DNP-815A Topic 3 DQ 1 Compare and contrast a minimum of two middle range theories

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Topic 3 DQ 1

Jul 21-23, 2022

Compare and contrast a minimum of two middle range theories and describe how one of these middle range theories could serve as a foundation for direct practice improvement. Provide examples and literature support. Explain how these theories guide nursing practice and how nursing practice and theories guide research.

REPLY TO DISCUSSION

Usama Saleh

Jul 24, 2022, 5:03 PM

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Types of Nursing Theories

Dickoff and James (1968) described four types of theory: (1) descriptive, (2) explanatory, (3) predictive, and (4) prescriptive.

Descriptive theories are the first and most important level of theory development as they determine what will be perceived as the essence of the phenomenon under study. Descriptive theories describe, observe, and name concepts, properties, and dimensions but they don’t explain the interrelationships among concepts or propositions, and they don’t indicate how changes in one concept affect other concepts. There are two major types of descriptive theories. The first one is Naming Theories which describe the dimensions or characteristics of a phenomenon. The second type of descriptive theories is Classification Theories which describe dimensions or characteristics of a phenomenon that are structurally interrelated and are sometimes referred to as a typologies or taxonomies. Descriptive theories are generated and tested by descriptive or exploratory research.

Explanatory theories are the second level in theory development. They relate concepts to one another and describe and specify some of the associations or interrelations between and among the concept. This type of theories attempt to tell how or why the concepts are related and may deal with causality, correlations, and rules that regulate interactions.

Predictive theories intend to describe precise relationships between concepts and are the third level of theory development. Predictive theories are generated and tested by experimental research and are able to describe future outcomes

Prescriptive theories which are the highest level of theory development prescribe activities necessary to reach defined goals. In nursing, prescriptive theories address nursing therapeutics and predict the consequences of interventions. Prescriptive theories have three basic components: (1) specified goals or outcomes, (2) explicit activities to be taken to meet the goal, and (3) a survey list that articulates the conceptual basis of the theory.

Usama Saleh

Jul 24, 2022, 5:02 PM

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Kolcaba’s Theory

Krinsky, R., Murillo, I., & Johnson, J. (2014). A practical application of Katherine Kolcaba’s Comfort Theory to cardiac patients. Applied Nursing Research, 27, 147-150. Doi.org/10.1016/j.apnr.2014.02.004.

In this article, Kolcaba’s Comfort Theory is applied to cardiac nursing. The specific intervention of “quiet time” is described as a potential intervention for patients who are suffering from multiple symptoms from cardiac syndromes.

Usama Saleh

Jul 24, 2022, 5:02 PM

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Replies to Usama Saleh

Kolcaba’s Theory in Action: Optional Activity

Students,

Nursing theories are meant to stimulate and support knowledge development related to effectively exploring, predicating, describing, defining, and (sometimes) controlling nursing phenomena.

Kolcaba’s work is ground breaking in that she created a theory to facilitate deepened understanding of a common, yet critical concept that is often unexamined because it is considered a by-product of good nursing care rather than end in itself. The two publications listed below, which are electronically accessible in the major database, demonstrate Kolcaba’s theory in action:

March, A. & McCormack, D. (2009). Modifying Kolcaba’s Comfort Theory as an institution-wide approach. Holistic Nursing Practice, 23(1), 75-80. Doi:10.1097/HNP.0b013e3181a1105b.

The authors of this article discuss how slightly modifying Kolcaba’s Comfort Theory could facilitate its interdisciplinary use to support continuity of care within one institution.

Diana Goulart

replied toUsama Saleh

Jul 25, 2022, 7:02 AM

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Replies to Usama Saleh

I really like this article. I truly believe that healthcare providers, whether it be doctors or nurses, need to provide care in a holistic stance. This means we must take care of the client in more than just a medical or physical sense. We need to understand that the client is another human being that needs support and help much like we would in the same situation. We are to take that understanding and provide a holistic sense of care to ensure we are healing the client fully rather than placing a bandaid on a wound. Now, this article talks about how collaboration amongst healthcare workers is one of the ways to provide holistic care to the client. In my project, this is precisely what I am focusing on. I am focusing on the proper communication amongst the staff nurses between shifts to ensure that everyone is on the same page and that the client is getting the care he or she needs based on the collaboration amongst staff members. Collaboration, as we all know, begins with proper communication. My approach is to standardize this communication to ensure things are no longer missed, and errors are prevented in care. This will, in turn, increase the client’s healing ability and health and decrease the length of stay in the hospital setting.

Tracy Sobiesienski

Jul 24, 2022, 7:36 AM

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Replies to Usama Saleh

Over the past 50 years, middle-range theories have been developed which are guiding nursing practice (Liehr & Smith, 2017). The push towards evidence-based practice in Magnet Hospitals and DNP programs has brought to light the importance of these theories. In looking at middle-range theories for a chronic illness or congestive heart failure (CHF|), Riegel’s Theory of Self-Care of Chronic illness describes how self-care is performed when someone is healthy and with chronic illness (Riegel et al., 2019). There are three concepts to Riegel’s theory which include self-care maintenance, self-care monitoring, and self-care management. Those who perform different self-care activities regardless of their health status will have a higher quality of life. For someone which a chronic illness such as CHF, self-care may be able to decrease any exacerbations and treat symptoms appropriately. This model aids nursing in assisting the patient in understanding that the decisions they make in their care will positively or negatively impact their quality of life. Riegel’s Theory of Self-Care of Chronic Illness can be a foundation for direct practice improvement for congestive heart failure, diabetes, and other chronic illnesses.

In contrast, Jean Watson’s Philosophy and Science of Caring is focused on the care that nursing gives to the patient and how caring interventions can be delivered to the patient through therapeutic communication and human touch (Wei et al., 2019). Using Watson’s theory in the daily practice of nursing benefits the patient and the nurse through nursing satisfaction, nursing practice, and patient safety. A foundation for a facility that provides quality patient care is an organization that provides a caring environment to colleagues and patients. The impact on patient safety comes from caring attitudes towards each other, confidence building, and maximizing teamwork and professionalism. As nursing turnover continues to increase, Watson’s Philosophy and Science of Caring needs to be incorporated into nursing programs, preceptor, and mentor programs to ensure that we care for our patients and each other.

References

Liehr, P., & Smith, M. J. (2017). Middle range theories. In J. Fitzpatrick (Ed.), Encyclopedia of nursing research (4th ed.). Springer Publishing Company. Credo Reference: https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/spennurres/middle_range_theories/0?institutionId=5865

DNP-815A Topic 3 DQ 1 Compare and contrast a minimum of two middle range theories

Riegel, B., Jaarsma, T., Lee, C. & Strömberg, A. (2019). Integrating Symptoms Into the Middle-Range Theory of Self-Care of Chronic Illness. Advances in Nursing Science, 42 (3), 206-215. https://oce-ovid-com.lopes.idm.oclc.org/article/00012272-201907000-00006/HTML

Wei, H., Fazzone, P. A., Sitzman, K., & Hardin, S. R. (2019). The Current Intervention Studies Based on Watson’s Theory of Human Caring: A Systematic Review. International Journal for Human Caring, 23(1), 4–22. https://doi-org.lopes.idm.oclc.org/10.20467/1091-5710.23.1.4

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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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