NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

Walden University NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE– Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE 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 NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

Whether one passes or fails an academic assignment such as the Walden University NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE 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 NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

The introduction for the Walden University NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE 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 NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

After the introduction, move into the main part of the NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE 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 NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

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 NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

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 NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

Assigned Theory: Patient-focused Care/Patient-Centered Care  

The assigned interdisciplinary theory for NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE is patient-focused care (PFC)/patient-centered care (PCC). I will briefly discuss and relate this theory to my practice concern. PFC/PCC is a theory focusing on the patient’s individualized needs and helping the patient to accomplish targeted health goals and better health outcomes. PFC/PCC is a framework that will assist the nurse to understand the patient’s perceptual views within their environments (McEwen & Wills, 2019). PFC encompasses an emotional and physical concept of wellness derived from empathy and respecting the patient’s autonomy (McEwen & Wills, 2019). Cunningham et al. (2016) and Walton (2012), as cited in McEwen & Wills (2019), suggest that organizations have expanded patient and family-centered care models in efforts to engage patients and improve their experiences by implementing new policies, modifying old policies, and promoting professional development by educating staff for improved healthcare delivery. Overall, adhering to PFC/PCC will serve as an evidence-based practice guide to implement strategic health strategies that respects the patient’s rights within a clinical setting (McEwen & Wills, 2019).

In addition, PFC/PCC fosters a therapeutic relationship between the provider and the patient, which my organization needs to improve (Chang et al., 2019). The researchers used PFC/PCC as a collaborative approach to reach healthcare goals for their targeted health population. The American Association of Colleges of Nursing (AACN) supports the diverse needs of patients by implementing essentials to educate nurses on how to deliver individualized care that cultivates optimal health outcomes, which is a model of PFC/PCC (AACN, 2006; Quallich, 2023). 

Practice Issue: Oppositions in Healthcare Delivery and Poor Patient Outcomes  

Poor organizational relationships jeopardize patients’ health and predispose them to harm. As cited in week two of the discussion post, De Carvalo Lemos et al. (2022) strongly suggest that patient safety is the responsibility of stakeholders affiliated with the organization. De Carvalho Lemos et al. (2020) added that adverse health outcomes result from poorly supporting staff and ignoring cultural diversities associated with poor work morale. Barriers and strategic changes in healthcare delivery options benefited clinical staff and patients using a collaborative approach fostered by PFC/PCC (Chang et al., 2020).   In week two of the discussion post, I identified a huge communication gap and barrier in how nursing administration and clinical nurse staff have opposing views of healthcare delivery. This gap in practice has led to low patient satisfaction scores and poor quality of care. There are a lot of patients within my facility that report a negative healthcare experience.   

Implementing Patient-Focused Care/Patient-Centered Care in Healthcare  

Patient-focused care/patient-centered care (PFC/PCC) is a theory that will nurture and improve the interpersonal relationships of organizational leaders and staff nurses (McEwen & Wills, 2019). The evidence-based practice research in this discussion will highlight how PFC/PCC addresses and minimizes healthcare risks caused by broken communication and mistrust amongst administrative staff and their clinical staff, which my organization is experiencing. Utilizing PFC/PCC will restore organizational and employee work relationships that encompass trust and reliability. I would implement PFC/PCC to strengthen relationship bonds while allocating reliable resources that clinical staff can access when they feel their ability to care for their patients is compromised. When applied in a practical healthcare setting, the authors report that PFC/PCC improved the quality of care within their treating environment while transforming the facility into a customer-focused organization by placing the patient’s needs first. Implementing PFC within my organization will potentiate stronger work relationships that will enhance each patient’s encounters.   

Zarubi et al. (2008), as cited in McEwen and Wills (2019), utilized PFC to enhance inter-collaboration relationships and strategic decision-making among other multi-disciplinary team members and patients. I identified a huge communication gap between administrative leaders and the clinical staff. PFC/PCC will help my organization bridge those gaps for better outcomes for the patients they serve.  Administrative leaders are responsible for ensuring patient safety and address all clinical nurse-staffing complaints as well as nursing shortages (Chang et al., 2019).

Zarubi et al. (2008), as cited in McEwen and Wills (2019) conducted a study that used the PFC framework to decrease workload and improve the healthcare delivery approach of nurses at the bedside by expediting patients through the hospital at the appropriate level of care. For example, Zarubi et al. identified that the PFC model improved patient safety by allowing administrative nurse leaders to place patients at the proper levels of care based on their clinical diagnosis and symptoms. Zarubi et al. found that nurses had more time to implement an individualized treatment plan that met the complex needs of their patients. Since there has been a significant amount of units closed at my organization, patients are not placed on speciality units to meet their needs.

