DNP-815A Topic 3 DQ 2 Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theory, mid-range theory, and nursing

DNP-815A Topic 3 DQ 2 Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theory, mid-range theory, and nursing

DNP-815A Topic 3 DQ 2 Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theory, mid-range theory, and nursing

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP-815A Topic 3 DQ 2 Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theory, mid-range theory, and nursing

Topic 3 DQ 2

Jul 21-25, 2022

Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theorymid-range theory, and nursing. Select one of the articles in which the development of a middle range theory is the major focus of the paper. Share the article citation and describe how the theory was developed.

REPLY TO DISCUSSION

EW

Emilia Wogu

Jul 26, 2022, 6:16 PM

Published

According to Risjord (2019) a middle-range theory shows how the phenomenon is brought about by analyzing the phenomenon into parts and identifying their relationships. This means that to understand a middle-range theory what it tells us, how it might be tested, what interventions it might support we must identify: (a) the phenomenon modelled, (b) the elements of the model and their properties, and (c) the relationships it postulates .The author went on to posit that significant advantage of representing a middle-range theory as a model is that it highlights the ways that the model may be significantly tested. If the model is operationalized and reasonably precise, the relevant test would measure or otherwise observe whether the elements change in the way that the model predicts.

These concepts can be related and integrated with Orem’s theory of nursing of self-care in hypertensive patients. These theories and models are for behavioral change, counselling skills, patient advocacy, empowerment, professional knowledge, health education and support form the nursing system in hypertension care which the nurse brings into the encounter with the patient. The patient brings certain attitudes and beliefs, a view of health, need for autonomy, their own personality and traits, perceived vulnerability, hardiness, a sense of coherence, locus of control, self-efficacy, and social support and network into the encounter. All these factors affect behavior and thus the patients’ habits. (Drevenhorn, 2018). During these consultations these concepts are integrated with Orem’s theory of nursing of self-care, whereby nurses can apply the theories and models for behavioral change in the consultation and using counselling skills, patient advocacy, empowerment, professional knowledge and health education, to support the patient. The  middle-range theory could be easily adopted to nursing research or practice in various but specific areas of focus. (Im E,2018). Because of inherent characteristics of middle-range theories that address specific phenomena or concepts, middle-range theories could easily provide directions for nursing research and practice.

 

References

 

Drevenhorn E. (2018). A Proposed Middle-Range Theory of Nursing in Hypertension Care. International journal of hypertension, 2018, 2858253. https://doi.org/10.1155/2018/2858253

 

Im E. O. (2018). Theory Development Strategies for Middle-Range Theories. ANS. Advances in nursing science, 41(3), 275–292. https://doi.org/10.1097/ANS.0000000000000215

 

Risjord M. (2019). Middle-range theories as models: New criteria for analysis and evaluation. Nursing philosophy : an international journal for healthcare professionals, 20(1), e12225. https://doi.org/10.1111/nup.12225

 

 

US

Usama Saleh

Jul 26, 2022, 5:37 PM

Unread

CAT-Please respond!

Students,

In one paragraph, please describe one important thing you have learned in this course so far.

Thank you

RD

Ruby Minda Dangan

Jul 25, 2022, 11:59 PM

Unread

Replies to Emilia Wogu

Using the middle range theory and nursing search in CINAHL, I found an article about hypertension care. A middle-range theory in hypertension care was developed to pilot and mentor nurses in their practice to improve patient care. The concepts of self-care, coping, adherence, communication, and shared decision-making are interlaced with Orem’s theory of nursing. Nursing in hypertension care involves measuring and monitoring blood pressure, lifestyle changes, patient counseling, and the provider’s translator. Medication compliance and lifestyle modification express self-care.

A middle-range theory is developed from practice and research, and other theories can also be incorporated. The development process includes a comprehensive review and literature search to look for concepts reflecting lifestyle change counseling and taking medications to assist an individual in self-care, including citing original literature. Self-care is an act of individuals who has the capability to take care of themselves in their environmental situations (Drevenhorn, 2018). Self-care for health promotion requires that individuals have the ability to take care, sustain and improve their own’s health. Orem’s self-care deficit theory of nursing is incorporated as a natural component in the proposed middle-range theory, and it arises when the capabilities of self-care are not meeting the demands due to existing limitations. The nursing supportive-educative system agencies help patients regain their self-care.

