Feb 23, 2024 NR 391 Week 1 Discussion1 Models of Transcultural Nursing
NR 391 Week 1 Discussion1 Models of Transcultural Nursing
NR 391 Week 1 Discussion1 Models of Transcultural Nursing
The theories that reflected my clinical practice the most were the Roy Adaptation Model and the Self-Care Deficit Nursing Theory (SCDNT). I practice as a nurse clinician in a general dermatology outpatient clinic. However, we have a specialty clinic that focuses on oncodermatology. We see and treat patients with skin related issues from different cancers. During this clinic, I see the Roy Adaptation Model in practice. The minute a patient is diagnosed with cancer, they must adapt to their new circumstances. Their physiological mode is altered by the cancer cell mutation oftentimes manifesting in physical symptoms. The extreme nature of a cancer diagnosis can lead to psychological and spiritual strain. Patients internalize this diagnosis and begin to question the intention of the higher power they believe in. The relationship between patients and loved ones are also affected. Patients will need a strong support system to overcome their diagnosis. However, patients take on this new role and fight to return to their original state of health. As a nurse, I take on the role of caretaker for these patients. I specifically provide education on the diagnosed skin conditions related to cancer or cancer treatments and on the medications prescribed to treat these conditions. Patient’s environments quickly begin to incorporate much more time spent at hospitals and doctor’s appointments. Their health goes from disease prevention to disease treatment. My role as a nurse for these patients is to encourage adherence to treatment, provide emotional support, and work closely with patients to treat concerns that will lead to improved health. Our oncodermatology patients are seen on a weekly to monthly basis depending on their needs. Every appointment is an opportunity to evaluate how they are coping with their situation. We use this assessment to determine what nursing interventions will be most beneficial at that time.
There is another clinic in my department called the nurse clinic. The nurse clinic is where patients exclusively see a nurse for their appointment. Nurses provide care for patients such as suture removal, injection teaching, and wound care. Orem’s theory of Self-Care Nursing highlights the dynamic between the patient receiving care and the nurse providing care (Smith, 2020). A common wound care procedure performed in the nurse clinic is unna boot removal and application. The process involves wrapping a patient’s leg with econo paste, kerlix, and coban. Unna boots are a task that requires nursing care due to the location on the patient’s body and special training nurses have for wound care. An example of a self-care deficit that eventually turns into self-care is injections. The patient will have an initial appointment for a biologic injection with the nurse. At this appointment, the nurse will inject the medication and then teach the patient how to inject themselves. After the patient learns how to inject, they use the new information to provide their own care at home. It is rewarding to witness patients taking control of their health, sometimes to the point where they do not require the hands-on nursing care from our clinic.
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 391 Week 1 Discussion1 Models of Transcultural Nursing
I chose a research study that investigated how Orem’s self-care deficit theory applied nursing interventions to pediatric cancer patients and their parents. The study aimed to identify self-care tasks children and parents were able to complete andthe nursing interventions necessary for them to complete dependent-care tasks. The study was composed of 9 children with cancer and 18 parents all with varying circumstances. The estimative operations, which establish the nature of the situation included the participants acquiring knowledge and gaining information (Burley Moore & Beckwitt, 2006). The children and parents learned of their initial diagnosis from their healthcare provider. The nursing interventions provided to the families included verbal teaching and supplying information (Burley Moore & Beckwitt, 2006). These interventions gave participants resources such as support groups, tips for managing medical equipment, handouts, books, and pamphlets to expand their understanding of the specific cancer diagnosis. One example given was how a video helped a young patient cope with cancer and learn to not blame herself for her body getting sick (Burley Moore & Beckwitt, 2006). The next nursing interventions assist with transitional operations. The transitional operations are the steps taken to decide a course of action (Dennis, 1997). The healthcare team discusses options with patients and make the necessary referrals. The information gives families knowledge and autonomy to make the right decisions for their situations. The study explores a case where there was a lack of referrals provided. A mother expressed her desire for a psychiatry referral and the benefit it would have had on her child’s mental health. It is our job as nurses to look at the patient as a whole and recognize areas that require a specialist. Lastly, nurses provide motivation to support the productive operations where tasks are completed. An example from the study details a nurse that successfully got her patient to drink her milk by promising her a dance. The findings of the study showed nursing interventions did improve estimative, transitional, and productive operations; however, there were many areas for improvement of nursing interventions (Burley Moore & Beckwitt, 2006). The conclusion emphasizes Orem’s self-care deficit model in practice and ways nurses can apply this model to provide better care for patients.
