range of patients daily and would be an excellent setting to test the theory. According to Liu et al. (2022), by integrating cultural competencies, NP’s can broaden their cultural horizon, learn to respect and understand cultural differences, and in turn fulfill the expectations of the patient.
An example that can be applied to the use of Madeleine Leininger’s Cultural Care Diversity and Universality Theory is evident in many of my nursing experiences. One such experience was when caring for an elderly, Orthodox- Jewish woman. She was on life support and being kept alive by a ventilator, fed by TPN, and her extremities had become black from pressors to maintain her blood pressure. I spent a lot of time performing care for this patient, monitoring drips, changing IV bags, and ensuring all life sustaining measures were in working order. Her body and brain shut down but her son kept insisting we do everything we can to keep her alive. At 2 am, after the son had gone home for the night, the inevitable happened. The patient coded. We performed CPR on her lifeless body for 40 minutes. The son insisted we kept trying. This was one of my first experiences that left me feeling morally wrong for trying to keep someone alive. It wasn’t until I heard the family speaking that I had any understanding of why they would want what had happened to occur. Their belief was that any suffering that occurred on Earth would be rewarded in the afterlife. They believed that life and death was not their decision, but instead, God’s will. While I still did not agree with the choices that were made, I at least had a greater understanding of where those choices came from and the “why” behind their morals. It also gave me the understanding as a new nurse that I will not always agree with the decision of my patient’s or their families but my job is not to agree. My job is to provide patient-centered care that respects the beliefs and desires of the patient and their family. The NP or provider is required to put aside personal beliefs and morals and care for the patient by respecting and understanding their values and wishes. By having experiences like these, I have been able to grow my understanding as a nurse and provide care that my patients need and deserve. This experience helps to guide my practice today, and will assist in my future as I transition to NP.
References
Liu, T.-T., Chen, M.-Y., Chang, Y.-M., & Lin, M.-H. (2022). A preliminary study on the cultural competence of nurse practitioners and its affecting factors. Healthcare, 10(4), 678. https://doi.org/10.3390/healthcare10040678
McEwen, M. & Willis, E. (2014). Theoretical basis for nursing (4th ed.). Lippincott, Williams & Wilkins.
McFarland, M. R. (2014). Culture care diversity and universality: A worldwide nursing theory. Jones & Bartlett Learning.
Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Lippincott, Williams & Wilkins.
Seamon, R. (2019). Addressing appalachian health disparities: Applying Madeleine Leininger’s culture care theory to health care in Appalachia. Marshall Digital Scholar. Retrieved from https://mds.marshall.edu/asa_conference/2019/session8/3/
Younas, A., & Quennell, S. (2019). Usefulness of nursing theory‐guided practice: An integrative review. Scandinavian Journal of Caring Sciences, 33(3), 540–555. https://doi.org/10.1111/scs.12670
Sample Answer 3 for NR 501NP Week 4: Nursing Theory
Nursing theories can have many roles in clinical practice—if we would apply them. We learn the basics of nursing theories early in our nursing education but it seems that once we leave the academic world and enter into the practice world, we lose sight of the meaningfulness and usefulness of nursing theories. Throughout this class, I have intentionally tried to focus on theories and concepts that I desired to better understand. Until now, I have purposefully avoided theories or concepts surrounding caring because of its perceived simplistic quality. After all, we are nurses and our very essence is providing care in a caring manner, right? Well, not always.
One particular area where I feel nurses could be and should be more caring is with the development of novice nurses. This is a subject that is dear to me as I have been the victim, the bully, and the bystander who has been involved with incivility of “new” nurses. Studies repeatedly note that novice nurses who are not supported are linked to an increase in medication errors, lab errors, and near-miss or adverse events (Moffa, 2015). If we would apply our caring skills towards delicate, novice nurses, I believe that the dynamics of the nursing profession and nursing practice would change and there would be a significant shift in the quality of care being provided to patients and towards each other. Utilizing Kristen Swanson’s Theory of Caring is one approach that would be beneficial with caring for novice nurses and with improving the quality of their clinical practice. Helping nurses develop a trusting and encouraging relationship with novice nurses encompasses five processes: knowing, being with, doing for, enabling, and maintaining belief (Moffa, 2015). The sole responsibility of caring for novice nurses does not rest on the preceptor or educator. This is the responsibility of all nurses, including nursing leadership.
How Swanson’s Theory of Caring is applied in practice is illustrated through an example of a previous relationship that I had with a novice nurse. At the time, I was the nurse manager for a critical care unit. I had hired a unit secretary who was completing her associate’s degree in nursing and who had expressed interest in becoming a critical care nurse. She and I had extensive conversations regarding her abilities and the transition process from secretary to nurse and from school to “the real world.” During these times, she expressed her fears and anxieties regarding the transition process and I was able to provide her with individual support and feedback—I began to know her personality and abilities. She decided to apply for one of our “new grad” positions and began orientation as an RN in critical care. As she progressed through the orientation process, there were many challenges for her. I noticed that her biggest challenge was overcoming her own insecurities. I would approach her and find her frustrated because she did not feel as though she was “getting it.” She felt as though her preceptor was not being completely honest with her in regards to how she was functioning. I devoted time to being with her, to listen to her, and I asked for specific examples. She could not verbalize any. I explained to her that she is not expected to perform at an expert level. She is assessing, implementing interventions, and asking all of the questions we expect of her. As most new graduates often are, she was anxious when she progressed off of orientation. Since this occurred during our busiest time of the year, I would frequently check in with her during her shift. One time, it was past lunch time and she informed me that she did not have lunch and did not remember when she last went to the restroom. I instructed her to give me report on her patients and take her much needed break. I was doing for her what could not have been done by her co-workers at the time. Another time, she was so upset to the point where she was crying because she felt alone and that she was not receiving the support she needed from her nurse partner. I enabled her to express her concerns while we also discussed the support system (or, chain-of-command). As she would express her concerns to me, I would relay the information to the charge nurses for them to be more aware of what she was going through and for them to know when to be readily available to her. We each supported and encouraged her each step of the way, maintaining belief that she was an excellent nurse. She is an excellent nurse and has just completed her second year anniversary as a critical care nurse.
