NR 501 Week 1 Discussion DQ 1 Importance of Theory in Nursing Recent

Sample Answer for NR 501 Week 1 Discussion DQ 1 Importance of Theory in Nursing Recent Included After Question

NR 501 Week 1 Discussion DQ 1 Importance of Theory in Nursing Recent

For many students enrolled in NR 501, this is an initial course for nursing theory. So, let’s have a debate!!! Is nursing theory important to the nursing profession? If you believe that it is important, explain why it is useful. If you do not believe that it is useful, explain why nursing theory is not necessary to the profession? Be sure to provide an example that demonstrates your opinion and a scholarly reference (not using the required textbook or lesson) which supports your opinion.

A Sample Answer For the Assignment: NR 501 Week 1 Discussion DQ 1 Importance of Theory in Nursing Recent

Title: NR 501 Week 1 Discussion DQ 1 Importance of Theory in Nursing Recent

I do believe that theory in nursing is very important. Theory has been a part of nursing since the time Florence Nightingale began to change and develop procedures and explanations as to why nurses do what they do. A theory is defined as “a coherent group of tested general propositions, commonly regarded as correct, that can be used as principles of explanation and prediction for a class of phenomena” (Theory [Def. 1], n.d.) Theory in nursing has been an ever-evolving topic. Expanding on reasoning for what we do, why we do stuff, and what affects we do have on our patients. Peplau was a theorist who developed the theory of interpersonal relationships. Explaining the interactions with the patient as it evolves into a more therapeutic relationship. The nurse and patient start off as strangers in the orientation phase and progress to the exploitation phase where the nurse and patient interact and finally the resolution phase when the care has been provided and the relationship at that time is terminated. This theory is a foundation of each interaction we have with our patients starting the moment that we get our assignment. Peplau “enabled the nurse to begin to move away from the disease model orientation to one where the psychological meaning of events, feelings and behaviors could be explored and incorporated into nursing interventions” (Adams, 2017).

As nurses at the bedside we don’t often think too much about how we are using every day. As explained above the most common theory that has been developed and explained is the foundation to how we interact during the day. There are countless numbers of theories out there that we function based on, but don’t always know it. As identified by Sheri Jacobson, the best way to help nurses make the connection between theory and practice is by helping nurses make the connection using real example of practice (2017). An example she gave was of a nurse who is providing teaching for a patient on how to care for themselves when they leave (i.e. dressing changes, medication administration, exercises, etc.). Without theory in our practice we would have no foundation to go from to guide our practice and care methods.

NR 501 Week 1 Discussion DQ 1 Importance of Theory in Nursing Recent References:

Adams, L. (2017). Peplau’s Contributions to Psychiatric and Nursing Knowledge. Retrieved December 27, 2017, from http://jmhan.org/index.php/JMHAN/article/view/3

Jacobson, S. (2017). Building Bridges from Theory to Practice: Nursing Theory for Clinical Nurses. Med-Surg Matters, 26(3), 1-15.

Theory [Def. 1]. (n.d.). Dictionary.com. Retrieved December 26,2017, from http://www.dictionary.com/browse/theory.

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I really enjoyed reading your post. My specialty is Family Nurse Practitioner as well, Amanda. I, too, believe theory plays a major role in how we practice now as well as how we will practice in our future roles as advanced practice nurses no matter what specialty we choose. I see you mentioned that nurse practitioners attempt to separate or don’t use nursing theory often in their practices. I would want to utilize and incorporate nursing theory in my practice to make the best decisions for my patients. This way I know that I am delivering the best care to them. Thus, incorporating theory into our practice is pivotal to changes that may need to be made. This course will enlighten us and guide and be the basis of our theory knowledge as advanced practice nurses. The use of conceptual and theoretical frameworks in our educational curriculum is essential to protect and preserve the focus and clarity of nursing’s distinct contribution to healthcare (Wilson, et al., 2015). Advanced practice registered nurses (APRNs) are expected to perform functions that were previously reserved for physicians and expand the scope of nursing into the realm of medicine. I believe that there is a sacred opportunity to merge the theoretical underpinnings of the discipline with the clinical realities of the profession, for bedside as well as advance practice alike.

