DNP-815 TOPIC 1 DQ 1 Define the process of theory building

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Topic 1 DQ 1

Jul 7-9, 2022

Read the “Discussion Forum Philosophy” to acquaint yourself with the expectations of doctoral learners posting in the discussion forum. Define the process of theory building. Identify a historical change or event that had significant impact on the development of nursing theory. Discuss the effect of the change/event on nursing from that point forward, the contribution(s) to nursing that resulted, and how it relates now to successfully preparing the DNP for practice. Provide examples and literature support.

REPLY TO DISCUSSION

Emilia Wogu

Jul 10, 2022, 11:09 PM

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Replies to Emilia Wogu

As with other practice professions, nursing requires a knowledge foundation that is based on theory and derived from systematic research. The first nursing theorist, Florence Nightingale, created detailed reports of both medical and nursing matters as chief nurse for the British in the Crimean War in the mid-1850s. (Stolley, et al 2000) Nightingale noted that apprehension, uncertainty, waiting, expectation, fear of surprise, do a patient more harm than any exertion”. As a result, Nightingale’s conceptualization of nursing included the need to have an understanding of the laws of nature, the prevention of disease, and the use of personal power. She viewed persons as both physical and spiritual beings, emphasizing the importance of the environment and the need to care for the patient, not the disease. With her emphasis on the environment, changes in nutrition, hydration, and sanitation resulted, and mortality rates dropped drastically during the Crimean War.

Modernity has brought significant advances, which have strained the qualification of nurses’ being and doing; the insertion of new care and teaching technologies has been widely implemented. In this direction, Florence’s teachings have left their mark, influencing the nursing routine, as it has always emphasized the importance of nurses’ commitment to care, as well as learning based on practice (Reigel, et al ,2021). Currently, nurses are being challenged to boost Florence’s ideals through critical thinking, aiming to provide humane and competent care based on the best scientific evidence against the backdrop of unprecedented changes. Like Florence, it is worth highlighting other nursing theorists, such as Watson, Horta, King and Leninger, who impacted society by considering not only the physical aspects of a human being, but also the interconnection between each individual’s body, mind and spirit.

As a DNP learner this impacts and shapes how, we can interact with our patients. ,it prepares us to be able to use critical thinking and holistic thinking in clinical settings and decision making in diverse ,complex patient situations .

References

Riegel, F., Crossetti, M., Martini, J. G., & Nes, A. (2021). Florence Nightingale’s theory and her contributions to holistic critical thinking in nursing. Revista brasileira de enfermagem, 74(2), e20200139. https://doi.org/10.1590/0034-7167-2020-0139

Stolley, J. M., Buckwalter, K. C., & Garand, L. (2000). The Evolution of Nursing Research. Journal of the neuromusculoskeletal system: JNMS : a journal of the American Chiropractic Association, Inc, 8(1), 10–15.

Elizabeth Vidales

replied toEmilia Wogu

Jul 11, 2022, 6:30 AM

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Replies to Emilia Wogu

Nursing theories have helped me understand my own transition into practice and become a better preceptor. In particular the: Novice to Expert from Benner. This Stages that are included in this model include novice, advanced beginner, competent, proficient, and expert (Murray et at., 2019). As a new graduate this theory helped me understand that what I was feeling the first few years in nursing was completely normal. It explains expertise is developed within time, no matter how intelligent you might be. With the assistance of education and different experiences he or she learns the “how” (Murray et at., 2019). A perfect example Murray et at., (2019) provided in a research study where they assessed new nurses in practice included how in early stages new graduates identified a good day as not having tasks while the more experienced may struggle with patients’ safety and time management. This is important to remember to understand limitations students and or we might have as processionals.

References:

Murray, M., Sundin, D., & Cope, V. (2019). Benner’s model and Duchscher’s theory: Providing the framework for understanding new graduate nurses’ transition to practice. Nurse Education in Practice, 34, 199–203. https://doi.org/10.1016/j.nepr.2018.12.003

Patience Matthews

replied toEmilia Wogu

Jul 11, 2022, 7:33 PM

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Replies to Emilia Wogu

Thanks, Emilia for the insightful post, and yes recognizing the contributions of the previous nurse theorists in transforming the noble profession cannot be overemphasized. I most importantly love the mention of “integrating a person’s care as being both physical and spiritual, emphasizing the importance of the environmental needs of a person, nutrition, hydration, and effectiveness of sanitation in decreasing the mortality rates drastically” With a holistic perspective, nurses are considered part of the physical environment for the healing of their patients (Hilcove et al., 2021). Treating the patient as a whole and not just the presenting symptoms offer a great outcome.

