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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education

C922 NURS 6005: Emerging Trends and Challenges in 21st Century Nursing Education Assignment Brief

Assignment Instructions Overview

This assignment requires students to propose the integration of emerging technology into the curriculum of “The Role of the BSN Nurse in Promoting Community Health.” The objective is to identify an educational technology that enhances nursing education and aligns with professional recommendations. The proposal must be supported by a literature review using five peer-reviewed articles, an assessment of the current technology gap, stakeholder collaboration strategies, and a force field analysis for implementation. Students will also apply a change theory to justify their proposed curricular update and discuss potential barriers and facilitators of change.

Understanding Assignment Objectives

This task is designed to develop critical competencies in recognizing emerging educational trends, proposing effective nursing education strategies, and initiating organizational change within academic settings. The assignment emphasizes evidence-based decision-making and strategic implementation of technology to enhance nursing education outcomes.

The Student’s Role

Students will assume the role of an academic nurse educator, responsible for evaluating current technological challenges in nursing education, conducting a literature review, performing a needs-gap analysis, and collaborating with key stakeholders. The proposal should include a clear rationale for technology integration, an analysis of implementation factors, and strategies to overcome resistance. Additionally, students must use a structured, well-referenced format to ensure clarity and academic rigor.

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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

Emerging Trends in Nursing Education – C922Emerging Trends and Challenges in 21st Century Nursing Education

Executive Summary

The landscape of nursing education has undergone a significant transformation in the 21st century, driven by the integration of technology to enhance educational delivery, learning experiences, and student success. One of the most effective curricular technologies proposed for the Community Health course is the Lippincott Solutions platform. This platform fosters evidence-based learning, enhances institutional reputation, and strengthens the overall nursing education infrastructure. Compared to other technologies like Zoom for Education, Lippincott Solutions enables learners to interact with a standardized and research-driven curriculum, equipping them with the necessary skills for contemporary nursing practice.

However, despite its numerous advantages, challenges exist. Students with limited financial resources may struggle to access the platform, creating disparities in educational benefits. Additionally, institutional stakeholders, including administrators, educators, learners, and IT specialists, must align efforts for successful implementation. The adoption of Lippincott Solutions follows Lewin’s Change Theory, which involves the stages of unfreezing, change, and refreezing. This structured approach ensures a smooth transition and effective integration into the curriculum. Beyond improving learning outcomes, the implementation of Lippincott Solutions prepares nursing students for technologically advanced healthcare environments, ensuring seamless adaptation to digital tools in clinical settings.

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Literature Review

Research Findings and Support for Proposal

Nursing education is experiencing a paradigm shift where traditional classroom settings are increasingly replaced with blended learning models. According to Delungahawatta et al. (2022), integrating technology into nursing education enhances instructional quality, accessibility, and engagement. Additionally, McCutcheon et al. (2018) emphasizes that digital learning facilitates e-learning by leveraging handheld devices, reducing geographical barriers, and promoting flexible learning opportunities.

Further research by Santo et al. (2022) indicates that institutions implementing online learning models reduce commute-related costs for students and ensure uninterrupted access to educational materials. While some institutions fully transition to online learning, others adopt a blended approach to maintain an interactive educational environment. Similarly, Rouleau et al. (2017) and Delungahawatta et al. (2022) highlight that integrating mobile applications into nursing curricula enhances cognitive development and learning efficiency compared to traditional lecture-based methods.

Additionally, Ongor and Uslusoy (2023) emphasize that digital learning platforms promote inclusive education by catering to diverse student needs. Advanced technologies allow educators to modify learning objectives, develop course content, and implement visual aids, simulations, and multimedia resources. This technological evolution in nursing education ultimately strengthens the profession and improves patient care quality.

Need for Further Research and Development

While technological advancements enhance nursing education, they also introduce challenges related to pedagogical adaptation. According to Rouleau et al. (2017), the rapid evolution of digital tools may lead to gaps in instructional methodologies, requiring ongoing faculty development and curriculum revision. Moreover, McCutcheon et al. (2018) points out that mobile learning tools are underutilized in community health courses, limiting students’ ability to access critical public health resources. To address these gaps, institutions must train educators on innovative teaching modalities to optimize technology integration.

