NS1G46 Week 3 Nursing Theory Perspectives -

NS1G46 Week 3 Nursing Theory Perspectives

NS1G46 Week 3 Nursing Theory Perspectives

Week 3 Nursing Theory Perspectives

This activity is designed to expose you to a variety of nursing theory perspectives.

Select a nursing theory you have researched in past weeks.

Analyze the theory. Your analysis should include:

Description of the theory’s background and influencing factors, including worldview

Explanation of the underlying assumptions

Evaluation of major strengths and weaknesses

Application strategies for clinical practice

Citation of case example from personal or professional life that describe the application in practice

Cite at least three scholarly articles.

Format your assignment as one of the following:

18- to 20-slide presentation

3- to 4-minute podcast

15- to 20-minute video presentation

875-word paper

another format approved by your instructor

Click the Assignment Files tab to submit your assignment.

In modern health care, nursing theories assist nurses by offering a number of different strategies and approaches to providing patients with optimal care. As today’s nurse educators train the next generation of nurses, they are responsible for equipping future nurses with the key components of the foremost theories, so that these nurses can utilize the methods that best fit their patient care needs. The following five nursing theories are some of the leading approaches used, offering meaningful insights that accommodate each patient’s individual health care needs and interests.

Leininger’s Culture Care Theory

Believing that culture, together with care, is a powerful construct that is essential to health and prosperity, Madeleine Leininger founded the culture care theory during her long career as a certified nurse, administrator, author, educator, and public figure. Also referred to as the theory of transcultural nursing, the culture care theory addresses the care needs of patients of diverse cultures in hospitals, clinics, and other community settings. To help nurses and nurse educators develop realistic, new, and comprehensive care practices that effectively serve the unique cultural demands of the ill, Leininger structured the culture care theory with these four major tenets:

Though culture care practices are inherently diverse, there are some universal attributes and similarities that recur within the patterns and expressions of care.
Culture care is strongly influenced by relevant aspects of an individual’s worldview, ethnic history, language, environmental context, and societal structure. These factors critically influence personal patterns that can be used to predict health, prosperity, sickness, and how someone behaves when confronted with difficult care concepts, like disability and death.
An individual’s culture-based ideas of care, medicine, and health factors can greatly influence health outcomes.
There are three transcultural modes of action available to nursing care professionals:

culture preservation and/or maintenance
culture accommodation and/or negotiation
culture re-patterning and/or restructuring

Humanistic Nursing Theory

This theory focuses on the human aspect of nursing and was developed by doctors Josephine Paterson and Loretta Zderad during the 1960s based on their interest in mixing nursing with phenomenological and existential philosophies. Paterson and Zderad were sure that, through examining their own individual experiences and personally connecting with patients, clinical nurses would be able to devise new theoretical arguments that could potentially become useful guides for other nursing care professionals. In order to focus on the overall human experience when caring for a patient, a nurse should treat the individual as being more than just a number—the nurse needs to connect with the patient in an interpersonal fashion to develop the best care strategy. This requires engaging in dialogue with the patient, so that the nurse may blend their personal and emotional perspectives with the patient’s respective viewpoints in order to develop a well-rounded understanding of the medical situation. Through the following three concepts of humanistic nursing, nurse educators can help nurses learn how to effectively define themselves, their work, and their relationships with their patients and colleagues to ensure that their planned treatment strategies account for the personal and emotional viewpoints of every involved party:

Dialogue – Establishing complete communicative relations in three different forms:

person to person dialogues
person to object dialogues
group dialogues in the form of a community of two or more people

Community – Through community, two or more people are able to discover the innate meaning of their actions by sharing ideas and experiences with one another.

NS1G46 Week 3 Nursing Theory Perspectives

Phenomenological Nursing – Intended to help nurses describe their experiences within the context of humanistic dialogue; phenomenological nursing has five phases:

preparing to understand experiences and perceptions, without prejudice and judgment, while acknowledging one’s own personal worldview.
getting to know the other person’s view on their experiences as a nurse or patient.
reflecting upon previous experiences to analyze, classify, and compare one’s own experiences to that of another nurse or patient.
synthesizing the information gained through the first three phases, based on the realities of one’s own worldview.
using the ideas that have been inferred from each situation now represented as a whole concept or theory that represents a nurse’s understanding of their experiences or their patient’s experiences.

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ASSIGNMENT RUBRIC

NS1G46 Week 3 Nursing Theory Perspectives Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.