NR 501 Week 4: Connection Between Theory and Advanced Clinical Practice

Sample Answer for NR 501 Week  Connection Between Theory and Advanced Clinical Practice Included After Question

NR 501 Week 4: Connection Between Theory and Advanced Clinical Practice

NR 501 Week  Connection Between Theory and Advanced Clinical Practice

Week 4: Connection Between Theory and Advanced Clinical Practice

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While the focus of this course is nursing theory, some nurses say that theory has no role in clinical practice.  What are your thoughts? Does nursing theory have a role in clinical practice? How would you use nursing theory to improve or evaluate the quality of clinical practice?  Be sure to include an example that demonstrates your thoughts.  Don’t forget to include a scholarly reference!

A Sample Answer For the Assignment: NR 501 Week 4: Connection Between Theory and Advanced Clinical Practice

Title: NR 501 Week 4: Connection Between Theory and Advanced Clinical Practice

Connection Between Theory and Advanced Clinical Practice

Nursing theory has an important role in clinical practice. Theory has been recognized as the tool to making our practice a “rational knowledge based science” (Mao, 2015, p. 13). I feel that many people feel that theory has no place in clinical practice because of the abstract ideas and terminology that is involved. Mao (2015) gives the example of the nurse practitioner who’s main focus is curing rather than caring, while most theory is centered in caring as the primary nursing goal. “Currently, there is an explosion on the number of nursing theories, but not the usage of nursing theory” (Mao, 2015, p. 13).

NR 501 Week  Connection Between Theory and Advanced Clinical Practice
NR 501 Week  Connection Between Theory and Advanced Clinical Practice

However, I feel that theory is at the base of clinical practice. Every intervention that we perform as nurses is based in theory. You may not actively think to yourself, “today I am applying Orem’s theory of Self Care to my practice,” but you are still educating your new onset diabetic patient on insulin administration. I think that taking time to understand and simplify theory would make it easier to use it to improve clinical practice. For example, Martha Rogers’ theory the Science of Unitary Human Beings sounds pretty abstract when you read about it. It talks about energy fields and uses big words like resonance and helicy (Rahim, 2016). However, at its core the theory is just talking about the patient and their relationship to their environment. The patient and their environment are two things that are constantly interacting with one another and affecting one another (Rahim, 2016). We apply this idea to nursing all of the time. We are taught in nursing school to look at our patients holistically and assess all of the factors that could be affecting their health.  When I receive a patient I am constantly assessing their family dynamic. I am thinking about what their home situation is like and what help they will need at discharge. I am taking into account the hospital environment and its affect on them. Finally, I am taking into account their illness and how it is affecting their reaction to the hospital environment. At no point in my day am I going to think to myself that I am applying Mary Rogers’ theory, but I am applying it because my training as a nurse was based upon it. I think that the argument that theory does not apply to real life practice exists just because there needs to be an effort to simplify it and realize that it is already occurring in our everyday practice.

NR 501 Week 4: Connection Between Theory and Advanced Clinical Practice References

Mao, A. (2015). The gap of nursing theory and nursing practice: is it too wide to bridge? Macau Journal of Nursing, 14(1), 13-20. Retrieved from http://web.b.ebscohost.com.chamberlainuniversity.idm.oclc.org/ehost/detail/detail?vid=31&sid=fd5498a1-42f5-4660-88a2-6b5fee7ebaaf%40sessionmgr120&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ccm&AN=113930388 (Links to an external site.)

Rahim, L. (2016). Comparison between two nursing theories: Rogers and Leddy. Journal on Nursing, 6(1), 1-5. Retrieved from http://web.a.ebscohost.com.chamberlainuniversity.idm.oclc.org/ehost/detail/detail?vid=3&sid=472994c4-62a3-42ca-94e5-95386a361761%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=116359098&db=ccm

Manage Discussion Entry

Hi Megan, Professor Talley and colleagues,

I agree with your perspective and discussion, theory is applied daily to every nursing action and procedure. We as nurses carry out nursing actions and procedures with the purpose of assisting patients in the recovery of health and or maintain a good health status with these theories as foundation. As you well explained we do not stop to think which theory we are applying, we just use then routinely and apply them as evidence base practice. Now to have current information on evidence based information we need to keep up to date with current and recent clinical practice research, one of the ways to do so, is by participating in clinical research or continuing education workshops.

Evidence based practice is the current development in nursing practice that dictates excellence when carrying out a specific nursing action and or procedure, that promises assurance of optimal patient healthcare outcomes. A study undertaken by McKeon and McKeon (2015), define evidence based practice as the process in which clinical practice and nursing data are standardized into clinical decision-making. Once the application and utilization of clinical experience are used jointly with the most up to date information and best evidence available, nurses are able to provide and enhanced care for their patients and families.

We can relate to Dorothea Orem’s self-care nursing theory, which is one of the grand nursing theories. This theory has emphasized that the client’s capacity to accomplish life-sustaining activities are indispensable to the patient’s well-being (Wong, Ip, Chio & Lam, 2015).

According to Wong, Ip, Chio & Lam (2015) an individual begins and does self-care to preserve life, healthy functioning, and well-being. This individual must achieve selfcare intervention which is influenced by basic predisposing factors such as age, sex, developmental state, environmental factors, family system factors, sociocultural factors, health state, pattern of living, healthcare system factors and availability of resources. The patient’s capability to achieve or involve in self-care may be affected by  the abovenamed predisposing factors and therefore these self-care activities might need to be modified by the type of activity or even the quantity of these self-care activities.

NR 501 Week 4: Connection Between Theory and Advanced Clinical Practice References

McKeon, P. O., & Medina McKeon, J. M. (2015). Evidence-based practice or practice-based evidence: what’s in a name?. International Journal of Athletic Therapy & Training, 20(4), 1-4. DOI: 1-4 http://dx.doi.org/10.1123/ijatt.2015-0055 (Links to an external site.) Retrieved from http://eds.a.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=2&sid=2cef8dbd-7ff5-4058-835a-c39989924269%40sessionmgr4006 (Links to an external site.)

 

Wong, C. L., Ip, W. Y., Choi, K. C., & Lam, L. W. (2015). Examining self-care behaviors and their associated factors among adolescent girls with dysmenorrhea: an application of orem’s self-care deficit nursing theory. Journal Of Nursing Scholarship, 47(3), 219-227. doi:10.1111/jnu.12134

Retrieved from https://search-proquest-com.chamberlainuniversity.idm.oclc.org/docview/1678728778?accountid=147674 (Links to an external site.)

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NR 501 Week 4: Connection Between Theory and Advanced Clinical Practice 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.