Sample Answer for NRS 430 CLC – Nursing Theory and Conceptual Model Presentation GCU Included After Question
Assessment Description
This is a Collaborative Learning Community (CLC) assignment.
This assignment is to be completed in a group, which will be assigned by your instructor. The presentation will be submitted and graded as a group assignment.
Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10‐15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:
- Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.
- Explain how the nursing theory incorporates the four metaparadigm concepts.
- Provide three evidence‐based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.
You are required to cite a minimum of three sources to complete this assignment. Sources must be appropriate for the assignment and relevant to nursing practice.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
A Sample Answer For the Assignment: NRS 430 CLC – Nursing Theory and Conceptual Model Presentation GCU
Title: NRS 430 CLC – Nursing Theory and Conceptual Model Presentation GCU
Introduction & Objectives of the Presentation
Nursing theories and conceptual models allow nurses to implement care interventions for better patient outcomes by providing a systematic approach to patients based on the four metaparadigms of nursing. These theories are essential in provision of nursing education, practice and interactions with patients. These theoretical models have evolved over time to inform the nursing field and profession today. The theories offer frameworks and principles that guide the nursing practice and nursing profession. There are three types nursing theories; grand theories, middle-range theories, and practice-theory. Among the grand theories is Dorothea Orem’s self-care deficit theory which advances that individuals have self care capacity and nurses only facilitate it to help them attain better outcomes. The purpose of this presentation is to discuss Orem’s self-care deficit theory (SCDT) (Tanaka, 2022). The presentation explores evidence of its efficacy in nursing practice, the conceptual model of the theory, integration of the four nursing metaparadigms and evidence-based examples of its utilization in nursing practice.
Overview of Orem’s Self-Care Deficit Model
Dorothea Elizabeth Orem was among America’s leading theorists who developed the Self-Care Deficit Nursing Theory. The theory is also called Orem model of nursing. Orem was born in 1914 in Baltimore, Maryland and died in 2007. Dorothea had a distinguished nursing career based on her education and accomplishments. For instance, she attained a BSN in nursing education in 1939 and an MSN in 1945. She also earned several honorary doctorate degrees from various universities, including the University of Missouri in Columbia in 1998.
Orem’s Self-care deficit theory advances that individuals have the ability to perform self-care which it defines as the practice of activities that one initiates and performs on their own behalf to maintain life, health, and wellbeing. The theory describes nursing as an act of helping others in provision and management of self-care so as to maintain and improve their optimal functioning at the most basic level of effectiveness. As such, the theory is categorical that when individuals do not experience deficits, they can help themselves to attain expected or better ways to manage their conditions.
Orem’s self-care deficit is a grand theory in nursing. Grand theories are founded on broad, abstract and complex ideas. They offer general frameworks for nursing ideas concerning components like people, environment and health (Khademian et al., 2021). Grand theories typically emanate from a nurse’s own experiences in care delivery.
Orem’s General Theory of Nursing
According to Orem, the self-care theory is a three-part model that focuses not just on individuals but on one’s relationship and interactions. Each of the three parts focuses on a certain dimension of the individual. The theory of self-care focuses on self, the I while the theory of self-care deficit focuses on both the individual and his or her relationships or interactions (Hartweg et al., 2022). On its part, the theory of nursing system looks at we (you and me) and the individuals in the community.
Assumptions of Self-Care Deficit Theory
The self-care model comprises five core assumptions. Firstly, to stay alive and maintain functionality, human beings use constant communication and interactions among themselves and their environment. Secondly, they exercise their power to act deliberately with the aim of identifying needs and making the required judgments (Irshad et al., 2019). Thirdly, the self-care deficit advances that mature human beings have privations based on their self-care actions and others that entail making life-sustaining and function-regulating moves. Fourthly, human beings exercise their human agency through discovering, developing, and sharing or exchanging with other ways and means to know their need and have inputs for self and others (Tanaka, 2022). Fifthly, groups of human being having structured interactions cluster tasks and apportion responsibilities in offer care to members.
Main Concepts of the Model/Theory
The self-deficit defines nursing as an art through which nurses offer specialized assistance to individuals with disabilities or deficits, beyond the ordinary care required to meet self-care needs. The theory considers humans as the material objects of nurses and others who offer direct care. Humans include men, women and children who receive care from nurses or social units. According to the model, the environment comprise physical, chemical and biological features. It also includes families, cultures and communities (Hartweg et al., 2020). The model defines health as being structurally and functional whole or sound. Health as a state entails health of individuals and groups while human health denotes the ability to reflect on self, demonstrate experience and communicate with others.
Self-Care Practice
According to the model, self-care entails activities that individuals initiate and perform on their own behalf to maintain life, health and wellness. Self-care agency is the ability to engage in self-care based on age, developmental state, life experience, health, sociocultural orientation and accessible resources. The therapeutic self-care demand entails the totality of self-care actions performed for specific time to meet self-care requirements through deploying valid and evidence-based methods, procedures and actions. Self-care requisites are things that individuals need at all stages of life to care for their selves(Irshad et al., 2019). These include universal self-care requisites, developmental self-care requisites and health deviation self-care requisites.
References
Hartweg, D. L., & Metcalfe, S. A. (2022). Orem’s self-care deficit
nursing theory: relevance and need for refinement. Nursing science
quarterly, 35(1), 70-76. https://doi.org/10.1177/08943184211051369
Irshad Ali, B. H. (2019). Application of Orem self-care deficit theory on
psychiatric patient. Annals of Nursing and Practice, 5(1), 1093.
