Discussion Post Rubriceach Posting And Reading Reflectioncriteria1 P ✓ Solved

Discussion Post Rubric: Each posting and Reading Reflection: Criteria 1 Point 0.75 Point 0.50 Point 0.25 Point Participation Weight 25.00% 100 % 3 Posts 80 % 2 Posts 60 % 1 Post 0 % 0 Posts Quality of information Weight 25.00% 100 % Information is clear and relates to the topic 80 % Information is somewhat clear and might relate to the topic 60 % The information has little relation to the topic and is not clearly displayed 0 % Information is not clear, and it does not relate to the topic Resources Weight 25.00% 100 % Provides resources using APA guidelines 80 % Provides resources without APA guidelines 60 % Limited on the resources provided with major errors in APA 0 % Provides no resources Critical Thinking Weight 25.00% 100 % Enhances the critical thinking process through premise reflection 80 % Enhances the critical thinking process without premise reflection 60 % Does enhance the critical thinking process in a very limited manner 0 % Does not enhance the critical thinking process Discussion Posts: Each student must be actively engaged in course discussions.

Each student must post one original post weekly with a minimum of 250 words addressing the assigned question or topic of the week. Postings must be original, clear and relevant to the weekly assigned course topic. Weekly postings must also contain 2 peer-reviewed reference articles/sources that are to be used to support posting. Students must also create 2 response posts of at least 150 words that are relevant to and addresses 2 other student's original posting regarding the specified discussion topic. Thus, in total students are to post a total of 3 posts weekly: one original and 2 responses.

Discussion Board Rubric Proficient Novice Introduction and quality of discussion's Argument 1 point It is consistent with application in research related to its context. Clarity of ideas. 0.50 point The topic has a partially weak association to the clarity of ideas and related topics. The objectivity of Tone, overall quality & Review of Literature in APA 6th format within the past 7 years 1 point The tone is consistent, addressed professionally and objectively. Evidence in literature supports arguments.

0.50 point The tone is not consistently objective. Partially poor evidence in the review of the literature. Quality of Reply posts 1 point Consistent clarity and supported by research evidence. 0.25 point Partially lack clarity or lack of support with research evidence. Please ensure that you have commenced your reading assignments.

This week we are going over Chapters three and four in your Smith & Parker textbook. Chapter 3: Choosing, Evaluating and Implementing Nursing Theories for Practice Chapter 4: Florence Nightingale for Caring and its Applications Hello Class, It is a pleasure to welcome you to week two. Thank you for your course introductions that were posted in the announcement section. I am very impressed with the diverse mix of professional nurses that will bring much diversity to our class in terms of practice specialties. While we all may differ regarding where we practice, how we practice, and why we practice, our roles and standards were defined by nursing theory.

Some practicing nurses may question the basis for nursing theory, but whether we realize it or not, nursing theory is embedded into our daily practice. As you advance in your graduate studies, you will realize the nursing theories lend themselves to the framework or support that will apply to your research initiatives. According to literature by Masters (2015), there are several key terms that will become beneficial for you to understand: · Assumptions · Clarity · Concept · Conceptual Model · Derivable consequences · Empirical Precision · Environment · Generality · Health · Human Being (Person) · Metaparadigm · Nursing · Philosophies of nursing · Simplicity · Theory · Worldview Masters (2015) has illustrated that conceptual models and nursing theories are specific to our profession.

Please be aware that there are non-nursing models that have influenced our profession. There was some thought alteration regarding the theoretical thought process of the nursing profession. As you know our discipline has foundations stemming from physiological, biological, and social sciences. Please review this video on The Foundations of Theory accessible by the following link: Some of the theories that are highlighted include: · General Systems Theory · Social Cognitive Theory · Stress and Coping Theory · General Adaption Syndrome Nurses have adopted or extracted concepts from these theories and have incorporated them into their foundations (Masters, 2015). There is a large range of nursing theorist and their theories expand across classifications of Grand Nursing Theories, Middle Range Theories, and Practice Level Theories.

Their models cover academic discipline, research, and professional issues. In a review of choosing, evaluating and implementing nursing theories for practice, please access and review the following link regarding nursing theorists and theories. Here you will find useful information regarding our class topic. Nursing Theories and Theorist Florence Nightingale Classified as an early theorist, Florence Nightingale developed the environmental theory. Her theory consisted of thirteen canons.

