NUR 513 Discussion: Nursing Theories based on Intent and Scope

Sample Answer for NUR 513 Discussion: Nursing Theories based on Intent and Scope Included After Question

Topic 4 DQ 1

Description:

Compare and contrast two nursing theories. How do they differ based on their intent, scope , and goals? Which one might be more relevant to your future role, and why?

A Sample Answer For the Assignment: NUR 513 Discussion: Nursing Theories based on Intent and Scope

Title: NUR 513 Discussion: Nursing Theories based on Intent and Scope

The APA writing template is a great tool for all students, but especially helpful for students who have not been in an academic program for some time. APA formatting is complex and requires the writer to pay close attention to detail. According to the American Psychological Association (2020), APA style helps writers present information in clear, precise, and inclusive manners. The APA writing template is a helpful guidance tool that allows the writer to format an academic paper properly, without getting overwhelmed by formatting rules.

In the APA template, there are also reference examples from different sources along with the respective in-text citations. I find this most helpful as this seems to be the most challenging aspect of APA style writing. The checklist is nice as it highlights what the expectations of the format are. I will also take advantage of the APA workshop that the library at Grand Canyon University (GCU) offers, to reinforce what I have learned about APA so far. I am hopeful that the combination of these resources will help me build a strong foundation and understanding of APA style writing.

References

American Psychological Association. (2023). About APA Style. https://apastyle.apa.org/about-apa-style

A Sample Answer 2 For the Assignment: NUR 513 Discussion: Nursing Theories based on Intent and Scope

Title: NUR 513 Discussion: Nursing Theories based on Intent and Scope

I graduated with my bachelor’s degree in nursing several years ago from Grand Canyon University and at that time the APA Style 6th edition was being used. It was helpful to receive the format template and other tools at that time as it helped me learn and achieve my goal. After several years of being out of academic education, I decided to return to pursue my graduate degree in nursing. When I started this course, I felt nervous because I knew that I had to learn the APA style formatting again. The first several weeks have been a struggle, however, I have been reviewing the information provided regarding the APA Style 7th edition of which has been very helpful. With that said, I reviewed the 7th edition APA template and cannot stress enough how thankful I am to have this resource provided by GCU. This will help me save time in completing the assignments. I also viewed the APA writing checklist that will serve as a guide to make sure the grammar and APA formatting are completed correctly.

APA Style establishes standards of written communication concerning the organization of content, writing style, citing references and how to prepare a manuscript for publication in certain disciplines (Purdue, 2023). Even though it has been a struggle to get back on track using the APA style formatting, by utilizing this style it will make it easier for the readers to understand the content that is written.

Reference:

Apa style workshop. APA Overview and Workshop – Purdue OWL® – Purdue University. (2023). https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_overview_and_workshop.html

A Sample Answer 3 For the Assignment: NUR 513 Discussion: Nursing Theories based on Intent and Scope

Title: NUR 513 Discussion: Nursing Theories based on Intent and Scope

The APA template is an awesome template. I appreciate that GCU (Grand Canyon University) has this resource. And yes, it is easy to use, which takes all the guesswork out of writing the APA paper that is true. Studying the topic may also take some time with studying and understanding the material “Despite the difficulties many experienced with understanding research literature, they were still generally willing to try to use it whenever it was needed” (Hines et al., 2022, p. 9). I get to focus on the subject and plug it in accordingly. Having this template will allow me to practice time management skills more effectively. I also do not have to plan to allow for formatting and building the paper. Not to mention the time it takes to get all the resources formatted correctly also. I am still slightly weary about the correct way to format my references, but I keep my resources handy and are constantly referencing them so as not to lose out on much-needed points. I am sure in time and with the need for repeating the need to reference, I will become more proficient.

