DNP-815A Topic 8 DQ 1 Which science-based theories do you think are the most useful to the DNP-prepared nurse?

DNP-815A Topic 8 DQ 1 Which science-based theories do you think are the most useful to the DNP-prepared nurse?

DNP-815A Topic 8 DQ 1 Which science-based theories do you think are the most useful to the DNP-prepared nurse?

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Topic 8 DQ 1

Aug 25-27, 2022

Which science-based theories do you think are the most useful to the DNP-prepared nurse? Why?

REPLY TO DISCUSSION

EW

Emilia Wogu

Aug 29, 2022, 5:56 PM

Published

Replies to Emilia Wogu

Nursing theories are a set of predictive models that support nursing practice today. These theories are essential to nursing practice, scientific research and education because they help in determining what is known and any additional skills and knowledge that is needed.

Lewin’s Kurt change model proposes three fundamental strategies, i.e., unfreezing, movement and refreezing. The first is unfreezing, which supposes disruption. It supposes creating awareness about the need for change, thereby promoting support for said change. The second stage is movement, which means deciding on how to proceed with actual implementation of the change intervention. The third and final stage refreezing, implies assimilating and normalizing the change intervention as standard practice (Teguh et al., 2019). Orem’s nursing care deficit theory describes how the patient’s self-care needs will be met by the nurse, the patient, or by both. Orem’s theory on the other hand is comprised of three related parts: theory of self-care; theory of self-care deficit; and theory of nursing system. The steps in the approach are thought of as the technical component of the nursing process. Orem emphasizes that the technological component “must be coordinated with interpersonal and social pressures within nursing situations.

The DNP prepared nurse will be more equipped when utilizing these two nursing theories because they provide a guidance to nursing.  It allows the nurse to provide current best practice care to their patients while also impacting them beyond the bedside. Theories help guide evidence-based research which then leads to best practices and policies. This gives the DNP prepared nurse the opportunity to organize principles that will help evaluate patient care and improve the nursing interventions based on the evaluation findings. The theories can also provide nurses with basis or rationale for making decisions.

 

References

 

Nursing Theories(2021) Orem’s self care deficit nursing theory . available https://nursing-theory.org/theories-and-models/orem-self-care-deficit-theory.php

 

Teguh, A., Hariyati, R. T. S., & Muhaeriwati, T. (2019). Applicability of Lewin’s change management model for optimization management function in nursing delegation between head nurse and team leader: A mini project in Jakarta military hospital. International Journal of Nursing and Health Services (IJNHS)2(2), 66-74.

 

 

  • JC

Jenevieve Chibuike

replied toEmilia Wogu

Aug 30, 2022, 12:15 PM

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Replies to Emilia Wogu

You have a laudable post here. In response to your instructive post, nursing science provides the avenue for nurses to play the essential role of caring because practices are underpinned by theories in the form of evidence-based practice. Fawcett (2020) noted that nurses are at the center of most health professional teams, and they play significant roles in the promotion of health, prevention of disease and treatment. Patient engagement in the clinic facilitates the development of a partnership whereby solid communication is established in patient-nurse relationship (Welch & Fournier, 2018). A theory that validates the establishment of this partnership should guide a DNP project. And one of such theories is the Faith Community Nursing Theory proposed by Alligood and Fawcett (2017). Due to the fostering of patient-nurse relationship in the delivery of quality health care, I am using the theory as one of the theories that will guide my DNP project.

Thanks for sharing.

References

Fawcett, J. (2020). Thoughts About Nursing Science and Nursing Sciencing Revisited. Nursing Science Quarterly33(1), 97–99. https://doi.org/10.1177/0894318419882029

Welch, J., & Fournier, A. (2018). Patient Engagement Through Informed Nurse Caring. International Journal for Human Caring22(1), 1–10. https://doi-org.lopes.idm.oclc.org/10.20467/1091-5710.22.1.pg5

RD

Ruby Minda Dangan

Aug 27, 2022, 11:54 PM

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The nursing profession has remained a unique and evolving specialty, but its development has been complicated by the ever-changing healthcare delivery system. Doctor of Nursing Practice programs prepares nurse leaders for unique roles to address healthcare needs across the quality spectrum (Reynolds et al., 2021). As DNP-prepared nurses, we will have the opportunity to evaluate current practices and implement strategies directed to improve health care within an evidence-based framework. The focus is on translating nursing research into evidence-based standards of care and practice.

Theories serve as a guide and influence how we practice nursing. Kurt Lewin’s three-step theory is highly applicable and widely used, and I think this is the most useful for me as I navigate through this journey. Unfreezing is the first stage of Lewin’s theory wherein the anticipated change must first “unfreeze” the mindset to prepare that change is necessary. Moving is the second stage that follows implementing the change that has been identified. Finally, “refreezing” occurs when the change is successful and stabilized.

 

DNP-prepared nurses should be able to work productively with other key personnel within the organization and be able to share critical information regarding evidence-based practice with the frontline staff and advocate for the patient’s needs within the complexity of the health care systems (Doyle & Kwong, 2018). As we cross many milestones on this journey, with the ever-changing health care environment at high speed and become systems-level experts, we will have the opportunities to identify quality improvement projects, identify gaps needing improvement, implement strategies, and occurrence of organizational change.

 

 

References:

 

Doyle-Lindrud, S., & Kwong, J. (2018). “Leadership skill set for the advance practice registered nurse.” DNP Education, Practice, and Policy: Redesigning Advanced Practice for the 21st Century, 147.

DNP-815A Topic 8 DQ 1 Which science-based theories do you think are the most useful to the DNP-prepared nurse
DNP-815A Topic 8 DQ 1 Which science-based theories do you think are the most useful to the DNP-prepared nurse

 

Memon, F. A. (2021). Improving employee’s engagement in change: reassessing Kurt Lewin’s Model, City University Research Journal, 11(1).

https://www.cusitjournals.com/index.php/CURJ/article/view/282

 

Reynolds, S. S., Howard, V., Uzarski, D., Granger, B. B., Fuchs, M. A., Mason, L., & Broome, M. E. (2021). An innovative DNP post-doctorate program to improve quality improvement and implementation science skills. Journal of Professional Nursing37(1), 48–52.

https://doi-org.lopes.idm.oclc.org/10.1016/j.profnurs.2020.12.005

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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.
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  • 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;
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  • 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
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  • 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
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  • 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.

Also Read: DNP-815A Topic 7 DQ 2 Examine change theories in scholarly literature