If you take a moment to review these thirteen canons, you can see how they apply both directly/indirectly to our nursing care today. This is a primary example of how theory supports our practice. Please take a moment to review Nightingale’s Environmental Model of Caring in her textbook as you prepare for your class discussion that is due. Please feel free to reach out if you have any questions. References “Foundations of Theory.†(2014, March 13).

Retrieved January 12, 2020, from Masters, K. (2015). Nursing theories: A framework for professional practice. Sudbury, MA: Jones & Bartlett Learning. Wayne, G. (2020, January 2). Nursing Theories and Theorists: An Ultimate Guide for Nurses.

Retrieved from D ow nloaded from w .com /ajnonline by B hD M f5eP H K av1zE oum 1tQ fN 4a+kJLhE ZgbsIH o4X M i0hC yw C X 1A W nY Q p/IlQ rH D 33D 9/FQ 5Fz8lqIn9A nP P LU P 0B X o3M /0Y qG yxTiD o6X G FE IL49J5gw Zg== on 01/11/2020 Downloadedfrom VIEWPOINT [email protected] AJN â–¼ May 2015 â–¼ Vol. 115, No. 5 11 By Morgan Yates, BScN, RN Research in Nursing Practice Bridging the gap between clinicians and the studies they depend on. Research provides the foundation for high-quality, evidence-based nursing care. How-ever, there isn’t a direct flow of knowledge from research into practice.

When I ask nurses where the “evidence†to guide the development of “evidence-based care†comes from, I get an in- teresting array of answers, from “researchers†to blank stares, as if there’s no connection between the worlds of researchers and bedside nurses. If research evidence informs our nursing practice, why doesn’t it come from all of us? Nurses are inquisitive, think critically about their pa- tients’ care, and want to know the best treatments for their patients—all of which makes them perfectly suited for re- search. Though the majority of nurses don’t have the train- ing to conduct research proj- ects without assistance, they know how to ask questions and they know which questions need answering.

Yet research is often perceived as something under- taken by others far removed from the front lines of nursing practice. I believe that many nurses’ notions about who does or doesn’t do research are rooted in our identity as nurses, which often manifests in a be- lief that “good†nurses are not researchers but instead have excellent clinical skills and can manage any crisis on a unit. A 2007 study by Woodward and colleagues in the Journal of Research in Nursing found that nurse clinicians engaged in research often perceive a lack of support from nurse managers and resentment from colleagues who see the research as taking them away from clinical practice. The distinction often drawn between nursing re- search and clinical practice is mirrored in the incon- sistent translation of research evidence into practice.

Despite widespread promotion of evidence-based practice in nursing, creation of new translational re- search roles for nurses in major medical centers, and Medicare reimbursement policies in the United States tied to implementation of specific evidence-supported practices, studies continue to suggest much room for improvement. In a September 2014 article in this jour- nal, Yoder and colleagues noted that researchers have consistently found that “nurses who valued research were more likely to use research findings in practice.†Such observations suggest a need for a much stronger link between nurse clinicians and the development of research into best practices. Though this has been dis- cussed for years, I do not yet see research as having infiltrated fundamental views of what constitutes “nursing work.†My discussions with frontline nurses and nurses in- volved in research have led me to ask three key ques- tions that need addressing before we can fully integrate research into our professional identity.

These are: • How can nurses strive for high-quality research with- out focusing on random- ized controlled trials? • What are the barriers to and challenges of being in- volved in research and how can we address these? • How can nurses at varying education levels be involved in research? Nurses could turn many quality improvement (QI) projects into research. Research may be viewed as a continuum, with formal projects at one end and QI projects somewhere along the continuum. Though nurses may not think that QI projects would be of interest to others, with increased understanding of the research process and greater institutional sup- port, some QI projects could easily become research projects. More bedside nurses are likely to engage in research if • nursing education is strengthened. • time away from direct care is allocated for con- ducting research activities. • consultant resources such as methodologists and biostatisticians are available to staff. • institutional and organizational support of re- search are strengthened.

