Feb 23, 2024 NR 501 Week 5 Borrowed (non-nursing) Theories Applied to the Nursing Profession
NR 501 Week 5 Borrowed (non-nursing) Theories Applied to the Nursing Profession
NR 501 Week 5 Borrowed (non-nursing) Theories Applied to the Nursing Profession
While the focus of this course is nursing theory, frequently the use of non-nursing or borrowed theories occurs. Select a nursing practice area (i.e. education, executive, advance clinical practice, informatics, and health care policy); then identify a non-nursing (borrowed) theory; and apply it to the area you have selected. Be sure to provide an example of how the non-nursing theory can be used to enhance the selected practice area. Don’t forget to include scholarly reference(s) to support your information.
For this post, I am going to choose the specialty track that I am currently in: the educator track. A non-nursing (borrowed) theory I think that applies to my specific area is the discipline-specific theory. This theory is defined as an organized knowledge that is unique to its own specific discipline. Knowledge that is considered owned can have significance to the knowledge and discipline that is shared throughout our profession. This makes me think of things such as providing answers to questions, solutions to problems, or explaining nursing content. This theory is designed to identify the knowledge that is specific to a certain branch of learning, which in this field would be nursing. Its purpose is to provide a database that is related to nursing care and is designed to improve and promote the health and well-beings of the patients under my nursing students care (Cordon, 2013).
We as nurses must have a discipline-specific determination to provide high quality nursing care. We must establish a framework specifically designed to the nursing profession. We are legally and morally responsible for our patients, but for some reason, the meaning of “high quality care” remains unclear mainly because the models we have used to define are borrowed from other disciplines. Patient outcomes are products of our service. They are specific to our patient’s own perspective and are actions and behaviors are linked to our discipline-specific determination and knowledge (Gunther et al., 2012).
References:
Gunther, M., & Alligood, M. R. (2012). A discipline-specific determination of high quality nursing care. Journal of Advanced Nursing, 38(4), 353-359. doi:10.1046/j.1365-2648.2002.02201.x
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Cordon, C. P. (2013). System theories: An overview of various system theories and its application in healthcare. American Journal of Systems Science, 2(1), 13-22.DOI: 10.5923/j.ajss.20130201.03
To answer your question in-depth, I first did a little research on the General Systems Theory. This theory is utilized more as an approach, per say, rather than a theory. This approach is used in our profession as a new way of seeing the profession and understanding it. This theory actually goes hand and hand with the development of physical sciences and the rise of both conflict and peace. GST is a characteristic of groups and systems combining together as one, or as we see a whole (Rousseau, 2016).
With this being said, GST is a “wholeness” in the nursing profession. I can see a correlation between GST and nursing theories due to this very fact. There are correlations between GST and nursing theory because the two tend to integrate with various sciences. GST also is the “center theory” in all of our nursing theories. GST and nursing theories are important aspects in the physical fields of science and the nonphysical fields of science (Rousseau, 2016).
I also think that GST as a whole develops principles throughout all nursing theories and in turn brings us closer to a unity of science which leads us to an integration of education in the science and nursing profession. GST appears holistic in nursing theory and we must think of it as a system of mutual interaction (Rousseau, 2016).
I found this theory to be interesting in our profession because Ludwig found that the study of systems can contain a cross-sectional approach or a developmental approach. A cross-sectional approach deals with the mutual interactions between two or more systems (or in this case, nursing theories) and a developmental approach deals with changes that occur over time. Nursing theories too use these approaches and look at nursing as a profession and a structure that can be changed overtime (Rousseau, 2016).
Reference:
Rousseau, D., Billingham, J., Wilby, J., & Blachfellner, S. (2016). The Synergy between General Systems Theory and the General Systems Worldview. Systema Journal, 4(1). Retrieved January 30, 2018.
This writer will be discussing this question from the perspective of Family Nurse Practitioner track. This writer will be using the constructivist learning theory for this discussion, as I think it will enhance my general information and positively influence future experience in healthcare settings, particularly primary healthcare setting facilities. My personal professional ultimate goal is to practice as a primary care provider for patients that receive care in neighborhood communities which are lacking proper health services. As a future Family Nurse Practitioner, I will make great effort to gain advantage in my specialty area by maintaining up to date information, advancing my educational capacity as well as taking part in clinical research in order to improve and sharpen my clinical skills, so the care I am able to provide to others is appropriate, accurate, and evidence based utilizing the newest technology and leadership skills.
According to Hsieh, Hsu & Huang (2016) constructivist learning theory, which is the theory I have chosen, is a leaning theory found in psychology that enlightens how people might obtain knowledge and learn. Cognitive theories are utilized to analyze student’s learning development process to comprehend in what way the knowledge is received, ordered, kept and retrieved by the mind. The objectives of constructivism are to comprehend the skills applied to the process of critical thinking, teamwork, and individual enquiry, skills that are of paramount importance to nursing practice and the application of evidence based practice.
Learning is a process that involves active collaboration, discussion and teamwork. One of the benefits of constructivist learning environments application is the importance placed on the social and cultural aspects of learning. This theory is focused on an active learning environment.
According to Hsieh, Hsu & Huang (2016) constructivism is founded on the impression that newly-acquired information is constructed upon and within the background of preceding knowledge. In this model, trainers originally present basic concepts, and then progressively increase to more complex concepts, whereas students apprise themselves with the more basic concepts. In a constructivist classroom, educators are required to develop all skills that the students need to actively participate.