Another prevalent issue is the generational divide in digital literacy. Younger nursing students, accustomed to technology, adapt easily, whereas older students may struggle with e-learning platforms. Institutions must implement comprehensive digital literacy training programs to bridge this gap and ensure equitable access to technological resources.

Needs Assessment

A systematic needs assessment is essential to ensure the effective integration of curricular technology into nursing education. This process involves analyzing current educational challenges, evaluating technology gaps, and aligning implementation strategies with institutional goals.

Need-Gap Analysis

As the nursing curriculum evolves, there is a growing need for standardized technological solutions to support educational delivery. Many institutions struggle with an overloaded undergraduate curriculum and require streamlined digital resources to facilitate efficient learning transitions. Conducting stakeholder surveys and evaluating prior learning methodologies will help identify the specific needs of the Community Health course and address existing curriculum gaps (Penuel et al., 2020). Stakeholder engagement is crucial in determining the current state of nursing education and the optimal technology required for improvement.

Collaboration with Stakeholders

Successful implementation of curricular technology requires collaboration among key stakeholders, including institutional administrators, nurse educators, learners, and IT specialists.

Institution Administration

Administrators play a vital role in budget allocation, resource management, and policy implementation to support technological advancements in nursing education.

Nurse Educators

Nurse educators help identify gaps in the current curriculum and facilitate technology integration to enhance student learning experiences.

Learners

Students are primary beneficiaries of curricular technology. Their diverse learning needs, digital literacy levels, and engagement with technology must be assessed to ensure successful adoption.

Information Technology Personnel

IT specialists oversee the technical implementation, system maintenance, and user support necessary for effective technology integration.

Collaboration Methods

A combination of effective communication and task-oriented collaboration is essential for project success. According to Penuel et al. (2020), structured communication plans, including weekly meetings, email updates, and stakeholder feedback sessions, enhance engagement and project efficiency. Additionally, employing a transformational leadership approach fosters inclusivity and encourages stakeholder commitment.

Current Technology Challenges

Current and Emerging Technologies

The primary technologies used in nursing education include Zoom for Education and Lippincott Solutions (Table 1).

Technology	Advantages	Disadvantages
Zoom for Education	Enhances remote learning, fosters student engagement, and supports hybrid learning models	Requires stable internet access; may present learning curve for new users
Lippincott Solutions	Provides standardized, evidence-based nursing curriculum; supports critical thinking development	Requires financial investment; periodic maintenance may limit access

 

Current State of Technology Challenges

1. Accessibility and Infrastructure

Many institutions lack the necessary technical infrastructure, leading to digital disparities among students. Limited internet access, lack of technical support, and outdated digital tools create barriers to equal learning opportunities.

2. High Cost of Textbooks and Journals

The financial burden of nursing education is a significant challenge, with many students struggling to afford costly textbooks and research materials (Santo et al., 2022).

3. Textbook Bulkiness and Information Overload

Physical textbooks are cumbersome and limit students’ ability to access real-time, updated research. Digital platforms like Lippincott Solutions address this issue by streamlining content and integrating interactive learning materials.

Overcoming Challenges

Implementing Lippincott Solutions can address these challenges by standardizing nursing education, reducing costs, and enhancing accessibility (Nettina, 2019). The platform provides affordable access to digital learning materials, encourages evidence-based research, and supports student competency development.

Summary of Curricular Technology Needs Assessment

Integrating Lippincott Solutions into the nursing curriculum will significantly enhance student learning experiences, competency, and critical thinking skills. This platform fosters an evidence-based, student-centered learning environment, supporting both theoretical knowledge and clinical application. By implementing structured digital learning strategies, nursing institutions can ensure students acquire the essential skills needed for modern healthcare practice, thereby improving patient safety and overall healthcare quality (Rouleau et al., 2017).

Stakeholder Consensus

The project team collaborated with the main stakeholders to agree on implementing Lippincott Solutions programs. As a result, the project team met with these stakeholders, where they brainstormed on their respective disciplines’ readiness to embrace change in the new curricular proposal (Penuel et al., 2020). Also, through the stakeholders, it was easy to assess the prior and current learning activities to provide accurate and relevant data to showcase the current nursing curriculum’s existing capabilities and point out the gaps or needs that the current modality offers compared to the desired modality.

