NR 501 Week 5 Discussion DQ 2 Borrowed Theories Guiding Practice

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Greetings Class, This is your topic for TD2 and we will be meeting the following PO:

Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions,
comprehensiveness, and utility to advanced nursing. (PO #1)

The theories that reflected my clinical practice the most were the Roy Adaptation Model and the Self-Care Deficit Nursing Theory (SCDNT). I practice as a nurse clinician in a general dermatology outpatient clinic. However, we have a specialty clinic that focuses on oncodermatology. We see and treat patients with skin related issues from different cancers. During this clinic, I see the Roy Adaptation Model in practice. The minute a patient is diagnosed with cancer, they must adapt to their new circumstances. Their physiological mode is altered by the cancer cell mutation oftentimes manifesting in physical symptoms. The extreme nature of a cancer diagnosis can lead to psychological and spiritual strain. Patients internalize this diagnosis and begin to question the intention of the higher power they believe in. The relationship between patients and loved ones are also affected. Patients will need a strong support system to overcome their diagnosis. However, patients take on this new role and fight to return to their original state of health. As a nurse, I take on the role of caretaker for these patients. I specifically provide education on the diagnosed skin conditions related to cancer or cancer treatments and on the medications prescribed to treat these conditions. Patient’s environments quickly begin to incorporate much more time spent at hospitals and doctor’s appointments. Their health goes from disease prevention to disease treatment. My role as a nurse for these patients is to encourage adherence to treatment, provide emotional support, and work closely with patients to treat concerns that will lead to improved health. Our oncodermatology patients are seen on a weekly to monthly basis depending on their needs. Every appointment is an opportunity to evaluate how they are coping with their situation. We use this assessment to determine what nursing interventions will be most beneficial at that time.

There is another clinic in my department called the nurse clinic. The nurse clinic is where patients exclusively see a nurse for their appointment. Nurses provide care for patients such as suture removal, injection teaching, and wound care. Orem’s theory of Self-Care Nursing highlights the dynamic between the patient receiving care and the nurse providing care (Smith, 2020). A common wound care procedure performed in the nurse clinic is unna boot removal and application. The process involves wrapping a patient’s leg with econo paste, kerlix, and coban. Unna boots are a task that requires nursing care due to the location on the patient’s body and special training nurses have for wound care. An example of a self-care deficit that eventually turns into self-care is injections. The patient will have an initial appointment for a biologic injection with the nurse. At this appointment, the nurse will inject the medication and then teach the patient how to inject themselves. After the patient learns how to inject, they use the new information to provide their own care at home. It is rewarding to witness patients taking control of their health, sometimes to the point where they do not require the hands-on nursing care from our clinic.

I chose a research study that investigated how Orem’s self-care deficit theory applied nursing interventions to pediatric cancer patients and their parents. The study aimed to identify self-care tasks children and parents were able to complete andthe nursing interventions necessary for them to complete dependent-care tasks. The study was composed of 9 children with cancer and 18 parents all with varying circumstances. The estimative operations, which establish the nature of the situation included the participants acquiring knowledge and gaining information (Burley Moore & Beckwitt, 2006). The children and parents learned of their initial diagnosis from their healthcare provider. The nursing interventions provided to the families included verbal teaching and supplying information (Burley Moore & Beckwitt, 2006). These interventions gave participants resources such as support groups, tips for managing medical equipment, handouts, books, and pamphlets to expand their understanding of the specific cancer diagnosis. One example given was how a video helped a young patient cope with cancer and learn to not blame herself for her body getting sick (Burley Moore & Beckwitt, 2006). The next nursing interventions assist with transitional operations. The transitional operations are the steps taken to decide a course of action (Dennis, 1997). The healthcare team discusses options with patients and make the necessary referrals. The information gives families knowledge and autonomy to make the right decisions for their situations. The study explores a case where there was a lack of referrals provided. A mother expressed her desire for a psychiatry referral and the benefit it would have had on her child’s mental health. It is our job as nurses to look at the patient as a whole and recognize areas that require a specialist. Lastly, nurses provide motivation to support the productive operations where tasks are completed. An example from the study details a nurse that successfully got her patient to drink her milk by promising her a dance. The findings of the study showed nursing interventions did improve estimative, transitional, and productive operations; however, there were many areas for improvement of nursing interventions (Burley Moore & Beckwitt, 2006). The conclusion emphasizes Orem’s self-care deficit model in practice and ways nurses can apply this model to provide better care for patients.