For example, we recently had a patient came in with residual affects from a neuroleptic seizure and stroke like symptoms. The stroke like symptoms occured within 24 hours of being placed on the med-surgical unit. The patient experienced two grandmal seizures within 48 hours and the neurologist was not consulted until day three. Clinical nursing staff implemented seizure precautions but did not implement stroke protocols. This caused a significant delay in medical treatment. There are other practice issues within this example due to a concern of nursing staff not recognizing the importance of implementing the stroke protocol, and the primary care provider who did follow-up with this concern.

Chang et al. (2019) study identified that PFC/PCC theoretical approach provides quality and ongoing care in situational crises and diverse environments. Change et al. (2019) showed how PFC/PCC framework supports clinical staff when providing care in stressful environments. Chang et al. (2019) found that the PFC/PCC approach in healthcare promotes personal growth by giving nurses insight into their patient’s illnesses and allowing patients to express their fears without fearing negative responses. PFC/PCC within my practice issue will minimize patient harm and emotional constraints while fostering the clinical staff’s ability to show compassion and empathy by educating them (Chang et al., 2019). In efforts to reduce a gap in communication for appropriate bed placement, the patient with the neurological deficits could have benefited from the implementation of PFC/PCC from the emergency room setting. The AACN (2006) essentials incorporate educational core competencies that will improve my organization’s structure, clinical staff knowledge, and patient care experiences.  

The Hospital Consumer Assessment of Healthcare Providers Systems (HCAPS) governs hospitals to comply with reimbursement scales contingent on patient satisfaction scores and productivity by reducing cost, minimizing unnecessary diagnostic services, and improving healthcare trends within facilities (Cropley, 2012 as cited in McEwen & Wills, 2019). Cropley suggests that healthcare costs have significantly risen, and clinical staff production is contingent on the financial resources of the organization. McEwen and Wills (2019) implied that organizations with poor budgets and restrictive use of resources are directly responsible for patient harm and low work morale.   

The relevance of McEwen and Wills (2019) along with Chang et al. (2019) findings, relates to how my organization has evoked a stressful work environment that clinical staff and patients experience. Because of poor staffing and the complex needs of the patient population within my organization, the administrative team continues to close nursing units and jeopardize patient care due to rigid budgeting concerns. Applying PFC/PCC will enhance the needs of the patients and improve morale amongst the clinical nursing staff, resulting in higher HCHAPS scores and maximum reimbursements for improved health outcomes (Cropely, 2012, as cited in McEwen & Wills, 2019).  

References

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Links to an external site.  

Chang, E. T., Vinzon, M., Cohen, A. N., & Young, A. S. (2019). Effective Models Urgently Needed to Improve Physical Care for People With Serious Mental Illnesses. Health Services Insights, 12, N.PAG. https://doi.org/10.1177/1178632919837628Links to an external site.   

de Carvalho Lemos, G., Ferreira da Mata, L. R., Teodoro Couto Ribeiro, H. C., Carrilho Menezes, A., de Sousa Penha, C., Carlos Valadares, R. M., & Rios Castro, M. S. (2022). Patient Safety Culture in Three Hospital Institutions: Nursing Team Perspective. Revista Baiana de Enfermagem, 36, 1–12. https://doi.org/10.18471/rbe.v36.43393Links to an external site.  

McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.   

Quallich, S. A. (2023). Treating All Patients the Same Does Not Equal Person-Centered Care. Urologic Nursing, 43(1), 9–13. https://doi.org/10.7257/2168-4626.2023.43.1.9

Sample Answer 2 for NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

Thank you for sharing your knowledge on the Patient-Focused Care (PFC)/Patient-Centered Care (PCC) interdisciplinary theory and discussing how poor organizational relationships can jeopardize patient health, predisposing them to harm. It is essential to refine programs to provide evidence of high-quality practices and outcomes, while understanding that implementing and maintaining patient-centered care can be very complex (Ortiz, 2021). As you mentioned in your practice issue, the differences between nursing administration and staff nurses can have negative effects on the patient experience. To deliver meaningful outcomes, there is a need to acknowledge and “understand how nursing practice must dramatically change to deliver the expected level of quality care and proactively and passionately become involved in the change” from the bedside (Johnson, 2017). Patient safety is “crucial to healthcare quality and is one of the major domains that is monitored in healthcare organizations” (Ammouri, Tailakh, Muliira, Geethakrishnan, Al Kindi, 2014). A key aspect of these improvements and meaningful outcomes is to prioritize the patient and their care needs by engaging them in their own healthcare delivery experience.