Additionally, stakeholder engagement ensured the inclusion of diverse perspectives, enhancing the feasibility and acceptance of the proposed integration. Regular meetings, surveys, and workshops were conducted to facilitate a participatory approach, ensuring that faculty members, administrators, and students had an opportunity to express concerns and provide insights into optimizing the implementation process.

Literature Review Summary

Table 1 presents a summary of key studies that support the integration of e-learning and blended learning technologies in nursing education.

Table 1: Literature Review Summary

First Author (Pub. Year)	Title	Purpose	Context	Findings	Relevance	Strength of Evidence
McCutcheon (2018)	Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial.	Assess learning outcomes for nursing students using blended learning versus online learning.	Nurse learners in Ireland’s higher learning institutions.	Blended learning was more effective than online learning due to its ability to cater to individual needs.	Demonstrates the importance of both online and traditional learning to meet diverse learning needs.	Level II
Ongor (2023)	The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study.	Assess the impact of multimedia teaching materials on students’ motivation and achievement.	Nursing students.	Multimedia enhances nursing education by integrating practical learning more effectively than traditional methods.	Shows that multimedia-based e-learning improves academic success.	Level II
Rouleau (2017)	Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative, and mixed studies reviews (protocol).	Evaluate how e-learning affects continuing nursing students.	Nurses in continuing education.	E-learning influences knowledge, reactions, and skills, particularly in the first two levels of the Kirkpatrick model.	Helps identify factors influencing continuing students’ acceptance of e-learning.	Level I
Santo (2022)	The emotional side of e-learning among nursing students: The role of affective correlates on e-learning satisfaction.	Assess the role of emotions in e-learning satisfaction.	Italian undergraduate nursing students.	Learners’ emotions significantly impact e-learning satisfaction.	Provides insights into how emotions shape the e-learning experience.	Level IV
Delungahawatta (2022)	Advances in e-learning in undergraduate clinical medicine: A systematic review.	Explore the effectiveness of active e-learning in nursing education.	Undergraduate nursing students.	Integrating e-learning programs in nursing academic settings enhances learners’ success.	Highlights the importance of evidence-based active learning strategies in e-learning.	Level I

 

Curriculum Technology Need-Gap Analysis

Table 2 highlights the gap between the current and desired technologies in nursing education and the necessary action steps.

Table 2: Curriculum Technology Need-Gap Analysis

Current Curriculum Technology	Desired Curriculum Technology	Need-Gap	Action Steps to Meet the Need-Gap
Printed journals and articles	Lippincott Solutions program to support blended learning and evidence-based research.	Lack of an interactive, digital knowledge repository that promotes cognition and critical thinking.	Purchase Lippincott Solutions, hire IT personnel for training, train all users, and conduct annual training.
Textbooks	Zoom for educators (supports messaging, webinars, virtual conferences, and meetings).	Need for real-time collaboration and engagement.	Order Zoom for Educators, hire IT personnel for training, train users, and conduct annual training.

 

Force Field Analysis

Table 3 outlines the driving and restraining forces affecting the integration of Lippincott Solutions.

Table 3: Force Field Analysis

Forces for Curriculum Proposal	Curriculum Proposal	Forces Against Curriculum Proposal
Offers an evidence-based practice platform	Lippincott Solutions implementation proposal	Implementation cost
Provides a standardized curriculum		High expenses for resources and training
Supports training for learners, educators, and the nursing school		Resistance from faculty and students

 

Organizational Factors and Forces to Consider

The organization factors will include internal and external factors.

Internal Factors

The main internal factors that may affect the implementation of Lippincott Solutions are budgetary limitations, inadequate resources, and inadequate nurse educators. For instance, the budgetary and resource limitations may affect training, software upgrades, installation, and the money needed to purchase backup computers (Table 3). For inadequate nurse educators, the factor may limit how the institution trains the learners on better usage of Lippincott Solutions technology.

Additionally, resistance to technology adoption within the institution may pose a challenge. Some educators and staff members may feel overwhelmed by the transition, particularly if they are unfamiliar with e-learning technologies. To mitigate this, comprehensive training sessions, mentorship programs, and a phased implementation strategy will be employed to ensure a smooth transition.

