Assignment: Conceptual-Theoretical-Empirical Structure (CTE) Evaluation

Assignment: Conceptual-Theoretical-Empirical Structure (CTE) Evaluation

Assignment  Conceptual-Theoretical-Empirical Structure (CTE) Evaluation

The field of nursing depends entirely on the application of pragmatic adequacy criterion to translate evidence into practice. The premise implies that nurses have an obligation to develop, disseminate and use knowledge in clinical practice (Creswell & Poth, 2017). Ideally, before translating evidence into practice, nurses are required to conduct assessment of the health-related experiences as well as the interventions used in order to promote positive responses for patients. One of the approaches to optimize valuable outcomes to patients entails the application of conceptual-theoretical-empirical structure (Masters, 2014). The model abbreviated as CTE relates to a systematic inquiry about the indicators of systematic application of research into clinical practice. However, the extent to which CTE may be used to yield valuable outcomes to patients remains unclear.

The current study delves into the description of CTE and how the model can be used as a first-hand experience in the real-world nursing practice. Specifically, the present article examines the application of the model framework in practice by using the Kisten Swanson’s Caring Theory. Besides, the study will be premised on a translation and the implementation Swanson’s in clinical practice by use of actual example of grief especially loss of a child by a parent. Moreover, the CTE structure will be evaluated and its implication in care practice elaborated.

Evaluation of the Conceptual-Theoretical-Empirical Linkages

Nursing field draws much of its evidence from theorists to drive professional expansion in addressing the dynamics of patient care in the contemporary practice. Based on this premise, an inextricable linkage exists between the conceptual, theoretical frameworks together with the empirical framework that can be used to help the application of research into practice (Smith & Parker, 2015). In essence, it is almost impossible for nursing professionals to conduct research or apply a given evidence in practice without using guidance developed from conceptual model (Fawcett, 2017). Nonetheless, it is absurd for a professional to assume that the development of a given nursing theory can occur without taking into account guidance derived from a conceptual model. Guided by the argument, it is apparent that the CTE concept inductively follows the conceptual framework into significant clinical empirical indicators so as to establish a model for practice.

However, the logical procedure that follows the development of the model implemented in theory-testing of clinical inquiry or

nursing practice tends to proceed from the concept framework to theory and finally to the empirical identifiers (Yoost & Crawford, 2019). From this systematic analogy, the theoretical structure is implemented in different applications. One of the implementation of the framework is based on a conceptualization of how nurses interacts with their clients and with their environment of care as described by the Swanson’s theory of caring. Precisely, the most important application of the model relates to how nurses communicate to patient after loss of a body part due to amputation or how the professionals address grief to the family members following death of patient.

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Evaluation of the Selected Theory Using Actual Example

The application of nursing theory can be compounded by lack of a model framework to guide in the implementation of research in practice. Kristen Swanson’s caring theory bridges the gap of this void by providing a solution related to a given context. The theory unravels the specific elements in the caring process that a nurse should take into consideration when addressing concerns raised by patients. According to Arroyo‐Marlés et al. (2018), nurses need to be integrated into a caring relationship with their clients to establish a conducive environment of care. This is to suggest that the interaction between the care provider and the patient should benefit both parties to optimize quality outcomes.

Swanson’s theory of care denotes that a motivation of care is enhanced when discomfort to patients is addressed by nurses. In other words, the nurses empathize with the patients to promote a caring relationship (Masters, 2014). Patients will therefore accept the reality of their condition and willingly respond to the interventions administered to them. The theory explains the connectedness of the caring approaches in an example of grief in order to apply the ethical attitudes that nurses can implement to restore comfort to patients or their surrogates (Webb et al., 2017). According to Swanson, nurses should demonstrate willingness about how they offer care to patients and address their wellbeing. This relates to how nurses address impending medical bills to patients or in grief (Prasetyo, Wardojo & Pratiwi, 2017). Ideally, the loss of a loved one, specifically a child, by a parent can be such a devastating moment that requires the intervention of a nurse. The nurse can use the theory to enable the family or relatives of the patient to adjust to the complexities related to such a loss. Krause et al. (2016) postulates that the theory can be used in the context of social, psychological and spiritual motivations to establish an environment of comfort to the members of the family.

Evaluation of the Empirical Indicators

Often, most theoretical concepts in nursing care may not be directly observed and connected with the real environment of practice. This calls for the utilization of empirical indicators by analyzing the tools used for the assessment and evaluation of the intervention protocols used in research (Smith & Parker, 2015). In essence, simple assessment tools should be used by health providers to avoid undue burden to patients during care and as a way to test how they can be operationalized (Fawcett, 2017). The empirical indicators related to the Swanson’s theory should be based on nursing knowledge and personal experiences to maintain an optimal level of patient care as well as to address the well-being of patients’ surrogates following a loss (Arroyo‐Marlés et al., 2018).

Evaluation of Research Findings

The premise herein encompasses an analysis of empirical adequacy of a given component of the theory. As per Swanson’s theory, it is clear that the model draws a boundary between caring subcategories and the conduct of nurses during provision of service to patients (Masters, 2014). This reduces the risk of ambiguity considering that the framework emphasizes the role of nurses in establishing a caring environment of comfort. Accordingly, the concepts defined by the theory have remain consistent over time (Yoost & Crawford, 2019). In essence, the theory is flexible and can fit into the caring models of patients.

Evaluation of the Utility and Soundness of the Practice Theory

The conceptual model described by Swanson’s theory tends to be legitimate implying that it can be applied in a variety of clinical frameworks. Even though the theory was developed for use in prenatal context, it can now be implemented in patients with mental disorders, dementia, palliative and home care (Creswell & Poth, 2017). This is to say that the theory is accessible and widely accepted as a preferred option for use among health care providers due to lack of major flaws identified in the conceptual model.

Assignment: Conceptual-Theoretical-Empirical Structure (CTE) Evaluation Conclusion

The improvement of care practice requires nurses to interpret various nursing theories to guide decision on implementation. The CTE structure is constructed to enhance systematic generation of theory and testing before the model is applied to clinical research. As per the preceding illustrations, the Swanson’s theory of caring was elaborated in the context of providing comfort to patients’ surrogates following a loss. The empirical indicators affirm that the theory supports nursing care and should be integrated with other aspect of practice following the demise of a patient.

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The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

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Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

• Your response needs to be a minimum of 150 words (not including your list of references)
• There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
• Include in-text citations in your response
• Do not include quotes—instead summarize and paraphrase the information
• Follow APA-7th edition
• Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

• A minimum of 6 responses per week, on at least 3 days of the week.
• Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
• Each response needs to be at least 75 words in length (does not include your list of references)
• Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
• Follow APA 7th edition
• Points will be deducted if the above is not followed
• Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
• Here are some helpful links
• Student paper example
• Citing Sources
• The Writing Center is a great resource