Sample Answer for NRS 430 CLC – Nursing Theory and Conceptual Model Presentation Included After Question
Description:
This is a Collaborative Learning Community (CLC) assignment.
Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 1015 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:
- Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.
2. Explain how the nursing theory incorporates the four metaparadigm concepts.
3. Provide three evidencebased examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.
A Sample Answer For the Assignment: NRS 430 CLC – Nursing Theory and Conceptual Model Presentation
Title: NRS 430 CLC – Nursing Theory and Conceptual Model Presentation
Introduction & Objectives of the Presentation
Nursing theories and conceptual models allow nurses to implement care interventions for better patient outcomes by providing a systematic approach to patients based on the four metaparadigms of nursing. These theories are essential in provision of nursing education, practice and interactions with patients. These theoretical models have evolved over time to inform the nursing field and profession today. The theories offer frameworks and principles that guide the nursing practice and nursing profession. There are three types nursing theories; grand theories, middle-range theories, and practice-theory. Among the grand theories is Dorothea Orem’s self-care deficit theory which advances that individuals have self care capacity and nurses only facilitate it to help them attain better outcomes. The purpose of this presentation is to discuss Orem’s self-care deficit theory (SCDT) (Tanaka, 2022). The presentation explores evidence of its efficacy in nursing practice, the conceptual model of the theory, integration of the four nursing metaparadigms and evidence-based examples of its utilization in nursing practice.
Overview of Orem’s Self-Care Deficit Model
Dorothea Elizabeth Orem was among America’s leading theorists who developed the Self-Care Deficit Nursing Theory. The theory is also called Orem model of nursing. Orem was born in 1914 in Baltimore, Maryland and died in 2007. Dorothea had a distinguished nursing career based on her education and accomplishments. For instance, she attained a BSN in nursing education in 1939 and an MSN in 1945. She also earned several honorary doctorate degrees from various universities, including the University of Missouri in Columbia in 1998.
Orem’s Self-care deficit theory advances that individuals have the ability to perform self-care which it defines as the practice of activities that one initiates and performs on their own behalf to maintain life, health, and wellbeing. The theory describes nursing as an act of helping others in provision and management of self-care so as to maintain and improve their optimal functioning at the most basic level of effectiveness. As such, the theory is categorical that when individuals do not experience deficits, they can help themselves to attain expected or better ways to manage their conditions.
Orem’s self-care deficit is a grand theory in nursing. Grand theories are founded on broad, abstract and complex ideas. They offer general frameworks for nursing ideas concerning components like people, environment and health (Khademian et al., 2021). Grand theories typically emanate from a nurse’s own experiences in care delivery.
Orem’s General Theory of Nursing
According to Orem, the self-care theory is a three-part model that focuses not just on individuals but on one’s relationship and interactions. Each of the three parts focuses on a certain dimension of the individual. The theory of self-care focuses on self, the I while the theory of self-care deficit focuses on both the individual and his or her relationships or interactions (Hartweg et al., 2022). On its part, the theory of nursing system looks at we (you and me) and the individuals in the community.
Assumptions of Self-Care Deficit Theory
The self-care model comprises five core assumptions. Firstly, to stay alive and maintain functionality, human beings use constant communication and interactions among themselves and their environment. Secondly, they exercise their power to act deliberately with the aim of identifying needs and making the required judgments (Irshad et al., 2019). Thirdly, the self-care deficit advances that mature human beings have privations based on their self-care actions and others that entail making life-sustaining and function-regulating moves. Fourthly, human beings exercise their human agency through discovering, developing, and sharing or exchanging with other ways and means to know their need and have inputs for self and others (Tanaka, 2022). Fifthly, groups of human being having structured interactions cluster tasks and apportion responsibilities in offer care to members.
Main Concepts of the Model/Theory
The self-deficit defines nursing as an art through which nurses offer specialized assistance to individuals with disabilities or deficits, beyond the ordinary care required to meet self-care needs. The theory considers humans as the material objects of nurses and others who offer direct care. Humans include men, women and children who receive care from nurses or social units. According to the model, the environment comprise physical, chemical and biological features. It also includes families, cultures and communities (Hartweg et al., 2020). The model defines health as being structurally and functional whole or sound. Health as a state entails health of individuals and groups while human health denotes the ability to reflect on self, demonstrate experience and communicate with others.
Self-Care Practice
According to the model, self-care entails activities that individuals initiate and perform on their own behalf to maintain life, health and wellness. Self-care agency is the ability to engage in self-care based on age, developmental state, life experience, health, sociocultural orientation and accessible resources. The therapeutic self-care demand entails the totality of self-care actions performed for specific time to meet self-care requirements through deploying valid and evidence-based methods, procedures and actions. Self-care requisites are things that individuals need at all stages of life to care for their selves(Irshad et al., 2019). These include universal self-care requisites, developmental self-care requisites and health deviation self-care requisites.
