NUR 513 Relate nursing theories to your personal worldview -

Sample Answer for NUR 513 Relate nursing theories to your personal worldview Included After Question

Topic 5 DQ 2

Description:

Select one theory discussed during Topics 4 and 5. Does application of this theo1y differ based on the population focus (individuals, families, co= unities, and special populations)? Why or why not? Use examples from your current practice to illustrate differences or similarities.

A Sample Answer For the Assignment: NUR 513 Relate nursing theories to your personal worldview

Title: NUR 513 Relate nursing theories to your personal worldview

As nursing becomes increasingly important in healthcare, some people think that for nursing to be seen as its own profession and for nurses to be recognized as a crucial part of hands-on care, there should be clear theories or models outlining the specific tasks and responsibilities of nursing in a systematic way (Dewey, 2023).

I believe that the most suitable theory for my future role in advanced nursing practice concerning individuals, families, communities, and special populations is Orem’s self-care deficit theory. This theory focuses on the patient’s ability to take care of themselves. As a nurse, I can use this theory to evaluate and support the patient’s self-care skills in handling different aspects of their treatment and overall well-being (Dewey, 2022). Orem’s self-care deficit theory focuses on people being able to take care of themselves. It would help assist in evaluating and improving patients’ self-care abilities, and this idea applies to families, communities, and special groups, encouraging a complete view of healthcare that gives different groups the power to be actively involved in looking after their health.

As a hemodialysis nurse, I think the theory that fits well is Peplau’s theory, which is all about the relationship between the nurse and the patient and using communication to help. This is especially crucial in hemodialysis, where it’s really important to establish trust and communicate effectively (Hagerty et al., 2017).

References

Dewey, J., Ph.D. (2022). Dorothea Orem. Salem Press Biographical Encyclopedia.

Dewey, J., Ph.D. (2023). Nursing theory. Salem Press Encyclopedia of Health.

Hagerty, T. A., Samuels, W., Norcini-Pala, A., & Gigliotti, E. (2017). Peplau’s Theory of Interpersonal Relations: An Alternate Factor Structure for Patient Experience Data. Nursing Science Quarterly, 30(2), 160–167. https://doi.org/10.1177/0894318417693286

A Sample Answer 2 For the Assignment: NUR 513 Relate nursing theories to your personal worldview

Title: NUR 513 Relate nursing theories to your personal worldview

One nursing theory that I had not heard much about before these past week’s reading is Katie Eriksson’s theory of carative caring. This theories ultimate goal is caring to lighten suffering and serve life and health (Micah et al., 2023). In my current role as a bedside nurse on a med-surg unit, I continuously use this theory everyday. I as well as every nurse I know got into nursing to care for others. That being said, every nursing job requires care and compassion, it just might be illustrated in different ways. As a bedside nurse the care may be more hands on with the patients. It can be something as simple as giving a patient a shower and braiding their hair when they have not showered in days. It can be taking a moment to be present with the family members of a patient and explaining what exactly is going on with their loved one. As a nurse leader caring comes out in other ways. Caring in a nurse leader role may be seen in how you treat your employees, your coworkers and how you treat your community. Caring in the nurse leader role may not be as hands on as a bedside nurses caring is but it may be a general feeling felt by a unit or hospital. Care can be felt by a nurse leader when they show up everyday for their unit and continue to be hands-on even if they may not have the skills of being a bedside nurse anymore. Care can be felt by being trustworthy and fair when dealing with difficult situations.

Micah, A., Lita, Affedzie, E. O., Kel, Vera, M., Maame, Yaa, Marva, Roland, B., Johnson, E. J., Vachirawit, W., Ackah, V. A., Maganizo, Quin, C. E., Isik, Sherise, Frank, PAPO, G., Mercy, … Innaya. (2023, October 19). Nursing theories and theorists: The Definitive Guide for Nurses. Nurseslabs. https://nurseslabs.com/nursing-theories/#h-list-of-nursing-theories-and-theorists

A Sample Answer 3 For the Assignment: NUR 513 Relate nursing theories to your personal worldview

Title: NUR 513 Relate nursing theories to your personal worldview

Description

Objectives:

1. Discuss relevant theories applicable to advanced nursing practice for individuals, families, communities, and special populations.
2. Relate nursing theories to your personal worldview.
Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Re view Chapters 19 and 23 in Adw.mc:ed Pruc:tic:e Nursing: Essential Knuwledge fur the Prufessiun.

The Living Tree of Nursing Theories

Description:

Review ”The Living Tree of Nursing Theorie s,” by Tou1ville and Ingalls, from Nursing Forum (2003).

NUR 513 Relate nursing theories to your personal worldview

Competencies Create Expert, Accountable Nurses Delivering Quality Care

Description:

Review “Competencies Create Expert, Accountable Nurses Delivering Quality Care,” by P irschel, from ONS Voice
(2017).

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

Description:

Review “A Multidimensional Analysis of the Epistemic Origins of Nursing Theories, Models, and Frameworks,” by Beckstead and Beck stead , from International Journal of Nursing Studies(2006).

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 513 Relate nursing theories to your personal worldview

Worldview and Nursing Process Personal Statement

Being able to a1ticulate your personal world view can help you fo1mulate a personal philosophy of practice and enhance your influence on patients and the indus try. In this ass ignment, you will have an opportunity to reflect on your current and futur e practice, and the ways worldview and nursing the01y influence that practice .

Draft a 1,000-1 ,250 word paper in which you:

I. Describe your personal worldview, including the religious, spiritual , and cultural elements that you think most influence your personal philosophy of prac tice and attitud e towards patient care .
2. Choose a spec ific nursing theory that is most in line with your personal philosophy of practice and approac h to patient care and discuss the similarities. Explain ho w the nurs ing theo1y reinforces your approach to care.
3. Include in your explanation a specific example of a past or current pra ctice and how your worldview and the nursing theor y could assist you in resolving this issue .
4. Finally , explain how your worldview and the nursing theo1y will assist you in further developing your future prac tice.

You are required to cite five to IO so urces to complete this assignment Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide , located in the Student Success Center. An abstract is not required.

This assignment uses a mbric. Pl ease revie w the mbric prior to beginning the assignment to become familiar with the expectations for succe ssful completion.

You are required to submit this assignment to LopesWrite. Plea se refer to the directions in the Student Success Center

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.