Many nurses are intimidated by research, but change is possible if we stop seeing research as someone else’s job and start making it a part of who we are and what we do. This will pave the way to evidence-based prac- tice truly becoming the norm. â–¼ Morgan Yates works as an RN in the ED of Surrey Memorial Hospital, Surrey, British Columbia, Canada. Contact author: [email protected] . The author has disclosed no potential conflicts of interest, financial or otherwise. We need to stop seeing research as someone else’s job. mailto: [email protected] Please refer to the discussion post grading rubric prior to your assignment.

Greetings Class, I hope that your week is off to a good start. Your first week has concluded we are moving along with reading our textbooks and becoming familiar with the course syllabus, obtaining all your necessary course materials, and class introductions. Again, it is very nice to meet everyone. The first assignment is nearing its due date. Thank you everyone who has completed its requirement, it is important that everyone understands the importance of the content that was contained.

Our course textbook, Tappen (2015) will assist us with the identification of a research topic as a part of this week’s assignment and taking the time to review the associated literature that will also correlate with our proposed research topic. Has anyone given thought to their research topic? One sound word of advice is selecting a topic that will be of interest to you as an individual. From a personal viewpoint, researching a topic that is of interest to you is far better than painfully suffering through a subject matter that may be horrific or has no relevance. This would cause you to submit work that may have minimal effort as opposed to a robust assignment that one may be passionate about in their field of expertise.

This week please take the time and read Chapters one and chapters two in Tappen (2015). Once the readings are completed and you gain an understanding, please answer the discussion post (make sure you understand the grading rubric for the discussion post – refer to your course syllabus) that is due on Saturday night at 2359. Remember initial posts are 250 words and at least two responses of 150 words each are required with references to support your statements. So, let us begin with a focus on stages of assembling a research study. According to Tappen (2015), the following components were identified: · Identification of an interesting problem · Problem exploration or interest area to find out what is known · Definition of the research topic · Generation of question or hypothesis · Conducting the study · Analyze the results · Reporting the findings Please take a moment to review this overview video of conducting research: How To Choose A Research Topic For A Dissertation Or Thesis (7 Step Method + Examples) Regarding the literature review, I always like to ensure that I am utilizing superior levels of evidence to support my intended research.

For example. I am developing a thesis about what type of evidence do I wish to include to establish my credibility as a researcher? Would you support an article from Wikipedia as opposed to a scholarly publication from Yale University? You want to select a scholarly publication from a higher level of evidence in comparison to a weak publication. While yes there will be a significant amount of reading.

You want to gather as much data as possible to review and eliminate the weaker sources that you found. Keep searching until you have exhausted your options. Source credibility is most important to ensure that the best level of evidence is available. We want to ensure that sources such as CINAHL, PubMed/MEDLINE, and ProQuest just to name a few (Tappen, 2015). Please take a moment to view this video gain an additional understanding of literature review.

To How To Write A Literature Review In 3 Steps (FULL Tutorial) I am looking forward to some very robust discussion questions and sharing of information. Let have a wonderful week ahead. Respectfully, Dr. Graham References “How to Choose A Research Topic For A Dissertation Or Thesis (7 Step Method + Examples).†(n.d.). Retrieved January 12, 2020, from “How to Write a Literature Review in 3 steps.†Grad Coach, 19 Nov.

2019, Tappen, R.M. (2015). Nursing Research. Advanced Nursing Research: From Theory to Practice. (2nd ed.). Jones & Bartlett Learning. Chapter 1: Identifying a Research Topic and Chapter 2: Reviewing the Literature Ruth M.

Tappen. (2015). Nursing Research. Advanced Nursing Research: From Theory to Practice. (2nd ed.). ISBN-13: . ISBN-10: . Publisher: Jones & Bartlett Learning

Paper for above instructions

Discussion Post: The Significance of Nursing Theories in Clinical Practice

In understanding the landscape of nursing practice, the profound influence of nursing theories cannot be understated. They provide a framework that guides nursing professionals in delivering patient care, evaluating outcomes, and conducting research (Masters, 2015). This week, we delve into the critical evaluation and implementation of nursing theories as presented in chapters three and four of the Smith and Parker textbook. Within this framework, the historical impact of Florence Nightingale's Environmental Theory is particularly noteworthy.