The Patient-Focused Care (PFC)/Patient-Centered Care (PCC) interdisciplinary theory applies to my practice issue of developing a culture of safety by integrating team-based models of care. This is based on the need to incorporate the knowledge of human behavior, abilities and limitations of the nursing process, and strengthen the relationship between the nurse and patient by influencing a positive shift in culture to provide safe, high-quality, patient-focused/patient-centered care. Providing high-quality patient-centered care experiences are important “because they reflect chosen beliefs and values by healthcare professionals and agencies” (Ortiz, 2021). As you mentioned, PFC/PCC Theory focuses on the patient’s individual needs and assisting with targeted health goals and improved outcomes. The challenge that we are facing in healthcare is the inability for nurses to manage all the patient care, complete the required tasks, and develop a healthy positive relationship with the patient that prioritizes safety.  

 Last week, I focused on the Human Factors Theory as a mid-level theory that embodied how we behave, interact, and engage in the workplace (Holland & Muir, 2021). This theory discussed how human factors in healthcare can make it easier for people to work within complex healthcare systems, that include interdisciplinary collaboration, use of technology, medication administration, integrating new knowledge and skills, that can lead to a higher quality of patient care that is focused on the patient (Gosbee, 2021). The development of a patient safety culture is essential to mitigating harm events and it does rely heavily on the ability to build awareness for the healthcare team. By working more collaboratively (two nurses caring for a larger group of patients) with others through a team-based model, it can increase accountability, it acknowledges the reality of human imperfections, to helps to build systems that manage work, people, and organizational factors. It important to reflect on the patient’s perception to their care and how the PFC/PCC framework can assist the nurse to understand the patient’s perceptual views within their environments (McEwen & Wills, 2019).

Kristen Swanson’s Theory of Caring is a theory that my organization has focused on for many years—they use this theory to guide unit-level practice by recognizing and celebrating nurses that may have shown a commitment to caring. I personally love this work and the meaning behind its motivation to recognize the presence of quality nursing care and acknowledge how the nurse provided patient-centered care during their interactions. This middle-ranged theory is composed of “(a) caring capacity, (b) concerns and commitments, (c) conditions, (d) caring actions, and (e) consequences” and six pillars: People, Service, Quality, Finance, Growth, and Innovation (Swanson, 2020). Swanson’s theory is resonating with patient-centered care, since her theory defines caring as “a nurturing way of relating to a valued other toward whom one feels a personal sense of commitment and responsibility” (Swanson, 1991).

In reflecting upon the PFC/PCC framework, it is equally important for the scope of the nurse to provide transparency and updates around the patient care needs and what is occurring within their environment. The American Association of Colleges of Nursing (AACN) supports the diverse needs of patients by implementing essentials to educate nurses on how to deliver individualized care to promote optimal health outcomes and the role that inter-professional practice offers patient care (AACN, 2015). Patient Centered Care has been defined “by respect for patients’ values, preferences, and expressed needs, the involvement of family and friends, coordination and integration of care, information, communication, and education, physical comfort, emotional support and alleviation of fear and anxiety, transition and continuity, and access to care (Ortiz, 2021). Your practice issue is one that highlights the importance of improving the inter-professional dynamic and closing the communication gap between leadership and staff nurses.

A culture of safety is often defined as a blame-free environment that embraces openly communicating medical errors and shares the goal of reducing harm through the design of systems to prevent, detect, and minimize hazards (Carmack, 2017). I think this is a great theory for your practice issue and it addresses the needs to prioritize the patient. I’m interested to see how your practice issue will continue to develop and whether the quality improvement around communication gaps will be geared towards nursing administration or the staff nurses at the bedside.

References:

AACN (2015). The Doctor of Nursing Practice: Current issues and clarifying recommendations. American Association of Colleges of Nursing.  https://www.aacnnursing.org/

Ammouri, A., Tailakh, A., Muliira, J., Geethakrishnan, R., Al Kindi, S. (2014). Patient safety culture among nurses. Nursing Work and Life. International Nursing Review.

Carmack, H. (2017). Crafting a Culture of Patient Safety: Structuring Physicians’ Medical Error Disclosure and Apology. Ohio Communication Journal Volume 55

Gosbee, J. (2020). Human factors engineering and patient safety. Quality and Safety in Health Care.

Johnson, C. (2017). The role of the DNP in Quality improvement and Patient Safety Initiatives. In DNP Role Development for Doctoral Advanced Nursing Practice. 2nd Edition, Springer Publishing Co., New York, NY.

Ortiz, M. (2021). Best Practices in Patient-Centered Care: Nursing Theory Reflections. Health and Public Policy. Nursing Science Quarterly 2021, Vol. 34(3) 322–327.

Swanson, K.M. (1991). Empirical development of a middle range theory of caring. Nursing Research, 40(3), 161-166.

Swanson, K.M. (2020). Kristen Swanson’s theory of caring. In M. C. Smith (Ed.), Nursing theories and nursing practice (5th ed., pp. 503-508). F. A. Davis.

