DNP-815A Topic 6 DQ 1 Psychosocial theory
DNP-815A Topic 6 DQ 1 Psychosocial theory
Topic 6 DQ 1
Aug 11-13, 2022
Psychosocial theory in nursing practice includes factors, such as self-efficacy, stress and coping, learned helplessness, and social support. Choose one aspect of a psychosocial theory that relates to your DNP Project.
REPLY TO DISCUSSION
EW
Emilia Wogu
Aug 14, 2022, 11:55 PM
Published
Behavior change is an important concept in relation to health promotion and disease prevention. Self-efficacy has been identified as an important determinant of health behavior, future health behavior and health behavior change. (Halloway & Watson ,2002) Bandura defined self-efficacy as confidence that one can successfully execute a course of action to produce a desired outcome in a given situation and contended that self-efficacy determines how much effort and persistence people exhibit in the face of obstacles or aversive experiences.
Inpatient fall prevention has been an individual area of concern for nursing for almost 50 years. Traditional hospital-based incident reports deem all inpatient falls to be avoidable, and therefore falls are classified as adverse events. Indeed, falls are the most frequently reported adverse events in the adult inpatient setting. And for this patient to regain their strength and ability to function postoperatively the DNP project will be using utilizing some aspect of the self-efficacy theory.
Self-efficacy proposed by Bandura plays an important role in modulating health behaviors and in turn positively affecting life qualities. Many studies have indicated that patients with higher self-efficacy are more effective in the self-management of illnesses. Patients with high self-efficacy would be more likely to deal with life stressors with confidence and engage in the necessary behaviors to preserve or restore health (Xu, et al 2018).
To improve patients’ self-efficacy and quality of life,the DNP project will educate, provide psychological intervention, send relevant materials, and suggestions on expanding on nursing training. All these changes will allow post-operative patients and other patients in general to improve their self-care abilities, rehabilitation techniques, and encouragement to actively participate in the rehabilitation of their disease process.
References
Holloway, A., & Watson, H. E. (2002). Role of self-efficacy and behavior change. International journal of nursing practice, 8(2), 106–115. https://doi.org/10.1046/j.1440-172x.2002.00352.x
Xu, S., Zhang, Z., Wang, A., Zhu, J., Tang, H., & Zhu, X. (2018). Effect of Self-efficacy Intervention on Quality of Life of Patients with Intestinal Stoma. Gastroenterology nursing: the official journal of the Society of Gastroenterology Nurses and Associates, 41(4), 341–346. https://doi.org/10.1097/SGA.0000000000000290
US
Usama Saleh
Aug 14, 2022, 7:14 PM
Unread
Replies to Emilia Wogu
Positive Psychology
- Posits that people want more than just an end to suffering and seek to lead meaningful lives.
- Aims to move psychology away from the preoccupation with repairing the worst in life toward building positive qualities.
- Proposes that positive experiences, positive individual traits, and positive institutions are the three central concerns for psychology.
- Seligman posits that happiness could be analyzed into three different elements that one chooses for their own sake: positive emotion, engagement, and meaning.
- His five crucial elements of well-being: PERMA
- Positive Emotion
- Engagement
- Relationships
- Meaning
- Accomplishment
- DG
Diana Goulart
replied toUsama Saleh
Aug 16, 2022, 9:33 AM
Unread
Replies to Usama Saleh
Thank you for this post. I utilize these concepts often when I teach and work with learners; however, I did not know there was an actual concept to defend or support it. It is essential to ensure that the learners feel a positive environment while learning as it facilitates a more excellent grasp of complex concepts. Alongside this, it is essential that learners remain engaged in the learning process as it can significantly impact whether or not the lesson is heard. To engage learners in active listening and learning, there needs to be a relationship, like a rapport with clients, to open that door for communication and mutual respect. Once this is done, the learners can begin learning and can do so with meaning behind their thoughts, actions, and emotions. This helps to give the learners a greater sense of accomplishment when they are fully competent in the topic and details of the lesson.
RD
Ruby Minda Dangan
Aug 13, 2022, 11:32 PM
Unread
Orem’s self-care model and Bandura’s self-efficacy theory implied that patients who take greater care of their own medical care have less depression and are more motivated to promote and perform activities to improve or maintain health care (Maharjan & Davenport, 2019). Self-efficacy is one facet of psychosocial theory relating to my DNP project. Psychosocial adaptation to hemodialysis patients is as important as a physical condition in determining the quality of disease experience, adherence to treatment associated with adjustment, and psychosocial factors that may influence the mortality rate (Lee et al., 2019). Uncertainty has a negative impact on the psychological adaptation of hemodialysis patients, where a cognitive state happens when the outcome is difficult to predict.