Admittedly, I was not aware that I was applying a nursing theory to my nursing practice. I knew what it felt like to be her and wanted her to be cared for in the way I wanted to be cared for as well. However, by better understanding nursing theories, a framework can be designed to help nurses with understanding that they do more than task; they make a difference every day to someone.
I am a proponent for frequent and consistent competencies. I know many nurses feel as though they are an insult or a waste of time but, I have often found them beneficial as I have inadvertently forgotten some small piece of a competency until I reviewed it. I feel that implementing competencies around nursing theories may help nurses to pause and remember the reasons for their practices. And, in turn, improve the quality of nursing practices as evidenced by decreased errors and improved morale.
Reference
Moffa, C. (2015). Caring for novice nurses applying Swanson’s theory of caring. International Journal for Human Caring, 19(1), 63-65.
Sample Answer 4 for NR 501NP Week 4: Nursing Theory
I recently made the switch from the family nurse practitioner (FNP) route to the adult geriatric acute care nurse practitioner route (AGACNP). I am interested in AGACNP because upon graduation, my focus is a surgical sub-specialty such as general surgery. I want to focus on patients in the hospital, as well as the clinic setting. I have always been interested in the surgical route, and I am excited to monitor patients pre- and post-surgery. I strive to and reach goals with my patients daily, and I will continue to do so in the future.
The theory of goal attainment was developed by Imogene King in the early 1960s and is a mid-range theory derived from her conceptual framework (Butts & Rich, 2018). This theory is a connection between the nurse and the patient that is formed to reach a certain goal for that patient. The theory of goal attainment centers on holism and incorporates nursing as a method of interaction (Butts & Rich, 2018). This theory focuses on the approaches and results, and ultimately measures the effectiveness of nursing care (Butts & Rich, 2018). The important concepts of the goal attainment theory are communication, growth and development, perception, role, interaction, stress, space, time, and transaction (Butts & Rich, 2018). Nursing theory is developed to improve practice, and the goal attainment theory is one that can measure that. Goal attainment can be present in many areas of practice, including evidence-based practice and specific protocols in the health care setting. According to a study by Simtha and Reshmy (2021), assessment of the effectiveness of nursing care protocol for peripheral intravenous therapy on performance and knowledge of registered nurses linked with pretest scores and socio-demographic methods using King’s theory of goal attainment. The study concluded that there are advantages of protocol development and improved awareness with nurses, which improves patient outcomes (Smitha et al., 2021). King’s theory focuses on the nurse-patient duo, which is a relationship in which each person brings their own perceptions of their self, role, and growth and development (Smitha et al., 2021). In this study, the term researcher for protocols and registered nurse replaces the nurse-client duo (Smitha et al., 2021). In conclusion of the study, registered nurses can bring skills and knowledge that influence their communication and perceptions in carrying out their role discussed in King’s goal attainment theory (Smitha et al., 2021). Overall, the goal attainment theory facilitates an increase in the well-being of our patients and is necessary to provide optimal care in the health care field.
Applying the goal attainment theory to nurse practitioner practice is a must. As a NP, I will be treating my patients with a goal to get better than they were before. Each and every patient is different, so making an individualized plan with my patient and their treatment options will be used in my future practice. If I do not customize a goal with each patient, I have an risk of failing in my job to better my patients. Not only does the nurse practitioner need to facilitate a goal, it is a team effort in the health care system.
Butts, B. J. & Rich, L. K. (2018). Philosophies and theories for advanced nursing
practice (3rd ed.). Jones & Bartlett Learning.
Smitha, J., Reshmy, G., Reny, J., & Bindhu, S. (2021). Application of a nursing care
protocol based on king’s theory of goal attainment: a pre-experimental study.
Pakistan Journal of Medical and Health Sciences, 15(12),
doi:https://doi.org/10.53350/pjmhs2115123481
Sample Answer 5 for NR 501NP Week 4: Nursing Theory
Great analysis of McCormack and McCance’s Person-Centered Care Nursing (PCN) Framework and its significance in your future career as a Psychiatric Nurse Practitioner (PNP). The concept of placing the patient at the center of care and fostering a mutually trusting therapeutic relationship aligns well with the principles of psychiatric care.
As you mentioned, person-centered care acknowledges the importance of understanding, respecting, and involving the patient in their healthcare decisions. This approach not only empowers the patient but also improves patient outcomes. By implementing the PCN Framework, you can create a supportive environment where patients feel informed, in control, and involved in their mental healthcare, which can contribute to better treatment outcomes.
You touched upon the challenge of generalizing person-centered care across different healthcare settings and the need for a balanced approach. I’m curious to know how you plan to address this challenge in your future practice as a PNP. How would you adapt the PCN Framework to meet the specific needs of psychiatric patients and different healthcare settings? Additionally, are there any specific strategies or techniques that you believe would be particularly effective in implementing person-centered care in psychiatric practice?