Instructions

Submit your final multimedia presentation. In this presentation, you’ve had a chance to reflect on what you have learned about your issue or event, yourself, and diversity through analyzing its impact on society through the four general education lenses. You will also be able to apply your communication skills and integrate multimedia elements to communicate your message to an audience.

Note: Be sure to incorporate instructor feedback from your final project milestones, particularly Milestone Three (the presentation draft), into this final submission.

To complete this assignment, review the FINAL PROJECT PART 2 GUIDELINES AND RUBRIC.

Attached is Power Point Milestone 3 – labeled (Recovered File) to use as reference

Milestone 1 – Critical Analysis and Portfolio

Please use as many sources attached below as reference as they are modules used in course.

 

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Instructions

Concept Synthesis Paper on Personal Nursing Philosophy

You are required to submit a scholarly paper in which you will identify, describe, research, and apply the concepts that underlie your personal philosophy for professional nursing practice.

This will help you identify your own values and beliefs about the established metaparadigms and metatheories of the discipline. It will also help you identify and articulate concepts relevant to your specific practice. This paper is intended to be an exercise in clarification and organization of your professional foundation. You are also required to provide a list of assumptions from personal nursing practice that illustrate the concepts and framework of your theory.

Your paper should follow a format that includes:

· Nursing Autobiography: A brief (1 page) discussion of your background in nursing.

· The Four Metaparadigms: Identification, discussion, and documentation from the literature of your perspective on the basic four metaparadigms/concepts of patient, nurse, health, and environment.

Your paper should integrate these discrete elements and reflect your personal nursing philosophy.

Week 1: Nursing Biography and The Four Metaparadigms of Nursing
Consider the following questions as you complete your various tasks related to this assignment.

  

1. How do I define and employ the four basic metaparadigms of nursing theory in my professional practice?

 

2. What are the major concepts I employ that are unique to my professional practice?

 

3. What research supports these theories and concepts?

 

4. How do I integrate role and change theory into my professional practice and how may these theories be applied to the organization in which I practice?

The paper is to be thoroughly researched and well documented, with relevant material from the nursing theorists presented incorporated into the paper. Use the current edition of the APA Manual throughout the paper. Sources should focus on references from nursing theory but may also include conceptual and theoretical material from other professional domains. The paper, excluding references or appendices, is to be limited to 4-5 pages. Writing should be succinct and well organized, as it is impossible for the facilitator to evaluate form and content separately.

Your philosophy/framework is to be given a title that is appropriate to its content and emphasis.

Scholarly academic references The Theory Era

The theory era began with a strong emphasis on knowledge development. Although in the previous two decades proponents of nursing theory and nursing theorists had begun to publish their works, it is noteworthy that they denied being theorists when they were introduced as such at the 1978 Nurse Educator Conference in New York with the Nursing Theory theme. There was understanding among those attending the conference that the presenters were theorists, and by the second day, the audience responded to their denials with laughter. This seems strange today, but this was the first time most of the theorists even met each other. Their works had grown out of content organization in nursing education courses, nursing practice administration in large agencies, and structures for the thought and action of practice. It was clear that their works were nursing theoretical structures even before they recognized them as such. The theory era, coupled with the research and graduate education eras, led to understanding of the scientific process beyond production of a scientific product Theory forms the foundation of knowledge. Nursing theories form the foundation of nursing practice, research, and education. Throughout your professional life, you will be applying theory and the knowledge derived from theory in your practice environment regardless of the setting. An understanding of the nature of nursing knowledge from a historical perspective will help you relate better to where nursing theory development is today.

Theory

Theory is defined as “an organized, coherent, and systematic articulation of a set of statements related to significant questions in a discipline that are communicated in a meaningful whole; a symbolic depiction of aspects of reality that are discovered or invented for describing, explaining, predicting, or prescribing responses, events, situations, conditions, or relationships” (Meleis, 1997, pp. 8,12)1. Thus, a theory is a coherent set of propositions and statements that describe (factor-isolating), explain (factor-relating), and predict (situation-relating) phenomena as well as prescribe (situation-producing) actions toward goals. (Dickoff et al., 1968)2.