References

Hines, S., Ramsbotham, J., & Coyer, F. (2022). Registered Nurses’ experiences of reading and using research for work and education: a qualitative research study. BMC Nursing, 21(1), 1–14. https://doi-org.lopes.idm.oclc.org/10.1186/s12912-022-00877-3

A Sample Answer 4 For the Assignment: NUR 513 Discussion: Nursing Theories based on Intent and Scope

Title: NUR 513 Discussion: Nursing Theories based on Intent and Scope

Jean Watson is renowned for her Developmental Theory, particularly her emphasis on human caring in nursing. Influenced by various philosophies and cultural experiences, Watson integrated 10 factors into her theory, essential for therapeutic healing in nursing relationships. Introducing the Trim concept, she highlighted the importance of caring over medical procedures, asserting that it should be the central focus of nursing. Watson believes that caring involves a reciprocal understanding between the nurse and the patient. Her Theory of Human Caring is widely accepted and applied in nursing reminiscent of Florence Nightingale’s essence. On the other hand, Hildegard Peplau another prominent theorist, emphasized the vital role of the nurse-patient relationship which stresses that patients seek assistance for health problems while desiring respect, personal dignity, and attentive listening. He also outlined essential qualities for nurses, including empathy, observation, active listening, application of theoretical concepts, and decision-making on appropriate interventions (Tourville & Ingalls, 2003).

Jean Watson’s Theory of Human Caring and Hildegard Peplau’s Interpersonal Relations Theory differ in their goals and scopes. Watson’s theory prioritizes holistic well-being and caring as the essence of nursing. Conversely, Peplau’s theory focuses on enhancing nurse-patient relationships during problem-solving. While Watson’s theory addresses broad aspects of holistic care, Peplau’s theory zooms in on the specific dynamics within nurse-patient relationships which aims for patient growth through therapeutic interactions. I find Jean Watson’s Theory of Human Caring more fitting for my future role, aligning with my cultural values emphasizing holistic, high-quality, and personalized care. Watson’s theory resonates with my belief in the combination of physical, emotional, and spiritual well-being, reflecting my vision of delivering compassionate and individualized care.

 

Reference

Tourville, C., & Ingalls, K. (2003). The Living Tree of Nursing Theories. Nursing Forum, 38(3), 21-30, 36. https://doi.org/10.1111/j.0029-6473.2003.t01-1-00021.x

Description

Objectives:

1. Describe nursing theories and their application to the advance registered nurse’s practice.
2. Evaluate nursing theories based on intent, goal, and scope.
Study Materials

 

Advanced Practice Nursing: Essential Knowledge for the Profession

Read Chapters 19 and 23 in Advanced Practice Nursing: Essential Knowledge for the Profession.

The Living Tree of Nursing Theories

Description:

Read “The Living Tree of Nursing Theories,” by Tomville and Ingalls, from Nursing Forum (2003).

A Cross -Cultural Comparison of a Clinical Nurse Competency Path Model

NUR 513 Discussion Nursing Theories based on Intent and Scope
NUR 513 Discussion Nursing Theories based on Intent and Scope

Description:

Read “A Cross-Cultural Comparison of a Clinical Nurse Competency Path Model,” by Sportsman , Hamilton, and Schumacker, from International Journal of Nursing Education(2014).

 

A Multidimensional Analysis of the Epistemic Origins of Nursing Theories, Models, and Frameworks

Description:

Read “A Multidime nsional Analysis of the Epistemic Origins of Nursing Theories, Models, and Framewor ks,” by Beckstead and Beck stead , from International Journal of Nursing Studies(2006).

Nursing Theories

Description:

Explore the links on the Nursing Theories page of the Current Nursing website.

Advanced Practice Nursing: Essential Knowledge for the Profession

 

Description:

 Read Chapters 7, 8, and 24 in Advanced Practice Nursing: Essential Knowledge far the Profession.

 Diversity Rx

Description:

Explore the Diversity Rx website.

Tanenbaum Center for lnterreligious Understanding

Description:

 Explore the Tanenbaum Center for Interreligious Understanding website.

Topic4 DQ 2

Description:

Se lect two different nursing theories and describe how they relate to patient care. How could you use them for inciting behavioral changes? Discuss the pros and cons of applying each theory and how they could be integrated into your future practice. Are there any particular ethical issues related to the integration of these theories that should be considered?

 

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.