 

References

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

Burley Moore, J., & Beckwitt, A. E. (2006). Self-Care Operations and Nursing Interventions for Children With Cancer and Their Parents. Nursing Science Quarterly, 19(2), 147-156. doi:10.1177/0894318406286594

Dennis, C. M. (1997).Self-care deficit theory of nursing: Concepts and applications.St. Louis, MO: Mosby.

Scope of borrowed theories and their application to the nursing profession.

Categories commonly used to organize nursing theories and how a theory fits into the category.

Choose a borrowed theory and apply its framework to an advanced nursing issue (i.e., hositlity in the workplace, instituting bedside reporting, and shared leadership).

Choose a borrowed theory and apply its framework to an advanced nursing issue (i.e., hostility in the workplace, instituting bedside reporting, and shared leadership).

    The Threaded Discussion Grading Grid and Rubric document can be found in Course Resources.

Participation Guidelines

Due Date: First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT. Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Wednesday 11:59 pm MT. Please note that the late assignment policy does not apply to the threaded discussions.

Total Points Possible: Varies with course, please see specific course syllabus. These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.

Requirements:

Description of the Assignment

1. Initial posting: This is defined to be the initial post in which the student responds to the required threaded discussion topic. The first posting by a student within the required discussion area is considered to be the initial posting and will be evaluated using the rubric criteria. Scholarship in communication is expected. Required scholarly source(s) provide specific information that thoroughly address the required topic. For the initial posting, one scholarly source must be presented. The scholarly source must be an outside source. The student may use the required course textbook (s), assigned readings and lesson information in the initial post; however, these are not considered outside scholarly sources.

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The initial posting must occur before Wednesday, 11:59 pm MT. Initial postings must be at a minimum of 300 words. References do not apply toward word count. ONLY in Week 8, the initial posting must be a minimum of 200 words with a scholarly reference. It remains due by Wednesday, 11:59 pm MT

2. Peer responses: As part of the threaded discussion requirements, the student must provide a substantive response to a peer. Substantive responses pose new ideas, ask questions, and/or generally add to the discussion topic in a meaningful and constructive way.

The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT. This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply. Peer responses must be a minimum of 150 words. References do not apply toward word count.

3. Instructor response: The student must respond to an instructor’s follow-up questions. The instructor’s question may be directed to the student or may be a question directed to another student in the section. The response must be comprehensive and scholarly in nature. Instructor responses must be a minimum of 150 words. References do not apply toward word count.

The response to the instructor must occur on a day different from the initial post and a day different from the peer response. Responses to the instructor must occur before Sunday, 11:59 pm MT.

4. For week 8 only: Students are expected to post a peer response or an instructor post but are not required to do both. These posts must be a minimum of 100 words. References do not apply toward word count. The peer or instructor response must be on a different day than the initial post and must occur before Wednesday, 11:50 pm MT due to the shorter week.

Posting Requirements:

  1. The initial posting must be provided before Wednesday, 11:59 pm MT.
  2. The initial posting must have at least one scholarly outside source that is cited within the posting and referenced. Required course textbooks, assigned readings and lesson information are not considered to be outside scholarly sources.
  3. Initial posting must be a minimum of 300 words; peer responses and instructor responses a minimum 150 words.
  4. The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.
  5. All postings are substantive and relate to the graded threaded discussion topic.
  6. Only one small quote (15 words or less) within the entire initial posting is accepted.
  7. Postings must occur on 3 separate days.
  8. For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT

Criteria for Content

  • Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
  • Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
  • Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
  • Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
  • Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
  • Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
  • For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.

Criteria for Format and Special Instructions

  1. Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
  2. When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
  3. Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
  4. Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

Grading Rubric

Performance Category 100% or highest level of performance 

100%

16 points

 Very good or high level of performance 

88%

14 points

 Acceptable level of performance 

81%

13 points

 Inadequate demonstration of expectations 

68%

11 points

 Deficient level of performance 

56%

9 points

 Failing level 

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness 

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements: 

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements: 

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements: 

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in one of the following elements: 

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in two of the following elements: 

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements 

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge 

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements: 

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements: 

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements: 

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements: 

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements: 

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements 

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 10 Points 9 Points  6 Points  0 Points
Interactive Dialogue 

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following: 

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following: 

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following: 

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following: 

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.

8 Points

7 Points

 6 Points

         5 Points          4 Points

 0 Points
Grammar, Syntax, APA 

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present: 

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present: 

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present: 

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
 The following was present: 

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
 The following was present: 

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present: 

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
0 Points Deducted 5 Points Lost
Participation 

Requirements

 Demonstrated the following: 

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following: 

  • Initial, peer, and faculty postings were made on 3 separate days
0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following: 

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

 Demonstrates one or less of the following. 

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

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