NR 391 Week 1 Discussion1 Models of Transcultural Nursing Recent

NR 391 Week 1 Discussion1 Models of Transcultural Nursing Recent

NR 391 Week 1 Discussion1 Models of Transcultural Nursing Recent

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NR 391 Week 1 Discussion1 Models of Transcultural Nursing Recent

The nursing theory that has a close resemblance to my practice as a nurse is Helen Erickson, Evelyn Tomlin and Mary Ann Swain’s Theory of Modeling and Role Modeling.  MRM is based in several nursing principles that guide the assessment, intervention, and evaluation aspects of practice (Smith, 2020). According to this theory, nursing interventions should have intent; nurses should aim to make something happen that facilitates health and healing when they interact with clients (Smith, 2020). The modeling aspect of the theory refers to assess the situation of the patient. It involves interaction with the patient to create an understanding of how the patient perceives his environment and circumstances. Through modeling, as nurses, we can understand our patient better and then try to look world through patient’s perspective. Role-modeling refers to facilitating and nurturing the individual for the attainment, promotion and maintenance of health. (Themes, 2017).

In the article, Modeling and role-modeling theory: a case study of holistic care, authors have explored the experiences of a young woman with diabetes keto acidosis and  demonstrated how nursing care based on the Theory of Modeling and Role-Modeling enabled the client to recognize and develop strengths and empowered her to begin the healing process (Sappington & Kelly, 1996). In the article, using the modeling and role modeling theory, the nurse was able to gather information from the client which concluded that the client is going through many stressors in life such as living away from family and friends, beginning of college, start of a new job and due to these stressors, she was unable to monitor her blood glucose levels and maintain good health which led to her third admission to hospital within two months. After this, the nurse assisted the client to realize her strengths which included knowledge about her disease, athletic ability, willingness to live in a new environment and parent’s support. Later the nurse connected her to the helpful resources such as college campus health center that can assist her with medication and diet. This way the theory guided nurse to first assess specific aspects of client’s life and next, to plan interventions and set goals for the patient. Development and cognitive stage, basic life needs attainment, ability to adapt to stress and individualization were explored and all are integrated into holistic nature of client (Sappington & Kelly, 1996).

This article also emphasizes that the Theory of Modeling and Role-Modeling enables nurses to care for and nurture each client with an awareness of and respect for the individual’s uniqueness (Sappington & Kelly, 1996). When care is offered to patients, it must be recognized that clients have the knowledge and ability to understand what has made them sick, as well as what will make them well.

I believe in order to provide the best nursing care, it is very important to consider the patient’s viewpoint and worldview. I work as medical surgical nurse. I base my clinical practice mainly focusing on what and how a patient needs or wants things to be done. By implying theory of modeling and role-modeling, I  build up trusting relationship with patients and promotes patient’s positive attitude. It helps provide patients’ a sense of control and affirm and promote the patient’s strengths, and  set mutual, health-directed goals. For instance, in my daily practice, I always spend at least 15-20 minutes in the morning in having a detailed conversation with the patient (doing head to toe assessment side by side) which aids me knowing the patient and his/her health condition in a better way. This helps me understand the patient’s pererspectives about health and also it results in the development of trusting nurse-patient relationship. In this part, the modeling part of theory is covered. Next, I make evaluations about patient’s current situation and set short term and long term goals. In role-modeling part of theory, I educate patients about their diagnosis, help them understand the set goals, realize them their strengths, educate them on making the lifestyle changes that can pace their path to recovery.

References

Smith, M. C. (2020). Nursing theories and nursing practice (5th ed.). F.A. Davis.

Themes, U. F. O. (2017). Modeling and role-modeling theory in nursing practice. Nurse Key.

Sappington, J., & Kelley, J. H. (1996). Modeling and role-modeling theory: a case study of holistic care. Journal of holistic nursing: official journal of the American Holistic Nurses’ Association14(2), 130–141.