As APRNs roles are expanded, evidence-based practice will be important to implement into practice in that without a basis or foundation of what we know, how we know and how to integrate what we know depends on theories that were discovered long before we even thought about practicing nursing. The intent of theory is to examine the phenomenon of professional nursing in systematic ways as a means of clarifying its unique body of knowledge, making visible the nature of its domain, informing clinical practice, and forming a basis for research related to its practice domain (Arnold & Boggs, 2015). By providing safe, effective care, patients are satisfied with that care. As a Nurse Practitioner, we will be utilizing caring, which is a theory, in our everyday practice. One of our roles will be a resource person, as we are now as nurses, but, even more so as we will be more advanced in our practice. Within our resources, there had to be some evidence of theories that made an impact on how we practice. We will be handling comprehensive healthcare situations and treating patients holistically, so it is imperative that theory play a part in that process.

NR 501 Week 1 Discussion DQ 1 Importance of Theory in Nursing Recent References

Wilson, R., Godfrey, C., Sears, M., Medves, J., Ross-White, A., & & Lambert, N. (2015). Exploring Conceptual and theoretical frame works for nurse practitioner education: a scoping review protocol. JBI Database of Systematic Reviews and Implementation Reports, 13(10), 2150. doi:10.11124/jbisrir-2015-2150

Arnold, E., & Boggs, K. (2015). Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences.

Nursing theories are important in helping to establish the identity of the nursing profession. They provide a framework for understanding the unique role and responsibilities of nurses, as well as the values and principles that guide their practice. One example of a nursing theory that helps to instill identity in nursing practice is the nursing process theory, which was developed by Ida Jean Orlando. This theory emphasizes the importance of the nurse-patient relationship and the role of the nurse in assessing, planning, implementing, and evaluating care. The nursing process theory helps to establish the nurse’s role as a critical thinker and decision-maker, who is responsible for assessing the patient’s needs and developing a plan of care that is tailored to those needs.

Another example is the Orem’s Self-Care Deficit Theory which focuses on the patient’s ability to care for themselves and the role of the nurse in facilitating and supporting self-care. This theory emphasizes the importance of patient education and empowerment, and helps to establish the nurse’s role as a teacher and advocate (Ali, 2018). Nursing theories help to instill identity in nursing practice by providing a framework for understanding the unique contributions that nurses make to healthcare. These theories help nurses to identify their specific roles and responsibilities, as well as the unique skills and knowledge they bring to the practice of nursing. They also help to guide the development of nursing education and practice, and provide a basis for research and the ongoing refinement of nursing knowledge. Overall, nursing theories help to establish and reinforce the identity of nursing as a distinct and vital profession within the healthcare field.

Overall, nursing theories play a crucial role in helping to establish the identity of the nursing profession. They provide a framework for understanding the unique role and responsibilities of nurses, as well as the values and principles that guide their practice. The nursing theories mentioned above all help to instill a sense of purpose and direction in nursing practice, and provide a framework for understanding the unique role and responsibilities of nurses. It also helps to establish the nurse’s role as a critical thinker, decision-maker, teacher, advocate, facilitator, and a guide to the patient’s growth and development.

NR 501 Week 1 Discussion DQ 1 Importance of Theory in Nursing Recent Reference

Ali, B. H. I. (2018). Application of Orem self-care deficit theory on psychiatric patient. Annals of Nursing and Practice, 5(1), 1-3. https://www.researchgate.net/profile/Bibi-Hajira-Wali/publication/343125237_Central_Bringing_Excellence_in_Open_Access_Annals_of_Nursing_and_Practice_Application_of_Orem_Self_Care_Deficit_Theory_on_Psychiatric_Patient/links/5f17bc21a6fdcc9626a685df/Central-Bringing-Excellence-in-Open-Access-Annals-of-Nursing-and-Practice-Application-of-Orem-Self-Care-Deficit-Theory-on-Psychiatric-Patient.pdf

NR 501 Week 1 Discussion DQ 1 Importance of Theory in Nursing Recent 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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