Due to the complexity of the treatment process, personal perception of the disease changes on a continuum by failing to determine meaningful value. Social support has a direct impact on the adaptation and improving the quality of life of hemodialysis patients through depression, wherein the lower the recognized social support, the higher the suicidal thoughts. Coping is the process of managing a burdensome environment, and the use of effective coping strategies influences positive adaptation outcomes, such as improving psychological adaptation levels and improving quality of life (Lee et al., 2019). Self-efficacy is believed to affect the patient’s quality of life.
For hemodialysis patients, the stigma perceived as a disability and the psychological stress that death is imminent are factors of conflict or stress, and the use of effective coping strategies is needed to maintain balance in their life and improve outcomes.
References
Lee, K. S., Kim, H., Hai, M., Lee, K. S., Kim, H. Y., & Lee, M. H. (2019). Psychosocial adaptation influencers in hemodialysis patients. Korean Journal of Adult Nursing, 31 (1), 38- 49.
https://doi.org/10.7475/kjan.2019.31.1.38
Maharjan, S. R. J., & Daveport, A. (2019). The effects of supported shared-care and hemodialysis self-care on patient psychological well-being, interdialytic weight gain, and blood pressure control. Hemodialysis International, 24 (1), 29-35.
https://doi.org/10.1111/hdi.12799
DG
Diana Goulart
Aug 13, 2022, 2:43 PM
Unread
Replies to Emilia Wogu
For my DPI project, I am focusing on a method to improve a daily process that nurses utilize to communicate and promote continuity of care. This only works when the nurses have the desire to do what is best for their patients. This desire is driven by the psychosocial theory of self-efficacy, which, as said by Butts and Rich in 2018, results in greater commitment and true performance of a goal or action (Butts & Rich, 2018, chapter 18, p. 628). This is a great psychosocial theory to have as a foundation for a project that requires nurses to want to do their jobs the best way possible, which requires making goals and sticking to those and the actions required to complete their tasks. With self-efficacy, nurses ensure that their health and mindsets are up-to-par to be successful and productive in their daily activities. This means that nurses need to have the mindset to care for themselves and seek success in their future. This can be driven by the desire to help the public. With proper communication, safety amongst the clients and staff increases. This is the premise of the project itself. As nurses, we have the desire to keep our clients safe. This desire falls in the premise of self-efficacy where in which we want to do a good job for our clients and ourselves. With this desire, we need to ensure that we are communicating appropriately. That is where the project stems from.
Reference
Butts, J. B., & Rich, K. L. (Eds.). (2018). Philosophies and theories for advanced nursing practice (3rd ed.). Jones & Bartlett. ISBN-13: 9781284112245
- EV
Elizabeth Vidales
replied toDiana Goulart
Aug 14, 2022, 8:36 AM
Unread
Replies to Diana Goulart
Good morning,
Humanistic theories are a subsection of psychosocial theories. It is one of my favorites as it is focused on personal development. A particular one that I personally find important in health care is Carl Rogers’s Client-Centered Therapy. Its primary focus is on the client rather than external factors to assist with the healing process of an individual. The client’s self-esteem is enhanced with three concepts. The concepts include unconditional positive regard, genuineness, and empathetic understanding (Shefer et al., 2018). With unconditional positive regard, there is a nonjudgmental approach to care despite the person’s behaviors (Shefer et al., 2018). In genuineness, sincerity is provided upon communication (Shefer et al., 2018). With empathetic understanding, the client is provided with an understanding of the individual’s feelings (Shefer et al., 2018). This method of love and acceptance is a tool that can be effective in multiple scenarios. Shefer et al. (2018) study the use of this theory in the workplace to enhance job performance. They found that organizations need to move away from the idea that workplace relationships are instrumental and embrace a humanizing
approach (Shefer et al., 2018). This statement I found very reflecting. If we only treated all situations with a more humanizing approach, how much conflict in the world could be prevented?
References:
Shefer, N., Carmeli, A., & Cohen, M. R. (2018). Bringing Carl Rogers back in: Exploring the power of positive regard at work. British Journal of Management, 29(1), 63–81. https://doi.org/10.1111/1467-8551.12247
Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
|
|
|
|
|
| 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 |
|
|
|
|
|
| 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) |
|
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
|
|
|
| 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 |
|
|
|
|
|
| 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 5 DQ 2 Health behavior change theories suggest behavior change as a process, not an event
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
Course Room Etiquette:
- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
- All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
Office Hours:
- My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
- Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
Discussion questions:
- I do not mark off for late DQ’s.
- I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
- Any activity or assignment submitted after the due date will be subject to GCU’s late policy
- Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
- No assignments can be accepted for grading after midnight on the final day of class.
- All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
- Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
- It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
- A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
- Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
- I do expect outside sources as well as class materials to formulate your post.
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.
- Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
- I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
- Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
- Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
- Please review your LopesWrite report prior to final submission.
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
- Representing the ideas, expressions, or materials of another without due credit.
- Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
- Failing to document direct quotations without proper citation and referencing.
- Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
- If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
- Please note that Microsoft Office is the software requirement at GCU.
- I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
- If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
- The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
- The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
- Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
- While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
- However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.