Theory development requires perceiving phenomena that are peculiar to nursing and proposing meaningful explanation for these perceptions. The nursing profession identifies four levels of theory—metatheory, grand theory, middle range theory, and practice theory. The theories are classified based on their levels of abstraction or complexity.

A complete structure includes a conceptual model, derived theories, and correlated empirical research methods. Each conceptual model and theory is comprised of concepts and propositions. The complete structure forms a hierarchy that is based on levels of abstraction.

Most abstract: the conceptual model that provides the context or frame of reference for theory-generating and theory-testing research

Intermediate level: the theory that is generated or tested

Most concrete: the empirical research methods used to collect and analyze the data

1Meleis, A. I. (1997). Theoretical nursing: development and progress (3rd ed.). Philadelphia: Lippincott.

2Dickoff, J., James, P., & Wiedenbach, E. (1968). Theory in a practice discipline Part 1: Practice oriented theory. Nursing Research, 17(5), 415–435.

Importance of Identification of theory

Early knowledge consisted of loosely connected clusters of concepts. Later knowledge developed interrelated statements connecting the concepts. Advanced theory provided a knowledge base for intervention strategies that clusters of concepts could not.

Identification of theory is important to understand the characteristics of theory structures. A complete theory of nursing identifies the three elements of context, content, and process; some theorists articulate each element better than others.

Context is the environment in which nursing acts occur; the context of a theory describes the nature of the world of nursing and may describe the nature of the patient’s world.

Content includes the subject matter of a theory; this comprises the stable components that are acted on or that do the acting

Process implies the action part of the theory, the intervention elements.

In addition to these elements, all theories should be examined for certain common factors:

Theories should be based on concepts and propositions

Theories should be specific to the nursing context

Theories can be applied to many situations

Theories should be relevant to potential users

Theories should be easy to define it in operational terms

Theories should correspond with empirical findings

Theories should demonstrate internal consistency.

Florence Nightingale made the first attempts at theory-based nursing during the late 19th and early 20th centuries. She organized a group of women to deliver care under her supervision and that of war surgeons. She established the need for hygiene, with environmental change as the means to enhance healing. For her, the nursing domain was the patient and the environment in which care was offered. Her goals were to expose the unhealthy conditions of soldiers, to gain support for the need for nurses, and to achieve formal education for nurses. She was the first to use data collection and analysis to prove efficacy of nursing actions.

The Nursing-Theory Connection

The new millennium has witnessed a rapid change in the global healthcare arena. This profession is continually evolving to face the monumental changes that have emerged. In the past, nursing theories were taught strictly from an academic point of view. Those in practice saw little connection or integration of theory and practice. However, the contemporary move toward evidence-based practice has seen nursing professionals applying theory to describe, predict, and prescribe nursing practice.

Relevance to Present and Future

Theories are a reflection of the past, present, and future of nursing. Understanding the relevance of theories will enhance the relationship of concept with practice. This will help you comprehend the complex phenomena and interconnectedness between theory and practice and build a new way of thinking, understanding, working, and living.

Relevance to Research

Research on theories help in the systematic investigation of the domain of knowledge. Research acts as a source of knowledge development. Research studies conducted on nursing theories help highlight the interlinking cyclical connection between theory and practice. Learners get an idea about the interconnectedness between real world clinical issues, theory, and actual research.

Nursing theories

Nursing theories are normally derived from conceptual models in which the nursing metaparadigm phenomena are clearly identified (Fawcett, 1983)3. For this reason, the conceptual model is considered a precursor of nursing theory (Peterson, 1977; Fawcet 1983)4. A conceptual model of nursing is a set of abstract concepts and propositions that are integrated into a meaningful configuration and represents an involvement in theoretical formulations by describing nursing phenomena and their interrelationships in abstract terms (Fawcett, 1983).

