NUR 513 Topic 4 Discussion Theory Based Nursing Practice -

NUR 513 Topic 4 Discussion: Theory-Based Nursing Practice

Sample Answer for NUR 513 Topic 4 Discussion: Theory-Based Nursing Practice Included After Question

Description

Objectives:

Describe nursing theories and their application to the advance registered nurse’s
Evaluate nursing theories based on intent, goal, and scope

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

A Sample Answer For the Assignment: NUR 513 Topic 4 Discussion: Theory-Based Nursing Practice

Title: NUR 513 Topic 4 Discussion: Theory-Based Nursing Practice

Nursing theories play a crucial role in guiding the evolving field of nursing, especially in the current dynamic healthcare landscape. They serve as essential tools for nurses, providing a framework to navigate the complexities of patient care and make critical decisions in the responsible and compassionate management of human lives. It is a framework of concepts and purposes intended to guide nursing practice at a more concrete and specific level (Wayne, 2023). Nurse scholars and leaders devoted considerable effort to identifying the core or essence of nursing, to constructing theoretical formulations that would reflect this core, and to promoting further inquiry, as well as theory-based nursing practice (DeNisco, 2024).

Given that, the human-to-human relation model by Joyce Travelbee has captured my interest. The relationships established between nurses and patients are crucial therapeutic interventions. Professional relationships and interactions are purposeful, being a resource to patients experiencing crises or making transitions, with the intention to produce outcomes beneficial for patients, such as enhanced coping. The relationship between a nurse and an individual or family is a central concept in nursing practice (Pokorny, 2014; Travelbee, 1964, 1971, cited by Parola et al., 2020).

Another nursing theory that has caught my attention is Marilyn Anne Ray’s theory of bureaucratic caring. According to Wayne (2023), improved patient safety, infection control, reduction in medication errors, and overall quality of care in complex bureaucratic health care systems cannot occur without knowledge and understanding of complex organizations, such as the political and economic systems, and spiritual-ethical caring, compassion and right action for all patients and professionals.

When comparing these two nursing theories, they differ in their emphasis. The human-to-human relationship model primarily centers on the significance of the nurse’s connection with the patient. Establishing a professional rapport opens opportunities to enhance care by fostering an environment where the patient feels comfortable sharing information without fear of judgment. This, in turn, enables the nurse to provide personalized and tailored care. Nurses need to develop their practice of nursing as it best applies to the client or person, the environment, the client’s culture, and the nurse’s level of understanding and philosophy (Tourville et al., 2003).

Conversely, the theory of bureaucratic caring is more intricate as it involves various categories. According to Wayne (2023), it challenges participants in nursing to think beyond their usual frame of reference and envision the world holistically while considering the universe as a hologram.

I think the theory of bureaucratic caring would be relevant in my future role in nursing informatics. As mentioned earlier, a primary example would be the reduction in medication errors, achievable through the implementation of a barcoding medication administration system. Nurses are mandated to use this system to enhance patient safety and prevent medication administration errors. Informatics nurses keep concepts of care and patient outcomes at the forefront by applying concepts of nursing theory during management of data. They help ensure that data and information quality remain crucial aspects of current and emerging analytics and resulting outcomes (American Nurses Association, 2022).

NUR 513 Topic 4 Discussion Theory Based Nursing Practice

The Living Tree of Nursing Theories

Description:

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

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

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

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Description:

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

Nursing Theories

Description:

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

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?

Topic 4 DQ 2

Description:

Select 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

Description

Objectives:

Discuss relevant theories applicable to advanced nursing practice for individuals, families, communities, and special
Relate nursing theories to your personal

Being able to articulate your personal worldview can help you formulate a personal philosophy of practice and enhance your influence on patients and the industry. In this assignment, you will have an opportunity to reflect on your current and future practice, and the ways worldview and nursing theory influence that practice.

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

Describe your personal worldview, including the religious, spiritual, and cultural elements that you think most influence your personal philosophy of practice and attitude towards patient care.
Choose a specific nursing theory that is most in line with your personal philosophy of practice and approach to patient care and discuss the similarities. Explain how the nursing theory reinforces your approach to care.
Include in your explanation a specific example of a past or current practice and how your worldview and the nursing theory could assist you in resolving this issue.
Finally, explain how your worldview and the nursing theory will assist you in further developing your future

You are required to cite five to 10 sources 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 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. Please refer to the directions in the Student Success Center.

Topic 5 DQ 1

Description:

During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice. Consider an area in your specialty that you believe needs improvement. Which nursing theories could you apply to this problem? Why is this the best theory?

Topic 5 DQ 2

Description:

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

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.