References
Smith, M. C. (2020).Nursing theories and nursing practice (5th ed.). F.A. Davis.
Struggling to Meet Your Deadline?
Get your assignment on NR 391 Week 1 Discussion1 Models of Transcultural Nursing done on time by medical experts. Don’t wait – ORDER NOW!
Meet my deadline
Burley Moore, J., & Beckwitt, A. E. (2006). Self-Care Operations and Nursing Interventions for Children With Cancer and Their Parents. Nursing Science Quarterly, 19(2), 147-156. doi:10.1177/0894318406286594
Dennis, C. M. (1997).Self-care deficit theory of nursing: Concepts and applications.St. Louis, MO: Mosby.
Chapter 1 of Andrews and Boyle (2016) discusses Leininger’s sunrise model of transcultural nursing. However, other models are described and are important to acknowledge as well. Besides Leininger’s model, what others are available? Describe one model and how you might apply it to your practice setting. An excellent resource may be found at the Transcultural Nursing Society’s website
(http://www.tcns.org) Click on the Theories tab.
Participation: RN-to-BSN
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
NR 391 Week 1 Discussion1 Models of Transcultural Nursing
1. Attendance
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
Demonstrate understanding of concepts for the week
Integrate professional resources
Engage in meaningful and respectful dialogue with classmates
Express thoughts clearly and logically
Participation Requirement: You are required to post a minimum of two (2) times in each graded thread. These two (2) posts must be on two (2) separate days and the first post in each thread must be completed by 11:59 p.m. MT on Wednesday.
Participation points: If your posts do not meet the participation requirements (above) 20% points will be deducted from a thread. Each thread is graded independently. You will receive a 20% point deduction in each thread if:
your first post in each thread is not posted by 11:59 p.m. MT on Wednesday, OR
you do not post a second time in each thread
3. 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.
4. Participation Guidelines
You are required to post a minimum of two times in each graded thread. These two posts must be on 2 separate days and the first post in each thread must be completed by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. mountain time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
5. Grading Rubric
Discussion Criteria
A
(92-100%)
Outstanding or highest level of performance
B
(84-91%)
Very good or high level of performance
C
(76-83%)
Competent or satisfactory level of performance
F
(0-75%)
Poor or failing or unsatisfactory level of performance
Responds to the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week based on assigned reading(s) and weekly course lesson. 32% points
Thoroughly answers the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
Answers the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
Answers the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
Does not respond to the initial discussion question(s). Little or no evidence of knowledge or understanding of weekly concepts.
Supports ideas and opinions with experiences and resources from assigned reading and/or textbook, and lesson. 24% points
Thoroughly supports ideas and opinions with experiences and resources that include lesson and assigned readings and may also include professional journal articles. Ideas are credited* to the source.
Supports ideas and opinions with experiences and resources that include lesson or assigned readings that are credited* to the source.
Satisfactorily supports ideas and opinions with experiences and resources that mention the lesson or assigned readings but source is not noted.
Little or no support of ideas and opinions with any experiences or resources.
Engages in meaningful and respectful dialogue with classmates before the end of the week. 28% points
Responds to classmates and/or instructor by name in a respectful manner speaking to the points already made by others, furthering the dialogue through clarification and additional knowledge, thereby contributing much depth to the discussion.
Usually responds to classmates and/or instructor by name and always in a respectful manner speaking to the points already made by others, furthering the dialogue and adds some depth to the discussion.
Unable to determine to whom the person is speaking but is respectful speaking to the points already made by others, but does not further the discussion.
Responds to classmates and/or instructor in a disrespectful manner or responses are not on topic causing distraction to the discussion.
Communicates in a professional manner. 16% points
Presents information using clear and concise language in an organized manner (uses accurate English grammar, spelling, syntax, and punctuation with minimal errors).
Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
Presents information using understandable language but is somewhat disorganized (many errors in English grammar, spelling, syntax, and punctuation).
Presents information that is not clear, logical, or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
Participation Posts a minimum of two (2) times in each graded thread. These two (2) posts must be on two (2) separate days and the first post in each thread must be completed by 11:59 pm MT on Wednesday. 20% of points are deducted per thread if this criterion is not met. A zero is the lowest score possible per thread and each thread is graded independently.
NO points added or deducted if minimum requirements are met.
Deduct 20% of points if minimum requirements are NOT met.
*Credited means stating where the information came from (specific article, text, or lesson). Example: Our text discusses…. The information from our lesson states…. Smith (2010) claimed that….. Mary Manners (personal communication, November 17, 2011)….
Order a similar assignment, and have writers from our team of experts write it for you, guaranteeing you an A
