NR 501 Week 3: Steps of Concept Analysis

Sample Answer for NR 501 Week 3 Steps of Concept Analysis Included After Question

NR 501 Week 3: Steps of Concept Analysis

NR 501 Week 3 Steps of Concept Analysis

I do believe that an antecedent of comfort can be discomfort, but does not have to be. An antecedent is occurring before something, with that being said, before someone has comfort they may be experiencing discomfort. Most studies on nursing comfort relate to the physical aspect of comfort. Comfort is a state resulting from satisfaction of the need for relief, ease, and transcendence in physical, spiritual, social, and environment contexts (Pinto, Caldeira, Martins, & Rodgers, 2017). Since Nightingale, the concept of caring has become more relevant in nursing theoretical development (Pinto, Caldeira, Martins, & Rodgers, 2017). Comfort is seen in nursing as a holistic experience, a state of satisfying human needs for ease, relief, and transcendence in many different contexts (Pinto, Caldeira, Martins, & Rodgers, 2017). These definitions proposed are restrictive in defining comfort because they only relate to the physical aspect of comfort, showing that the antecedent would be discomfort.

NR 501 Week 3 Steps of Concept Analysis
NR 501 Week 3 Steps of Concept Analysis

Kolcaba’s Comfort Theory is useful in understanding the concepts of comfort. According to Kolcaba’s theory, comfort is also related to satisfaction of needs, which relates to quality of life, happiness, and suffering (Pinto, Caldeira, Martins, & Rodgers, 2017). These concepts show the satisfaction with meeting personal needs and expectations towards life leading to a form of comfort.

A Sample Answer For the Assignment: NR 501 Week 3 Steps of Concept Analysis

Title: NR 501 Week 3 Steps of Concept Analysis

The concept of comport is complex and dynamic in the nursing world. It is a concept that is holistic, subjective, and based on individuals needs (Pinto, Caldeira, Martins, & Rodgers, 2017). While discomfort can be an antecedent of comfort, there are also other dimensions of comfort that are not related to discomfort first. These include achieving comfort through spiritual, psychological, social, and environmental magnitudes (Pinto, Caldeira, Martins, & Rodgers, 2017). Aspects of the individual’s personality, age, culture, and beliefs influence the perception of comfort and how a person perceives it (Pinto, Caldeira, Martins, & Rodgers, 2017). Comfort is not a straightforward concept and can change over time due to a person’s perspective. A person can achieve comfort in one dimension such as physical, but not another such as spiritual leading to antecedents other than discomfort.

 

Pinto, S., Caldeira, S., Martins, J.C., & Rodgers, B. (2017). Evolutionary analysis of the concept of comfort. Holistic Nursing Practice, 31(4), 243-252. DOI: 10.1097/HNP.0000000000000217

 

At the end of Week 4 your concept analysis is due.  This discussion provides an opportunity to start this assignment.

Select a nursing concept, supported by a nursing theory, and address the following components included in a concept analysis:
• Definition of concept
• Identification of three attributes of the concept
• Description of one antecedent and one consequence of the concept
• Identification of at least one empirical referent
• Brief explanation of theoretical applications of the concept (How is the concept relevant to a nursing theory?)

This information does not have to be comprehensive but provides a foundation to the upcoming
assignment. Be sure to include scholarly references.

Hi Professor Talley and colleagues,

Definition of concept: The concept this author has selected for analysis is caring. The caring concept is found in the nursing Theory of Human Caring, this Nursing Theory was developed by Jean Watson. According to Chamberlain College of Nursing (CCN) concept and theory analysis are dominant instruments that benefit and bring light to the nursing practice. There are eight steps to carry out when developing a concept analysis. These steps will be discussed by the writer during this discussion question.

The concept of interest for this discussion question is Caring.  Caring and nursing are two terminologies that are impossible to be separated. According to Lindberg, Fagerstrȍm, Sivberg, & William (2014) caring is the basis of nursing and is firmly connected to ethos, whereas nursing primarily relates to actual work done by the nurses.

