The purpose of this paper is to select and analyze one of the many nursing theories that exist. The focus of the theory and its history will be explored. In addition, the motivational factor behind the development of the theory and the creator’s philosophical beliefs and values will also be discussed. Then, concepts of the selected theory will be compared to the nursing metaparadigm. The nursing theory that will be discussed in this paper is the Interpersonal Relations theory, created by Hildegard E. Peplau.
Elements of a recognised framework by Cormack (2000) will be used as a guideline through the critique process. Critique is defined by Polit et al (2000) as a careful critical appraisal of the strengths and limitations of a piece of research. They state that a written critique should serve as a guide to researchers and practitioners, and should help to advance a particular area of knowledge. The critique should also help those who are practising nursing, to decide how the findings from a study can be best incorporated into practice (Nieswiadomy, 2002). Knapp (1998) points out that if research is to provide convincing evidence on which to base practice, it must be capable of withstanding scrutiny regarding the quality and relevance of the researchers work.
The purpose of this paper is to compare and contrast a nursing theorist from each of the aforementioned nursing categories. The following theorists were chosen – Virginia Henderson (needs theorist), Ernestine Wiedenbach (interaction theorist), Martha Rogers (outcome theorist), and caring/becoming theorist (Jean Watson). The education background, definition of nursing, philosophy of nursing, and goal/purpose of nursing will be explored. Comparison of Nursing Theorists Virginia Henderson (Needs Theorist) * Education: Diploma in Nursing Army School of Nursing (1921); BSN from Teachers College, Columbia University (1932); M.A. Teachers College, Columbia University (1934) * Definition of Nursing: Role of
Nursing standard 21 (2) 35-40 Johns C (1995) Framing learning through reflection within Carper’s fundamental ways of knowing in nursing. Journal of Advanced Nursing. 22, 2, 226-234 Johns Model of reflection Johns Model of Reflection Description of the experience Describe the experience and what were the significant factors? Refection What was I trying to achieve and what are the consequences? Influencing factors What things like internal/external/knowledge affected my decision making?
Application of Theory Paper Nursing theory is the framework that defines nursing practice, establishes standards of care and provides the information essential for functioning patient care. Theory presents logical and educated reasons for nursing actions, based on structured, written depictions of what nursing is and what nurses do (Rousell, 2010). When problems arise within the educational, research, administration and direct patient care settings; theory supplies a foundation for dialog. When using theory to facilitate resolution of a nursing issue it guides leaders in the direction of the common goal of affording superior patient care (Rousell, 2010). In this paper I will apply the Ida Jean Orlando’s Nursing Deliberate Nursing Process Theory to patient boarding in the Emergency Department (ED), a current issue at the facility I am employed.
Considering this, it is only expected that increased autonomy in decisions taken by nurses or patients can increase motivation, improve work culture and can prove to be very effective for general enhanced functioning of the clinical setting. Autonomy is also seen as a learning opportunity as individuals learn from their experience and learning contexts which help to raise their awareness of their potentials and strategies to enable them to take better advantage of their situations. There are two aspects of autonomy, from the perspective of nurses and the perspective of patients. We will discuss autonomy issues within nursing, discussing in brief some concerns and necessities of patient autonomy perspectives as well. In this study we discuss the case of 55-year old patient Mr. J with respiratory failure who has been subjected to artificial life supporting ventilator.
Nursing Knowledge Through Nursing Process Jeremy, Gina, Krystal, Pearl, Renee NUR/403 January 25, 2015 University of Phoenix Belen Malayang The nursing process is a system of exploration, evaluation and planning aimed at delivering individualized patient care. The goal is to identify the existing or potential health needs of the patient and the best way of providing care to overcome problems and promote wellness. The nursing process has five steps, assessment, diagnosis, planning, implementation, and evaluation. Today we will discuss the nursing process and how it applies to John’s case study on page 379. We will further consider the nursing skills needed by the nurse (RN) and the scientific basis in each part of the nursing process.
Strategies to Ensure Culturally Competent Nursing Care Understanding cultural competence/ communication barriers Continuous education of the vulnerable population Additional Strategies: Keep writing style simple. Use active voice and conversational style. Sequence main points in a logical manner. Use short words and sentences. Use the same word consistently rather than synonyms to avoid confusion.
Merriam-Webster dictionary defines philosophy as “a set of basic principles or concepts underlying a particular sphere of knowledge” (2015). According to Edwards (1997), philosophy is defined in terms of the methods it uses and the purpose for which its methods are used. According to McCurry, Revell & Roy (2009), nursing philosophies, models and theories must be used as guides to nursing practice. McCurry et al. (2009) also highlights the importance of linking the philosophical perspective of nursing, the disciplinary goals, theory and practice when expanding knowledge for the discipline.
This essay will discuss and reflects using Gibbs reflective cycle (1988) about the use of pressure ulcer prevention tool and how functional it is based on evidence based practice (EBP) that will facilitate to enhance the possible result of an underlying procedure. According to Jasper (2003), reflection is a fundamental tool in order for the student’s to understand the broad perspective between theory and practice. Reflection is an active process that enables health care professionals gain a deeper understanding of their experiences and it serves to extend our professionalism and develop our confidence in a bid to make sense of clinical experiences (Ghaye, Gillespie & Lillyman 2000).In accordance to Nursing and Midwifery Council (NMC) Code of practice the details about the client will not be given to ensure the confidentiality and protection of the patient (NMC, 2008). The first part of Gibbs reflective cycle is the description. As a health care professional trained in different approach, I assessed my client based on the theory and learning experience that I have had.