Nursing Theories: A Foundation for Practice

The application of nursing theories enhances the quality and consistency of patient care. They serve as guiding principles for clinical judgment and decision-making. According to Masters (2015), a sound understanding of key terms such as assumptions, concepts, and nursing metaparadigms is essential for the effective application of nursing theory in practice. For instance, the metaparadigm of nursing—encompassing person, environment, health, and nursing—helps nurses to frame their practice within a holistic approach (Fawcett, 2015).
Moreover, Grand Nursing Theories, Middle-Range Theories, and Practice Level Theories serve different yet complementary purposes in the nursing discipline. Grand theories provide a broad conceptual perspective, while middle-range theories offer specific insights into particular phenomena (Fawcett, 2015). For example, the application of Orem's Self-Care Theory to promote patient autonomy in managing chronic diseases is a powerful illustration of middle-range theory in action (McEwen & Wills, 2019).

The Environmental Theory of Florence Nightingale

Nightingale’s Environmental Theory, developed in the 19th century, remains a foundational element of nursing practice today. Her emphasis on the environment’s impact on patient health is remarkably relevant in contemporary care settings. Nightingale identified key factors in the environment that could positively or negatively affect health outcomes, such as clean air, pure water, proper drainage, cleanliness, and light (Nightingale, 1860).
Nightingale's principles can be applied in modern nursing to create patient-centered care environments that promote healing and recovery (Fitzgerald & Nussbaum, 2015). For example, hospitals implementing open spaces and natural light into patient rooms can enhance patients' psychological well-being and speed recovery (Ulrich, 2008). This alignment with Nightingale’s canon illustrates the enduring influence of her environmental theory in contemporary nursing practice.

The Process of Evaluating and Implementing Nursing Theories

Effective implementation of nursing theories requires critical evaluation. According to Smith and Parker, assessing whether a nursing theory fits with specific practice settings involves several steps, including evaluating the clarity of the theory's concepts and determining its empirical validity (Smith & Parker, 2015). This empirical precision ensures that the theory is based on research evidence, which is vital for translating theory into practice (Polit & Beck, 2017).
Nurses play a pivotal role in bridging the gap between research and practice. Yates (2015) illustrated that introducing a culture of evidence-based practice fosters an environment where nurses feel empowered to engage with research. When nursing professionals participate in research, they contribute to a growing body of knowledge that can substantiate nursing theories, leading to better patient care.

Conclusion

In conclusion, the significance of nursing theories, particularly Florence Nightingale’s Environmental Theory, lies in their capacity to transform clinical practice. By fostering a solid understanding of nursing theories, healthcare professionals are better equipped to provide care that is not only effective but also rooted in historical foundations. The ongoing evaluation and integration of nursing theories into practice is essential for fostering high-quality, evidence-based patient care. As healthcare evolves, so too must our engagement with nursing theories—undoubtedly a cornerstone of our profession.

References

1. Fawcett, J. (2015). Theories guiding nursing research and practice: A practical guide. Jones & Bartlett Learning.
2. Fitzgerald, M. M., & Nussbaum, K. (2015). The environmental theory: A nursing perspective. Nursing Science Quarterly, 28(1), 5-9.
3. Masters, K. (2015). Nursing theories: A framework for professional practice. Jones & Bartlett Publishers.
4. McEwen, M., & Wills, E. M. (2019). Theoretical Basis for Nursing. Wolters Kluwer.
5. Nightingale, F. (1860). Notes on Nursing: What It Is, and What It Is Not. Harrison.
6. Polit, D. F., & Beck, C. T. (2017). Nursing Research: Generating and Assessing Evidence for Nursing Practice. Wolters Kluwer.
7. Smith, M. C., & Parker, M. E. (2015). Nursing Theories and Nursing Practice. Jones & Bartlett Learning.
8. Ulrich, R. S. (2008). A theory of supportive design for healthcare facilities. Journal of Healthcare Management, 53(1), 5-16.
9. Yates, M. (2015). Bridging the gap between nursing and research. American Journal of Nursing, 115(5), 11-12.
10. Woodward, C. A., et al. (2007). An exploration of barriers to nurse research engagement. Journal of Research in Nursing, 12(5), 491-500.
This comprehensive examination of nursing theories illustrates their critical relevance to our practice, bridging the gap between historical insights and contemporary healthcare needs.