Caring is the core of nursing

and is closely connected to ethos, whereas nursing mainly

relates to the actual work done by the nurses

According to Lindberg, Fagerstrȍm, Sivberg, & William (2014) caring quality encompass respect for patient self-determination, practice aspect of nursing, caring relationships that nurses and patients establish and the health and wellness attitude. In other words, it is crucial in caring to have an understanding of the culture, attitude, variability, relationship, action and acceptance.

To provide a description of one antecedent and one consequence of the concept we could start by stating that nursing education is of paramount importance for the profession. The achievement of nursing accomplishments is a key antecedent for nursing. In order for a nursing student to become an RN the candidate ought to complete and be successful in completing nursing school as well as achieving passing scores on the board exam. The student nurse must fulfill a set of clinical practice hours in the clinical settings in which the student will achieve the necessary clinical skills where they will apply the theoretical content learnt in the classroom setting. Once the nursing student accomplishes the degree and becomes a professional registered nurse, and get a job, there is a necessary training period to confirm that this newly graduated nurse is self-sufficient, confident and has adequate skills that is safe to care for patients.

 

Identification of at least one empirical referent is how the concept of caring may be measured or assessed (CCN, 2017). Caring may be challenging to define and measure, since judgement and perception depends on both, the person providing and receiving the care. At the institution I currently work patient satisfaction is measured by a survey. This survey is mailed to patients at their home or by a telephone call survey after care is provided. This is a convenient tool that is able to set and maintain good quality standards within an institution.

There are many variations and perceptions of caring that may cause difficulties to explain in the sense of nursing, and can be perceived differently across cultures (Lindberg, Fagerström, Sivberg & Willman, 2014). This writer selected the concept of caring, focusing specifically on the care nurses provide to patients utilizing Jean Watson’s Theory of Human Caring.

 

NR 501 Week 3: Steps of Concept Analysis References

Chamberlain College of Nursing. (2017). NR-501 Week 3 Development of Nursing Theory and Concept Analysis [Online lesson]. Talley, IL: DeVry Education Group

 

Lindberg, C., Fagerstrȍm, C., Sivberg, B., & William, A. (2014). Concept analysis: patient autonomy in a caring context, Journal of Advanced Nursing 70(10), 2208-2221. http://onlinelibrary.wiley.com.chamberlainuniversity.idm.oclc.org/doi/10.1111/jan.12412/epdf (Links to an external site.)

Adelaida, caring is certainly an important concept and is central to the experience of nursing!  Watson’s theory of human caring will support your exploration of caring very well.

Possibly the most difficult aspect of a concept analysis is that of choosing an empirical referent.

In research, there are many surveys, tools, and “instruments” that are used to capture the presence of a concept.  Sometimes quality measures can also capture the presence of a concept.  However, while there may be an implication that a concept such as caring is involved, it may not specifically or precisely measure that concept in particular.  Surveys such as the Patients’ Perspectives of Care Survey (HCAHPS) measures many aspects of the hospital experiences but not “caring” as we usually define it conceptually.  It does measure the quality of interactions in terms of communication, attentiveness to needs (especially to pain management) and discharge education.  while this may occur, perhaps more easily supported in a caring environment and in caring interactions, the survey does not actually measure caring as it is often defined in theory.

One of the major activities in research is to test the validity of a research “tool”…with the question being….does it measure what it is supposed to measure?

Fortunately, WE don’t have to do that.  For example, Watson and associated developed a research tool which empirically measures caring as is defined in the theory of human caring (DiNapoli, Turkel, Nelson, & Watson, 2010).

How fortunate for us!

NR 501 Week 3: Steps of Concept Analysis Reference

DiNapoli, P. P., Turkel, M., Nelson, J., & Watson, J. (2010). Measuring the Caritas Processes: Caring Factor Survey. International Journal for Human Caring 14(3), 15-20.

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NR 501 Week 3: Steps of Concept Analysis Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.