External Factors

The main external factors that may impact the project include competition, vendor-related issues, and accrediting bodies. According to Penuel et al. (2020), competition may affect how the nursing school operates; thus, there is a need to assess better means to enhance the institution’s competitiveness and sustainability. Vendor-related issues include late delivery of the Lippincott Solutions software or provision of software that does not meet the HIPAA rule, thus delaying the project. Additionally, accrediting bodies like the Commission on Collegiate Nursing Education (CCNE) may affect the institution’s sustainability since learners and nursing employers prefer dealing with accredited institutions.

Further, government policies and evolving healthcare regulations may influence the adoption process. Compliance with legal and ethical standards, such as data privacy laws and educational accreditation requirements, must be ensured to maintain the credibility and acceptance of the Lippincott Solutions platform.

References

Delungahawatta, T. (2022). Advances in e-learning in undergraduate clinical medicine: A systematic review.

McCutcheon, K. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial.

Ongor, H. (2023). The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study.

Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2020). Organizing research and development at the intersection of learning, implementation, and design.

Rouleau, G. (2017). Effects of e-learning in a continuing education context on nursing care: A review of systematic qualitative, quantitative, and mixed studies reviews (protocol).

Santo, L. (2022). The emotional side of e-learning among nursing students: The role of affective correlates on e-learning satisfaction.

Detailed Assessment Instructions for the C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Assignment

WGU Performance Assessment

MKP3 MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION

EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION – C922

PRFA- MKP3

TASK OVERVIEW

SUBMISSIONS

EVALUATION REPORT

COMPETENCIES

7057.1.1: Recognize Educational Developments

The learner recognizes the impact of trends, significant challenges, and developments in educational technology in higher education in the 21st century.

7057.1.2: Propose Nursing Education Strategies

The learner proposes strategies for academic nursing education programs to address the current and future challenges faced by nursing practice.

7057.1.3: Initiate Change

The learner collaborates with nursing leaders in diverse healthcare settings to initiate change through policy efficacy that strengthens nursing practice and advances the future of healthcare.

INTRODUCTION

Academic nurse educators serve an important role as leaders and agents of change within an organization, often a school of nursing. Many of the challenges in nursing education are the result of trends, clinical demands, and developments in educational technology in higher education in the 21st century. Within nursing education, there are also evolving technologies in healthcare, an expanding scope of practice, and legal-ethical issues, which all affect the quality and safety of patient care. Nursing program curricula must be continually revised to reflect these changes and ensure graduates from nursing programs are able to successfully enter the job market. I

For this task, you will propose the integration of technology into curriculum to benefit an academic nursing education program. The change will be implemented in the course “The Role of the BSN Nurse in Promoting Community Health,” which was created in the previous MSNEDU courses. You will use five peer-reviewed articles published within the last five years to review current and emerging educational technologies recommended by professional organizations. Then you will use this information to identify and propose the new technology integration to support the curricular change. An analysis of organizational readiness for change to “The Role of the BSN Nurse in Promoting Community Health” should also be included.

Note: You must submit and pass C921 before submitting the task in C922.

REQUIREMENTS

https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview

DHA

1/11

2/6/24, 1:43 PM

WGU Performance Assessment

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Develop a formal proposal using the attached “C922 Curriculum Technology Proposal Template” that integrates the chosen emerging technology for a curricular change into the previously developed course, “The Role of the BSN Nurse in Promoting Community Health.”

1. Write an executive summary (suggested length of 1 page) that includes a synopsis of the key points of your proposal.

Note: The executive summary is written after you have completed your proposal.