Sample Answer 3 for NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

Thank you for pointing this out. I recently began to study the American Association of Colleges of Nursing (AACN)’s essentials of doctoral education for advanced nursing practice and came across it. “Interprofessional collaboration (IPC) for improving patient and population health outcomes” (AACN DNP Essentials, 2006, p. 14) is one of the fundamental outcome competencies that are thought to be necessary for each and every DNP program by AACN. It is true that AACN has set up programs both at the masters’ and doctoral levels to prepare nurses to collaborate with other health professionals in patient care, the silo system care culture is still a problem. Team members are often working independently, and sometimes, there is absence of leadership and structure. The Doctor of Nursing Practice program is preparing us to be agents of change with regards to this practice issue. We will be equipped to set up and lead interprofessional teams to bring about change in health care our various organizations.        

Reference:

America Association of Colleges of Nursing. (2006, October). DNP Essentials. https://www.aacnnursing.org/our-initiatives/education-practice/doctor-of-nursing-practice/dnp-essentialsLinks to an external site.

Moncatar, T. J. R. T., Nakamura, K., Siongco, K. L. L., Seino, K., Carlson, R., Canila, C. C., Javier, R. S., & Lorenzo, F. M. E. (2021, April 19). Interprofessional collaboration and barriers among health and social workers caring for older adults: A philippine case study. Human resources for health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8056548/

Sample Answer 4 for NURS 8114 Week 3: APPLYING INTERDISCIPLINARY THEORIES TO NURSING PRACTICE

The NLN Jeffries Simulation Theory helps identify basic concepts and procedures for
simulation- based education (SBE). It offers a means of researching the phenomena of simulation
that can make it easier to investigate best practices, outcomes, and system change
(Cowperthwait, 2020). The theory has six core concepts – situation, context, design, educative
practice, simulation experience, and outcomes (Cowperthwait, 2020).
My practice issue is lack of effective interprofessional collaboration (IPC) between health care
professionals. This is an issue that I come across on a daily basis in my place of practice that
negatively impacts patients’ health outcomes. It is very important that every member of the
patient’s health team is communicating effectively and not only through charts to ensure that we
reduce errors and delays in patient care. Lack of structure, unfamiliarity with responsibilities and
services, lack of trust, and communication are some of the barriers to effective IPC ((Moncatar et
al., 2021) .
According to NLN Jeffries Simulation Theory, the concept of simulation experience starts with a
setting of mutual trust between the learners and the facilitator. It is collaborative, practical,
learner-centered, and interactive (Cowperthwait, 2020). Currently, the use of simulations in
nursing education is increasing, and interprofessional education collaborations has received more
attention (McEwen & Wills, 2023). During my entry level masters’ in nursing program at
Charles Drew University, the clinical skills and simulation center will organize yearly mandatory
interprofessional simulation. The participants were medical and nursing students from our
school, and pharmacy students from West Coast University, and it was facilitated by the
professors from the medical, nursing, and pharmacy schools.

The enhance teamwork and quality of care, the students from each profession learned from, with,
and about each other. We all had to cooperate and communicate effectively in order to ensure
that our simulated patient has a good health outcome. This simulation in interprofessional
clinical education can be transferred to the healthcare settings to help team members consider
their usual cooperation with one another and evaluate their nontechnical and teamwork skills
(Von Wendt & Niemi-Murola, 2018). In essence, this theory can help healthcare organizations
improve collaboration between interprofessional teams and subsequently provide better quality
of care for patients. For example, in my primary care workplace, we can have physicians,
nurses, case managers, clinical pharmacists, social worker, and community health workers
participate in biannual simulation experience to improve our communication with each other in
order to better assist our patients.

References:

Cowperthwait, A. (2020). NLN/Jeffries Simulation Framework for simulated participant
methodology. Clinical Simulation in Nursing, 42, 12–21.
https://doi.org/10.1016/j.ecns.2019.12.009 Jeffries, P. R., Rodgers, B., & Adamson, K. (2015).
NLN Jeffries Simulation Theory: Brief Narrative Description. Nursing Education Perspectives,
36(5), 292–293. https://doi.org/10.1097/00024776-201509000-00004 Moncatar, T. R.,
Nakamura, K., Siongco, K. L., Seino, K., Carlson, R., Canila, C. C., Javier, R. S., & Lorenzo, F.
M. (2021). Interprofessional collaboration and barriers among health and social workers caring
for older adults: A philippine case study. Human Resources for Health, 19(1).
https://doi.org/10.1186/s12960-021-00568-1
McEwen, M., & Wills, E. M. (2023). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
Von Wendt, C. E., & Niemi-Murola, L. (2018). Simulation in interprofessional clinical
education: Exploring validated nontechnical skills measurement tools. Simulation in healthcare :
journal of the Society for Simulation in Healthcare. https://pubmed.ncbi.nlm.nih.gov/29117089