The concepts of a conceptual model are so abstract and general that they often cannot be observed or tested directly and may not even be defined. The concepts and definitions of each conceptual model are often stated in a distinctive vocabulary where the meaning of each term is connected to the unique focus of the conceptual model. Therefore, the same terms may have different meanings in different conceptual models.

Each conceptual model provides a different perspective from which to view the phenomena that are within the domain of inquiry of a particular discipline. Most disciplines have more than one conceptual model; each focuses on certain phenomena that are regarded as relevant and other phenomena are ignored because they are deemed less important.

3 Fawcett, J. (1983). Hallmarks of success in nursing theory development. In P. L. Chinn (Ed.), Advances in nursing theory development. Aspen, DN: Rockville, p. 3–17.

4Peterson, C. J. (1977). Questions frequently asked about the development of a conceptual framework. Journal of Nursing Education, 16( 4 ), 22–32.

My autobiography.

I am currently in Miami, FL. I have been living here since I came from Cuba 17 years ago. I received my RN license in 2017 with an associate degree, and I obtained my BSN last august. Since I received my RN license in 2017, I have worked in home health, clinical trial clinic, med-Surg floor nurse, ER nurse, and how I’m a hospice clinical liaison. I expect to increase my knowledge of nursing theories and how I can apply these theories to nursing. I’m still undecided between going back to the ER or stay in the hospice field and go for the palliative route. Since I started my nursing career, my goal and objective have always been to obtain my Master’s degree and become a nurse practitioner, and now thanks to this course, fulfilling my goal is getting closer. I’m always up for new challenges, and I think that I can grow within my organization, and I believe that this course can help me along with getting my master’s in science of nursing. I am excited to be a part of this class and good luck to everyone!

 
 

 

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 Details:
The first step of the EBP process is to develop a question from the nursing practice problem of interest.

Select a practice problem of interest to use as the focus of your research.

Start with the patient and identify the clinical problems or issues that arise from clinical care.

Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project.

The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem.

Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article’s abstract. The completed assignment should have a title page and a reference list with abstracts.

Suggestions for locating qualitative and quantitative research articles from credible sources: Use a library database such as CINAHL Complete for your search. Using the advanced search page check the box beside “Research Article” in the “Limit Your Results” section. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative.

To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods.

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.

 

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Mr. Y is a 47 year old, mixed race [Asian/African ethnicity], male patient who presented to your office with severe right great toe pain.  Onset of the pain was 2 days ago.  Mr. Y denies any known trauma to his right foot or his great toe on that foot.  His right great toe is red and became so swollen in the last day that he cannot put on his shoe. 

Mr. Y has a history of hypertension for which he is taking HCTZ 25mg daily, Metopralol 50 mg twice daily, and Lisinopril 10 mg daily.  He denies any other medical problems.  

Results of the lab tests that were ordered:

Sed rate – 93; Glucose, random – 117 mg/dl; Hgb – 13.4 gm/dl; WBC – 8200/ccm with normal diff; Serum uric acid – 10.9 mg/dl; Serum creatinine – 1.2 mg/dl Assignment Questions Based on presenting symptoms and lab findings, what is most likely diagnosis that will be made for Mr. Y? What is the anticipated pharmacologic plan for managing Mr. Y’s acute pain?  Provide a justification for the plan including a citation from a peer-reviewed source. What is the anticipated pharmacologic plan for long-term management of Mr. Y’s diagnosis?  Provide a justification for the plan including a citation from a peer-reviewed source.  Identify the key elements of the education plan that would be appropriate for the patient about the acute and chronic pharmacologic plans you identified above. Instructions  Prepare and submit a 3-4 page paper [total] in length (not including APA format). Answer all the questions above.  Support your position with examples. Please review the rubric to ensure that your assignment meets criteria. Submit the following documents to the Submit Assignments/Assessments area: Case Study: Acute Joint Inflammation Topic 2: Rheumatoid Arthr

 

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