Drevenhorn, E. (2018). A Proposed Middle-Range Theory of Nursing in Hypertension Care. International Journal of Hypertension, 1–11. https://doi-org.lopes.idm.oclc.org/10.1155/2018/2858253

 

  • DG

Diana Goulart

replied toRuby Minda Dangan

Jul 27, 2022, 6:48 PM

Unread

Replies to Ruby Minda Dangan

I like your post a lot. It is true that hypertension can only be helped so much by the nursing and medical staff. There comes a point when the client needs to take responsibility and provide self-care in managing his or her hypertension. As said by Melaku et al. in 2022, the level of self-care is often found to be low, as seen in their study, and because of this, intervention needs to be implemented to improve it (Melaku et al., 2022). The best way to ensure that a client can practice appropriate self-care is to educate them on how to do it. This is where the nursing and medical staff come in. We must give clients the tools to take care of themselves at home.

References

Melaku, T., Bayisa, B., Fekeremaryam, H., Feyissa, A., & Gutasa, A. (2022). Self-care practice among adult hypertensive patients at ambulatory clinic of tertiary teaching Hospital in Ethiopia: a cross-sectional study. Journal of pharmaceutical policy and practice15(1), 23. https://doi.org/10.1186/s40545-022-00421-3

RN

Roselyn Northover

Jul 25, 2022, 6:20 PM(edited)

Read

Replies to Emilia Wogu

Nursing in hypertension care comprises counseling about lifestyle changes, blood pressure measurement, and being a translator for the physician. My literature search in CINAHL using the terms middle range theory and nursing resulted in many articles from which I chose an article written by Drevenhorn, E. (2018) on A Proposed Middle-Range Theory of Nursing in Hypertension Care. This study aimed to determine the effectiveness of a nurse’s caring relationship according to Watson’s Caring Model of blood pressure and quality of life and Orem’s self-care deficit theory. According to Drevenhorn, E. (2018), there are not many guidelines available to nursing; therefore, the development of a middle-range theory of nursing in hypertension care was developed to guide nurses in their practice, improve the nursing of patients, and design studies for investigating nursing in hypertension care. Patients’ attitudes and beliefs toward health and sickness, autonomy, personality and traits, level of perceived vulnerability, hardiness, sense of coherence, locus of control, self-efficacy, and access to social support and network were presented. Use of counseling skills, patient advocacy,

DNP-815A Topic 3 DQ 2 Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theory, mid-range theory, and nursing
DNP-815A Topic 3 DQ 2 Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theory, mid-range theory, and nursing

empowerment, professional knowledge, health education, and support of patients was discussed as the nursing application of theories and models for behavioral change.  Orem’s nursing theory was integrated with the concepts of consultation, including communication, shared decision-making, concordance, coping, adherence, and self-care Drevenhorn, E. (2018). The results support the middle-range hypothesis of self-care for chronic illness. Strategies and education to improve self-efficacy, health motivation and knowledge must be incorporated when designing self-care programs. Patients can participate in nursing interventions with their family members might facilitate improving self-care. Self-care was significantly correlated with learning, health motivation, self-efficacy, social support, and access to care. The studies showed that self-efficacy, health motivation, and knowledge influenced blood pressure. For patients, changing their lifestyle includes performing activities of daily living, including performing self-care.

Drevenhorn, E. (2018). A Proposed Middle-Range Theory of Nursing in Hypertension Care. International Journal of Hypertension, 1–11. https://doi-org.lopes.idm.oclc.org/10.1155/2018/2858253

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP-815A Topic 3 DQ 2 Conduct a literature search in the Cumulative Index of Nursing and Allied Health Literature (CINAHL) using the terms middle range theory, mid-range theory, and nursing

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.

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