DOI :https://doi.org/10.47739/2379-9501/1093
Khademian, Z., Ara, F. K., & Gholamzadeh, S. (2020). The effect of self care
education based on orem’s nursing theory on quality of life and self-
efficacy in patients with hypertension: a quasi-experimental study.
International journal of community based nursing and midwifery,
8(2), 140. DOI: 10.30476/IJCBNM.2020.81690.0
Tanaka, M. (2022, May). Orem’s nursing self‐care deficit theory: A
theoretical analysis focusing on its philosophical and sociological
foundation. Nursing forum, 57(3): 480-485. DOI: 10.1111/nuf.12696.
CLC – Nursing Theory and Conceptual Model Presentation – Rubric
Collapse All CLC – Nursing Theory And Conceptual Model Presentation – RubricCollapse All
Overview of Nursing Theory and Evidence for Efficacy of Model in Practice
22.5 points
Criteria Description
Overview of Nursing Theory and Evidence for Efficacy of Model in Practice
- Excellent
22.5 points
A detailed overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is strongly demonstrated. A detailed explanation of how the theory proves the conceptual model is presented.
- Good
20.03 points
An overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is presented. An explanation of how the theory proves the conceptual model is presented. There are minor inaccuracies. Some evidence or rationale is needed for support.
- Satisfactory
17.78 points
A summary of the nursing theory is presented. General support for the efficacy of the model in nursing practice is presented, but more evidence is needed for support. A general explanation of how the theory proves the conceptual model is presented. There are some inaccuracies.
- Less than Satisfactory
16.88 points
A partial overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is not illustrated; or, evidence provided is not relevant. An unsupported explanation of how the theory proves the conceptual model is presented. There are significant inaccuracies. More information is needed
- Unsatisfactory
0 points
Overview of the nursing theory is not presented. Demonstration for support of the efficacy of the model in nursing practice is omitted. An explanation of how the theory proves the conceptual model is not presented.
Incorporation of Four Metaparadigm Concepts Into Nursing Theory
15 points
Criteria Description
Incorporation of Four Metaparadigm Concepts Into Nursing Theory
- Excellent
15 points
A through explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Compelling evidence is provided for support.
- Good
13.35 points
An explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Some detail is needed for clarity. Overall, the explanation provides sound support.
- Satisfactory
11.85 points
A summary of how the nursing theory incorporates the four metaparadigm concepts is presented. There are some inaccuracies. More information or detail is needed.
- Less than Satisfactory
11.25 points
A partial explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. There are inaccuracies. More information is needed.
- Unsatisfactory
0 points
Explanation of how the nursing theory incorporates the four metaparadigm concepts is omitted.
Evidence-Based Examples to Demonstrate That the Nursing Theory Supports Nursing Practice
22.5 points
Criteria Description
Evidence-Based Examples to Demonstrate That the Nursing Theory Supports Nursing Practice
- Excellent
22.5 points
Three evidence-based examples are provided. The examples are relevant and clearly demonstrate how the nursing theory supports nursing practice. Strong rationale and evidence are offered that demonstrate support for each example.
- Good
20.03 points
Three evidence-based examples are provided. Overall, the examples are relevant and demonstrate how the nursing theory supports nursing practice. Some additional evidence or rationale is required to fully demonstrate support.
- Satisfactory
17.78 points
Three examples are provided. At least two examples are evidence-based. The examples provided generally demonstrate how the nursing theory supports nursing practice. More relevant examples are needed.
- Less than Satisfactory
16.88 points
Only one or two examples are provided. Only one example is evidence-based. The examples provided do not fully demonstrate how the nursing theory supports nursing practice.
- Unsatisfactory
0 points
No examples are provided to demonstrate how the nursing theory supports nursing practice. The three examples used are not evidence-based, or they do not demonstrate how the nursing theory supports nursing practice.
Presentation of Content
60 points
Criteria Description
Presentation of Content
- Excellent
60 points
The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
- Good
53.4 points
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Persuasive information from reliable sources is included.
- Satisfactory
47.4 points
The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.
- Less than Satisfactory
45 points
The content is vague in conveying a point of view and does not create a strong sense of purpose. Some persuasive information is included.
- Unsatisfactory
0 points
The content lacks a clear point of view and logical sequence of information. Little persuasive information is included. Sequencing of ideas is unclear.
Layout
7.5 points
Criteria Description
Layout
- Excellent
7.5 points
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
- Good
6.68 points
The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.
- Satisfactory
5.93 points
The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.
- Less than Satisfactory
5.63 points
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.
- Unsatisfactory
0 points
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
7.5 points
Criteria Description
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
- Excellent
7.5 points
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
- Good
6.68 points
The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.
- Satisfactory
5.93 points
Language is appropriate to the targeted audience for the most part.
- Less than Satisfactory
5.63 points
Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.
- Unsatisfactory
0 points
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
7.5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
- Excellent
7.5 points
Writer is clearly in control of standard, written, academic English.
- Good
6.68 points
Slides are largely free of mechanical errors, although a few may be present.
- Satisfactory
5.93 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader.
- Less than Satisfactory
5.63 points
Frequent and repetitive mechanical errors distract the reader.
- Unsatisfactory
0 points
Slide errors are pervasive enough that they impede communication of meaning.
Documentation of Sources
7.5 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
- Excellent
7.5 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
- Good
6.68 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
- Satisfactory
5.93 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
- Less than Satisfactory
5.63 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
- Unsatisfactory
0 points
Sources are not documented.
Total 150 points
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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 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:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 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:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
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.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |