NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory

Sample Answer for NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory Included After Question

Topic 3 DQ 2

Discuss the difference between a nursing conceptual model and a nursing theory. Select a nursing theory and provide a concise summary of it. Provide an example in nursing practice where the nursing theory you selected would be effective in managing patient care.

A Sample Answer For the Assignment: NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory

Title: NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory

A component to being a profession is that the discipline have it’s own body of knowledge, and in some cases

theoretical support. Our Florence Nightingale started us off with her Environmental Theory. We often do not think about why we do what we do on a daily basis as a nurse. Have you thought about what theory drives your nursing practice? While I may use several, Orem’s Theory was my go to theory when caring for patients. What theory drive’s your practice?

Virginia Henderson’s Nursing need theory has been a source of inspiration to my practice. Her definition of nursing says it all. Without a need to care, there won’t be a practice. Most times, i remind myself that if this patient does not have a defect in health, there won’t be a reason to be in a health care facility.

Hence, the nurse helps them when they are dependent while preparing them for independence when discharged home.

Care is one element that makes nursing, well….nursing. We add care into everything we do.

I would say that I have never really thought about what nursing theory guides my professional nursing practice, but after reading this week and learning more about the nursing theories I got to thinking about what nursing theories guide my practice. I would say that I practice with multiple nursing theories regularly but one that stands out to me the most that I would say I use is Kurt Lewins Field Theory, where human behavior is related to both the individual and the environment (Whitney 2018). I tend to think that people are often a product of their environments. For example if you are sitting in a cold dark room all day you may end up being depressed, whereas if you go outside and get some sunshine on your face and smile you may actually feel happier. In nursing I think if we promote a healing environment, that is warm, quite, relaxing and positive we may have a better patient outcome on healing than if we were to promote a uncomfortable environment. I also feel that if we promote a safe environment then we will inherently have less falls and injuries to patients that if we were to not. Overall the environment in which someone is, in my opinion, has a lot to do with patient outcomes.

Whitney, Stacey. (2018). Dynamics in Nursing: Art and Science of Profession Practice. History of Profession Nursing. Grand Canyon University. https://lc.gcumedia.com/nrs430v/dynamics-in-nursing-art-and-science-of-professional-practice/v1.1/#/chapter/2

A Sample Answer 2 For the Assignment: NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory

Title: NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory

Thank you for sharing. I agree that often we do not think about what drives our care….we just do it. I will also add along with your post, Florence Nightingale’s Environmental theory addressed light, etc. which also goes along with your post.

Billie, I know in my previous post I talked about Rogers’s science of unitary human beings but working in an outpatient surgery setting, that really seems to be the theory that drives my practice. Our patients come in to a situation where it is totally foreign to them! We, as nurses, deal daily with what to expect in the different phases of surgery and recovery but it is totally new to our patients and we have to be cognizant of that daily.

Thank you for determining that Roger’s theory is most relevant to your work setting. As we explore who we are as nurses and question why we do what we do, the reflection allows us to become more aware.

Theory is wildly deep in passion for purpose. As I have been trying to understand these theories more, I have come to identify them in my past care experiences and now use them to advance my new ones. After reading the other posts, one of Cassidy’s comments sparked my attention, and I realized that I use Lewin’s Field Theory a lot in pediatrics. Cassidy said, “I tend to think that people are often a product of their environments.”

This takes me to Lewin’s change management model and why I use it in pediatrics. Working in the ICU brings an already intense and scary environment that greatly challenges one’s behavior. In the cardiac ICU, we have a higher rate of newborn admissions than others. We care for the parents and the patient as if they are one. Parents make the decisions, they are the advocates, and they feel the pain or happiness of their babies. Babies also feel the energy of their surroundings. The stressors are crazy high. They just gave birth; the mom doesn’t always come with the baby. It’s usually just dad. They are separated and highly emotional because multiple environments are changing without their control. So what am I getting at? Their environment is in a state of unfreezing. When they walk through my doors and enter a new crazy, stressful, and life-altering environment, I have this window of opportunity to create a positive force in a negative situation. If the desired change can be, they can move to the next phase. They can refreeze and solidify this environment to not be as scary and harsh. Instead, the environment displays support and caring. They have reassurance our people will be there to help them during this uncontrollable and new environment. If they are a product of their environment, as Cassidy said, creating a welcoming, safe, and caring one will make parents more receptive to coping, listening, and understanding.

Thank you for your reflection on this question. It is evident that you are focused on your patients in times of stress and uncertainty and your ability to establish the positive environment makes all the difference to the patient.

A Sample Answer 3 For the Assignment: NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory

Title: NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory

I enjoyed reading about the various theories this week. Now that I have a better understanding on Florence Nightingales

Environmental Theory, I feel like I apply this every day at work; especially once the pandemic started. Florence Nightingale believed that changing the environment around the individual and improving living conditions can improve overall health (Whitney, 2018). Although we are not battling providing clean water or proper sewage systems to improve health, we are changing the enviromnent for our patients in many ways. The first thing I do when meeting my patient is do a room “sweep”; a fresh start. I clean up any dubris, organize, supplies, make sure bathroom is clean, make sure patient has clean linens and gown. Once the pandemic hit, I now wipe down all surfaces multiple times through the day as an extra effort to keep both my patient and the staff safe. I wipe down common areas like the nurses station including computers, phones, light switches, handles and tube station. Taking those extra moment to make the effort to keep our environment clean and safe.

A Sample Answer 4 For the Assignment: NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory

Title: NRS 430 Topic 3 DQ 2 Discuss the difference between a nursing conceptual model and a nursing theory

“Nursing theory is a structure of purposeful and systematic ideas that help to organize disciplinary thinking and influence practice” (Whitney, 2018, para. 28). In other words, a Nursing theory provide the foundations of nursing practice. “Theories can be categorized according to their complexity. These categories include practice theories, midrange theories, and grand theories (also referred to as conceptual models). Conceptual models explain a particular way of thinking, or a mental picture of how the theory fits together, according to the theorist. A conceptual model is the organizing structure that defines the theory’ (Whitney, 2018, para. 34). In other words, we can say a conceptual model provide guidance for research of a particular topic in nursing.

Jean Watson’s theory of human caring is one of the main theories in nursing. Watson asserts that even though caring exists in every society or community, in many cases most of them do not transmit a caring attitude from one generation to another (Pajnkihar et al., 2017). As a result, caring is transmitted from one generation to the next by the nursing profession as a way of coping with its environment.

Therefore, Watson’s theory asserts that caring consists of ten curative factors. These aspects consist of the formation of humanistic value systems, instilling faith and hope, creating sensitivity to others and self, nurturing a helping trust relationship, and encouraging the expression of feelings (Carla et al., 2020). Other factors include utilizing problem-solving for decision making, encouraging teaching-learning, creating a supportive environment, helping in the gratification of human needs and permitting existential-phenomenological forces (Carla et al., 2020). For example, a 76-year-old man is scheduled for an operation after developing complications on his leg. The man lives in a nursing home because other members of his family live in other states. The nurse starts caring for him immediately after going through the report from the previous nurse.

Thus, from the above analysis, the first three creative factors from Watson’s theory should be applied. Foremost, there must be the formation of humanistic-altruistic value systems. The nurse should not be task-oriented and realize that she is dealing with a human being with precious life. The nurse should instill hope in the patient by assuring him that everything will be fine. It is also essential to be sensitive to the man’s plight and offer him the emotional and physical support required.

References

Carla, B. E., Maria Emília, L. L., Maria Miriam Lima da Nóbrega, Ferreira de Vasconcelos, M., & Ana Claúdia, G. V. (2020). An analysis of Jean Watson’s theory according to chinn and Kramer’s model. Revista De Enfermagem Referência, 5(4). Web.

Whitney, S. (2018). History of professional nursing. [E-book]. Dynamics in Nursing: Art & Science of Professional Practice. Grand Canyon University. https://lc.gcumedia.com/nrs430v/dynamics-in-nursing-art-and-science-of-professional-practice/v1.1/#/chapter/2

Pajnkihar, M., Štiglic, G., & Vrbnjak, D. (2017). The concept of Watson’s carative factors in nursing and their (dis)harmony with patient satisfaction. PeerJ, 5, e2940. https://doi.org/10.7717/peerj.2940

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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. 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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