According to Cook (2012) constructivist learning environments has potential for family nurse practitioner (FNP) students to practice safe clinical decision making through virtual stimulation. When utilizing this theoretical framework, it is crucial for Family Nurse Practitioners students to pay keen attention to the technology and pedagogy proficiencies, in the virtual learning setting in order to achieve high quality learning.
Primary care providers, on a regular basis, communicate with their clients and other healthcare providers and members of the healthcare team by the use of discussion, interchange and collaboration among each team member with the final purpose of finding the correct treatment approach for every affected patient or client they encounter during clinical practice. This process is an active learning process, which may be called constructive learning. An example is that a Family Nurse Practitioner manages her gynecological patient with an abnormal vaginal bleeding; at some point of the disease process, the Family Nurse Practitioner will refer this patient to an Obstetrics and Gynecology specialist for further required management or surgical procedure. In taking the decision to refer this patient to an Obstetrics and Gynecology specialist, the patient’s condition can be treated and managed before any complication arises that may put the patient’s life at risk. The specialist may cooperate with the patient’s primary care provider in the provision of health maintenance and continuity of care of this patient’s healthcare general.
Reference
Cook, M. J. (2012). Design and initial evaluation of a virtual pediatric primary care clinic in Second Life®. Journal of the American Academy of Nurse Practitioners, 24(9), 521-527. doi:10.1111/j.1745-7599.2012.00729.x, retrieved from http://eds.a.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=1&sid=7bad8417-ad6c-4e0a-b999-104c888c03b9%40sessionmgr4010 (Links to an external site.)
Hsieh, S., Hsu, L., & Huang, T. (2016). The effect of integrating constructivist and evidence-based practice on baccalaureate nursing student’s cognitive load and learning performance in a research course. Nurse Education Today, 6, 1-8. doi: https://doi.org/10.1016/j.nedt.2016.03.025 (Links to an external site.) . Retrieved from https://www-sciencedirect-com.chamberlainuniversity.idm.oclc.org/science/article/pii/S0260691716300077?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb&ccp=y (Links to an external site.)
To be an advanced practice nurse in the executive track, a director of nursing can be a path a nurse takes. A director of nursing is in charge of nurses in the health care facility. The director is responsible for collaboration with other health care providers and maintaining safe and effective practice of the nursing staff. Not only do they work on these tasks, they also are involved in financial decisions such as budgeting and cost effectiveness.
This level of work and the many factors involved can lead to stress for the director of nursing. There is enough evidence in health care professions that nursing is ranked 27th among 130 studied professions regarding work-related mental health issues (Akbar, Elahi, Mohammadi, & Khoshknab, 2017). Nursing, and advanced practice nursing is a job requiring high skill, alertness, collaboration between team members, and constant care. These factors create many job stressors for nurses and advanced practice nurses alike (Akbar et al., 2017).
Lazarus and Folkman’s Transactional Model of Stress and Coping provides the theoretical framework for when nurses and advanced practice nurses are faced with stressors. This theory presents stress as a product of transaction between a person and the complex environment that surrounds them (Hulber-Williams, Morrison, Wilkinson, & Neal, 2013).). Stress through this theory is transactional and the coping outcome is informed by both the cognitive appraisal of the stressor and the individuals emotional response (Hulber-Williams et al., 2013). This theory suggests that variations of certain appraisals determine the adoption of one stress-related theme. When paired with a single emotional response, in turn, moderates the adoption of different coping strategies (Hulber-Williams et al., 2013).
Lazarus’s theory on stress is important to nursing and advanced practice nursing because individuals can assess the effects of the stress, whether it be physical or psychological, and the coping process that the individual uses (Hulber-Williams et al., 2013). A director of nursing is able to assess the meaning of the stressor. This could be staffing retention or budget issues. At this time, the director needs to look at the resources available and the support, both physical and emotional, they have. This will impact how they cope with the stressor and appraise it. The director of nursing can use they factors to cognitively make decisions to adapt and flourish in their environment. This can help alleviate the stress and move towards a common goal to help with stressors such as staffing or maintaining a budget. This theory can be used throughout the career as a director of nursing, as stress is unavoidable, but how one copes with stress can help everyone involved.
Nikki Ballinger
Hulber-Williams, N.J., Morrison, V., Wilkinson, C., & Neal, R.D., (2013). Investigating the cognitive precursors of emotional response to cancer stress: Re-testing Lazarus’s transactional model. British Journal of Healthy Psychology (18), 97-121.
Akbar, E.E., Elahi, N., Mohammadi, E., & Khoshknab, M.F., (2017). How do nurse cope with job stress? A study with grounded theory approach. Journal of Caring Sciences, 6 (3), 199-211. doi:10.15171/jcs.2017.020
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 Category109840ScholarlinessDemonstrates 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 discussionProvides 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 reliableNo evidence of the use of scholarly inquiry to inform or change professional or academic decisions.Information is not valid, relevant, or reliablePerformance Category 109840Application 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 situationsPosts 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 contentPosts 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 lessonPosts 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 lifePosts 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 lifePerformance Category 54320Interactive 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 facultyHas only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ commentsDoes not post to the threadNo connections are made to the topic Minus 1 PointMinus 2 PointMinus 3 PointMinus 4 PointMinus 5 PointGrammar, 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 Edition2-3 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 instructor0 points lost -5 points lostTotal Participation Requirementsper discussion threadThe 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 daysEarly Participation Requirementper discussion threadThe 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.
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