Models of Transcultural Nursing

Chapter 1 of Andrews and Boyle (2016) discusses Leininger’s sunrise model of transcultural nursing. However, other models are described and are important to acknowledge as well. Besides Leininger’s model, what others are available? Describe one model and how you might apply it to your practice setting. An excellent resource may be found at the Transcultural Nursing Society’s website

(http://www.tcns.org) Click on the Theories tab.

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NR 391 Week 1 Discussion1 Models of Transcultural Nursing Recent

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources:Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include:Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals:Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStormto check your writing.

Participation: RN-to-BSN

In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.

1. Attendance

Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

2. Guidelines and Rubric for Discussions

PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

  • Demonstrate understanding of concepts for the week
  • Integrate professional resources
  • Engage in meaningful and respectful dialogue with classmates
  • Express thoughts clearly and logically

Participation Requirement: You are required to post a minimum of two (2) times in each graded thread. These two (2) posts must be on two (2) separate days and the first post in each thread must be completed by 11:59 p.m. MT on Wednesday.

Participation points: If your posts do not meet the participation requirements (above) 20% points will be deducted from a thread. Each thread is graded independently. You will receive a 20% point deduction in each thread if:

  • your first post in each thread is not posted by 11:59 p.m. MT on Wednesday, OR
  • you do not post a second time in each thread

3. Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

4. Participation Guidelines

You are required to post a minimum of two times in each graded thread. These two posts must be on 2 separate days and the first post in each thread must be completed by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. mountain time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.

5. Grading Rubric

Discussion Criteria A
(92-100%)
Outstanding or highest level of performance
B
(84-91%)
Very good or high level of performance
C
(76-83%)
Competent or satisfactory level of performance
F
(0-75%)
Poor or failing or unsatisfactory level of performance
Responds to the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week based on assigned reading(s) and weekly course lesson. 32% points Thoroughly answers the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. Answers the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. Answers the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. Does not respond to the initial discussion question(s). Little or no evidence of knowledge or understanding of weekly concepts.
Supports ideas and opinions with experiences and resources from assigned reading and/or textbook, and lesson. 24% points Thoroughly supports ideas and opinions with experiences and resources that include lesson and assigned readings and may also include professional journal articles. Ideas are credited* to the source. Supports ideas and opinions with experiences and resources that include lesson or assigned readings that are credited* to the source. Satisfactorily supports ideas and opinions with experiences and resources that mention the lesson or assigned readings but source is not noted. Little or no support of ideas and opinions with any experiences or resources.
Engages in meaningful and respectful dialogue with classmates before the end of the week. 28% points Responds to classmates and/or instructor by name in a respectful manner speaking to the points already made by others, furthering the dialogue through clarification and additional knowledge, thereby contributing much depth to the discussion. Usually responds to classmates and/or instructor by name and always in a respectful manner speaking to the points already made by others, furthering the dialogue and adds some depth to the discussion. Unable to determine to whom the person is speaking but is respectful speaking to the points already made by others, but does not further the discussion. Responds to classmates and/or instructor in a disrespectful manner or responses are not on topic causing distraction to the discussion.
Communicates in a professional manner. 16% points Presents information using clear and concise language in an organized manner (uses accurate English grammar, spelling, syntax, and punctuation with minimal errors). Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). Presents information using understandable language but is somewhat disorganized (many errors in English grammar, spelling, syntax, and punctuation). Presents information that is not clear, logical, or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
Participation Posts a minimum of two (2) times in each graded thread. These two (2) posts must be on two (2) separate days and the first post in each thread must be completed by 11:59 pm MT on Wednesday. 20% of points are deducted per thread if this criterion is not met. A zero is the lowest score possible per thread and each thread is graded independently. NO points added or deducted if minimum requirements are met. Deduct 20% of points if minimum requirements are NOT met.
*Credited means stating where the information came from (specific article, text, or lesson). Example: Our text discusses…. The information from our lesson states…. Smith (2010) claimed that….. Mary Manners (personal communication, November 17, 2011)….