Reference

Hilcove, K., Marceau, C., Thekdi, P., Larkey, L., Brewer, M. A., & Jones, K. (2021). Holistic Nursing in Practice: Mindfulness-Based Yoga as an Intervention to Manage Stress and Burnout. Journal of Holistic Nursing, 39(1), 29–42. https://doi.org/10.1177/0898010120921587

Ruby Minda Dangan

replied toEmilia Wogu

Jul 12, 2022, 11:05 PM

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Replies to Emilia Wogu

Thank you for your informative post, Emilia. Florence Nightingale in her day was a visionary and instituted nursing as a profession providing clarity to professionals as care process leaders, and innovating priority care not just for the health-disease process but also for people. Her teachings emphasized that nursing in various dimensions of work still needs to be strengthened. Florence Nightingale’s Environmental Theory is still valid even after 200 years after her commencement. Her inspiring contributions to the epidemiology field such as environmental hygiene and hand hygiene are recognized by World Health Organization (WHO) and used as one of the strategies to fight the spread of infection during pandemic (Breigeiron et al., 2021). The nurses’ leadership role contributes to the utilization of protective measures for the safety of both patients and staff.

We have been witnessing the growth of nursing competence worldwide, training, and professionalism. Nursing should leverage and solidify the profession for a solid workforce with extensive knowledge and experiences for a greater appreciation of the future.

Reference:

Breigeiron, M.K., Vaccari, A., & Ribeiro, S.P. (2021). Florence Nightingale: Legacy, present and perspectives in Covid-19 pandemic times. Revista Brasileira de Enfermagem.

https://doi-org.lopes.idm.oclc.org/10.1590/0034-7167-2020-1306

Yolanda Cooke

Jul 10, 2022, 7:55 PM

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Replies to Emilia Wogu

The Theories can be useful to nurse-researchers as guides for conducting research. A theory offers a set of concepts and propositions that can be applied consistently and examined systematically across studies of clinical problems. When appropriate, researchers can use theories as guides across phases of research. When researchers communicate clearly about how they have applied a theory in their studies, others can synthesize evidence more readily across studies where the same theory was used. If scholars understand the conceptual dimensions, antecedents, and consequences of their clinical problems, then they are likely to select theories and methods that are aligned well with their clinical problems. Grounded theory is a research approach that appeals to nurses for several reasons. Grounded theory helps nurses to understand, develop, and utilize real-world knowledge about health concerns.

Initiating and sustaining effective change in healthcare is a continuing challenge, with even the most successful improvements often being difficult to sustain or replicate in other contexts. According to Breckenridge (2019), Key figures in improvement science have emphasized the importance of learning from the psychological, social and structural processes influencing the implementation and maintenance of practice innovations. They have called for researchers to look into the ‘black box’ of quality improvement to learn lessons from both successes and failures. Motivating Change conceptualizes the psychosocial-structural conditions for large-scale, sustained change. By narrowing the gap between extrinsic and intrinsic motivators, and equipping staff with the capacity and

DNP-815 TOPIC 1 DQ 1 Define the process of theory building

opportunity to act on these motivations, it is possible to create self-improving organizations with a systems structure that welcomes change as a means to improvement. The theory adds to and extends the existing evidence base on how to create large-scale sustained change and promotes the shared expertise of those individuals already actively doing improvement work on the ground.

Breckenridge JP, Gray N, Toma M, et al. Motivating Change: a grounded theory of how to achieve large-scale, sustained change, co-created with improvement organisations across the UK. BMJ Open Quality 2019;8:e000553. doi:10.1136/ bmjoq-2018-000553

Singh, S., & Estefan, A. (2018). Selecting a Grounded Theory Approach for Nursing Research. Global Qualitative Nursing Research. https://doi.org/10.1177/2333393618799571

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates 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 decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides 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 reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application 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 situations	Posts 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 life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts 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 life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts 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 content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue 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 days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies 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 peer Summarizes 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 days Replies to a question posed by a peer Summarizes 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 deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: 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 Edition	2-3 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 instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The 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 days
Early Participation Requirement *per discussion thread*	The 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.

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