NRS 430 Prepare a 10‐15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice

Sample Answer for NRS 430 Prepare a 10‐15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice 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:

1. 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.
2. Explain how the nursing theory incorporates the four metaparadigm concepts.
3. 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 Prepare a 10‐15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice

Title: NRS 430 Prepare a 10‐15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice

Introduction to the Presentation

Nurses constitute a critical part of the healthcare system. As practitioners, they leverage various theories to offer care. These models allow the to use various approaches to patient care and community health. Nursing theories offer a systematic way of executing nursing practice to achieve quality outcomes. These theories include various components of healthcare and the setting that influence care delivery (Younas, 2019). The theories focus on four nursing metaparadigm comprising of person, health, nursing, and the environment (Deliktas et al., 2019). The aim of this presentation is to describe Dorothea Orem’s self0care theory and its conceptual model. The presentation illustrates how the policy can be applied in nursing settings.

Objectives of the Presentation

The presentation’s objectives entail providing an overview of Dorothea Orem’s self-care theory, and evidence to support its efficacy in nursing practice. The presentation also explains and demonstrates the theory’s conceptual model. It also explains the integration of the four metaparadigm concepts into the theory. The presentation also shows three evidence-based illustrations of self-care model’s support for the nursing practice based on rationales.

Dorothea Orem

Dorothea Orem made important and long-term impact in nursing through her self-care theory. Born in 1914, Orem worked in different parts in the country to advance the nursing profession before her demise in 2007 (Younas, 2019). Orem developed her nursing model in 1971 and was vital in assisting to shape the holistic approach nurses use towards patient care. Using the theory, nurses can determine the aspects of care they should emphasize. Self-care model also emphasizes the critical role played by patients play in maintenance of autonomy over the nursing processes.

Self-Care Deficit Theory

The theory explains that nurses should intervene in patient care by helping them to make independent decisions based on their autonomy. The theory advances that all people have the ability to care for themselves if given right information and incentive. The model comprises of self-care, self-deficits and theory of nursing system.

According to Orem, Self-care emanates from actions that individuals freely and deliberately start and execute on their own to maintain life, health and wellness based on their environment. deficit occurs when one requires nursing due to incapacitation in providing self-care (Wills, 2019). The nursing system focuses on the interactions between nurses and patients as well as the wholly or partial compensatory nursing system and supportive-educative model that occurs in healthcare settings.

Efficacy of the Theory in Nursing

The efficacy of self-care theory is buoyed by diverse study findings which illustrates that health professionals leverage the model to lower costs, develop quality care interventions and allows faculty members to reduce the gap between theoretical aspects and practice for nursing students (Maslakpak et al., 2019). The model helps in enhancing patient outcomes and as it can be used to evaluate appropriate interventions for better results and maintenance of autonomy for patients.

The self-care model focuses on patient care and assists nurse practitioners to think and interact well with patients and colleagues. The framework is vital in development of nursing school curriculum and improving quality of nursing care for patients in different settings by leveraging interventions which are self-sustaining and initiated by patients or individuals in need of care. The self-care model’s primary objective is to ensure that an individual returns and maintains their former state of health and this allows providers to customize care interventions based on patients and their practice settings (Wills, 2019).

Conceptual Model

The Model’s Conceptual Framework includes three areas: Self-care, self-care deficits and Nursing Agency. Self care contains two aspects that comprise of self-care agency and self-care demands. The self-care agency advances that an individual can care for themselves based on their age, life experience, and sociocultural orientation health and accessible resources (Wazni & Gifford, 2017). The second concept is the therapeutic self-care demand which denotes to the totality of self-care where one performs actions to meet the self-care needs or requisites using acceptable approaches. The self-care requisites are things needed by individuals at al stages of life to care for themselves.

Self-Care Requisites: Universal Requisites

The universal self-requisites affect all people and are linked to life processes and maintenance of integrity of human structure and optimal functionality (Wazni & Gifford, 2017). These comprise of daily activities in life aimed at sustenance of sufficient intake of air, water, food, and having elimination processes. It also entails creating a balance among a host of activities that include rest, solitude and social interactions as well as hazards’ prevention to attain wellness and promote optimal human functioning.

Self-Care Deficit & Nursing System

Self-deficit implies that one cannot provide care for themselves due to various reasons. The deficit model illustrates the interaction between the self-care agency and the capability to conduct aspects self-care based on the expected requisites (Wills, 2019). The therapeutic self-care demands may not be satisfied when the agency dos not have the ability to initiate and carry out the respective interventions.

Nursing system comprise of three aspects that include wholly compensating model where an individual attains total care by care provision of the nurse, partly compensating where patients can care for themselves with support from nurses, and the supportive-educative where the nursing system focuses on providing education to individuals to enhance self-care (Bender, 2018). The implication is that the self-care model meets the conceptual framework as it shows that nurses should focus on assisting individuals attain better outcomes based on their abilities’ levels.

Person and Environment Paradigms

The metaparadigm on person and environment requires providers to assess individual abilities of the patient and the influence of their environment in care provision. The person entails the individual getting nursing care. The self-care model incorporates person metaparadigm as it focuses on holistic approach to care. The model implores one to use learned behavior and instincts to meet their needs (Bender, 2018).  The model also encourages learning about one’s self-care needs for effective care delivery.

The environment metaparadigm advances that environment influences one’s health care and the interventions they can take to attain better outcomes. The self-care model emphasizes the need for one to be in appropriate environment and understand their external and internal systems to attain better care. The self-care model is categorical that external environment is essential as it meets the universal requisites like access to water, and food among other aspects.

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

5. 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.

4. 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.

3. 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.

2. 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

1. 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

5. Excellent

15 points

A through explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Compelling evidence is provided for support.

4. 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.

3. 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.

2. 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.

1. 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

5. 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.

4. 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.

3. 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.

2. 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.

1. 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

5. 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.

4. 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.

3. 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.

2. 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.

1. 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

5. 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.

4. 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.

3. 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.

2. 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.

1. 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.)

5. 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.

4. 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.

3. Satisfactory

5.93 points

Language is appropriate to the targeted audience for the most part.

2. 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.

1. 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)

5. Excellent

7.5 points

Writer is clearly in control of standard, written, academic English.

4. Good

6.68 points

Slides are largely free of mechanical errors, although a few may be present.

3. Satisfactory

5.93 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

2. Less than Satisfactory

5.63 points

Frequent and repetitive mechanical errors distract the reader.

1. 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)

5. Excellent

7.5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

6.68 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

5.93 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less than Satisfactory

5.63 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

Total 150 points

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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.

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