References
Hartweg, D. L., & Metcalfe, S. A. (2022). Orem’s self-care deficit
nursing theory: relevance and need for refinement. Nursing science
quarterly, 35(1), 70-76. https://doi.org/10.1177/08943184211051369
Irshad Ali, B. H. (2019). Application of Orem self-care deficit theory on
psychiatric patient. Annals of Nursing and Practice, 5(1), 1093.
DOI :https://doi.org/10.47739/2379-9501/1093
Khademian, Z., Ara, F. K., & Gholamzadeh, S. (2020). The effect of self care
education based on orem’s nursing theory on quality of life and self-
efficacy in patients with hypertension: a quasi-experimental study.
International journal of community based nursing and midwifery,
8(2), 140. DOI: 10.30476/IJCBNM.2020.81690.0
Tanaka, M. (2022, May). Orem’s nursing self‐care deficit theory: A
theoretical analysis focusing on its philosophical and sociological
foundation. Nursing forum, 57(3): 480-485. DOI: 10.1111/nuf.12696.
Topic 3 DQ 1
Description:
How has nursing practice evolved over time? Discuss the key leaders and historical events that have influenced the advancement of nursing, nursing education, and nursing roles that are now part of the contemporary nursing profession.
Topic 3 DQ 2
Description:
Discuss the difference between a nursing conceptual model and a nursing theory.
Select a nursing theory and provide a concise summary of it. Provide an example in nursing practice where the nursing theory you selected would be effective in managing patient care.
Topic 3 Participation
Description:
NA
View “Beginner’s Guide to PowerPoint – 2017 Tutorial,” by Technology for Techers and Students (2017), located on the YouTube website.
Nursing Timeline
Description:
View “Nursing Timeline,” located on the Grand Canyon University website.
What Is Nursing?
Description:
Review “What Is Nursing,” located on the American Nurses Association (ANA) website.
Grand Canyon University College of Nursing and Health Care Professions Philosophy
Description:
Read “Grand Canyon University College of Nursing and Health Care Professions Philosophy.”
Dynamics in Nursing: Art and Science of Professional Practice
Description:
Read Chapter 2 in Dynamics in Nursing: Art and Science of Professional Practice.
Beginner’s Guide to PowerPoint – 2017 Tutorial
Description:
Topic 3: Nursing History, Theories, and Conceptual Models
Description
Objectives:
- Describe how historical events and nursing leaders have influenced the practice of nursing.
2. Evaluate the use of nursing theory in nursing practice.
3. Evaluate the use of conceptual models in nursing practice.
Study Materials
Course Code Class Code Assignment Title Total Points
NRS-430V NRS-430V-O503 CLC – Nursing Theory and Conceptual Model Presentation 150.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 100.0%
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRS 430 CLC – Nursing Theory and Conceptual Model Presentation
Overview of Nursing Theory and Evidence for Efficacy of Model in Practice 15.0% Overview of the nursing theory is not presented.
Demonstration for support of the efficacy of the model in nursing practice is omitted. An explanation of how the theory proves the conceptual model is not presented. A partial overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is not illustrated; or, evidence provided is not relevant. An unsupported explanation of how the theory proves the conceptual model is presented. There are significant inaccuracies. More information is needed A summary of the nursing theory is presented. General support for the efficacy of the model in nursing practice is presented, but more evidence is needed for support. A general explanation of how the theory proves the conceptual model is presented. There are some inaccuracies. An overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is presented. An explanation of how the theory proves the conceptual model is presented. There are minor inaccuracies. Some evidence or rationale is needed for support. A detailed overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is strongly demonstrated. A detailed explanation of how the theory proves the conceptual model is presented.
Incorporation of Four Metaparadigm Concepts Into Nursing Theory 10.0% Explanation of how the nursing theory incorporates the four metaparadigm concepts is omitted. A partial explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. There are inaccuracies. More information is needed. A summary of how the nursing theory incorporates the four metaparadigm concepts is presented. There are some inaccuracies. More information or detail is needed. An explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Some detail is needed for clarity. Overall, the explanation provides sound support. A through explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Compelling evidence is provided for support.
Evidence-Based Examples to Demonstrate That the Nursing Theory Supports Nursing Practice 15.0% No examples are provided to demonstrate how the nursing theory supports nursing practice. The three examples used are not evidence-based, or they do not demonstrate how the nursing theory supports nursing practice. Only one or two examples are provided. Only one example is evidence-based. The examples provided do not fully demonstrate how the nursing theory supports nursing practice. Three examples are provided. At least two examples are evidence-based. The examples provided generally demonstrate how the nursing theory supports nursing practice. More relevant examples are needed. Three evidence-based examples are provided. Overall, the examples are relevant and demonstrate how the nursing theory supports nursing practice. Some additional evidence or rationale is required to fully demonstrate support. Three evidence-based examples are provided. The examples are relevant and clearly demonstrate how the nursing theory supports nursing practice. Strong rationale and evidence are offered that demonstrate support for each example.
Presentation of Content 40.0% The content lacks a clear point of view and logical sequence of information. Little persuasive information is included. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Some persuasive information is included. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Persuasive information from reliable sources is included. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
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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
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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