1. Complete a literature review of your curriculum technology proposal on the use of technology in education by doing the following:
2. Complete the literature review summary table in the attached “C922 Curriculum Technology Proposal Template” using five peer-reviewed articles published within the last five years that support your curriculum technology proposal. Include your literature review summary table as Table 1, and reference Table 1 in the narrative where the literature review findings are discussed.
3. Synthesize your literature review findings, including all five peer-reviewed articles you reviewed in part B1 and how the articles support your specific technology proposal. Draw connections between similar articles, and highlight any dissimilar or contradictory findings, if applicable.
4. Based on your literature review, discuss the need for further research or development relative to the proposed technology.
5. Complete a needs assessment and examine the current technology challenges by doing the following:
6. Describe the process used to conduct a curricular technology needs assessment using a gap analysis as outlined in Table 2 in the attached “C922 Curriculum Technology Proposal Template.”.
7. Identify three academic stakeholders (e.g., faculty, students, preceptors, IT personnel) and their roles in the gap analysis.
8. Explain methods of collaboration with stakeholders in interprofessional teams and why the methods would be effective.
9. Compare two current or emerging technologies by describing the advantages and disadvantages of each as they apply to “The Role of the BSN Nurse in Promoting Community Health.”
10. Discuss three challenges with the current state of technology in the course “The Role of the BSN Nurse in Promoting Community Health,” including examples for each challenge.
11. Explain how you will overcome the three challenges from part C3.
12. Summarize your findings of the curricular technology needs assessment. https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview
13. Describe the collaboration with your stakeholders to reach a consensus on one technology from part C2.
14. Identify the emerging technology and complete a force field analysis to identify forces for and against your curriculum technology proposal using Table 3 in the attached “C922 Curriculum Technology Proposal Template.”
15. Collaborate with your preceptor and stakeholders to identify factors that could affect the adoption of your proposal by doing the following:
16. Analyze two internal and two external organizational factors that may facilitate or impede implementation.
17. Describe three forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
18. Describe three forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
19. Identify a change theory appropriate for your technology integration and adoption.
20. Justify the selected change theory from part D2.
21. Describe potential resistance and barriers to the technology change.
22. Discuss how you plan to implement the change theory identified in part D2.
23. Write a conclusion focusing on the impact and significance of your proposal by doing the following:
24. Discuss the purpose and rationale of your proposal.
25. Explain how your proposal fills the identified curriculum needs gap.
26. Discuss why implementing this proposal is significant and the impact it will have on the broader field of nursing.
27. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
28. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! -_.'()

File size limit: 200 MB

 

 

2. The task is hypothetical, use your creativity and imagination.  You do not have to really meet with a preceptor and stakeholders.  Yes, you are making this up.
3. We encourage students to start with section C and complete section A-Executive summary last.
4. There are a ton of readings in the course so pace it out over time.  Unit 5 is about the change theory which is important for this course and the Field Experience/CapStone
5. Pick a change theory to use in section D. You can use a change theory that you may have used in a previous course, like Lewin’s Theory. Get familiar with that theory and use it again for your FE/CS.
6. For C discuss the actual steps taken to determine the gap.  This is the discussion of the information placed in Table 2.  Insert the Table into this section of the paper.  Table 2 includes the current technology, desired technology, the needs gap (what you want), and the Action Steps to get there (the plan of action).C1a identify the internal stakeholders and discuss the role they will have in implementing the curriculum/technology change.  C1b- least two methods of collaboration that could be used with the interprofessional team, how each method could be used, and why each method would be effective. C2, I encourage students to compare the current and desired technology that you put in your needs gap table.  It can be 2 current or 2 emerging, or 1 current and 1 emerging.  C2 is a discussion and separate from Table 2.    For section C3, discuss the current/old state of the technology and challenges.  For example, if the current state of technology is using an online learning management system (Canvas, Blackboard) a student may not feel comfortable with online quizzing because they are used to paper and pencil-based exams. That would be an issue related to the student learning style.  
7. Section B is the literature review.  B1 says to provide five credible sources published in the last five years that are “relevant to your curriculum proposal project”.  That means your specific technology- not in general. Make sure all 5 articles are discussed.  You want to synthesize and look for common themes using all 5 articles.  
8. For section D, note there is a difference between forces and factors. 11.  You will find a discussion of internal and external organizational factors.  As for the forces in D1b and D1c these are the forces that you have identified in your force field analysis. Discuss three that will facilitate change and three that may impede the proposed change.

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Outline

[Title of Your Curriculum Technology Proposal]

Literature Review

Research Findings and Support of Proposal

Need for Further Research or Development

Needs Assessment

Need-Gap Analysis

Collaboration with Stakeholders

Current Technology Challenges

Current or Emerging Technologies

Technology Challenges

Overcoming Challenges

Summary of Curricular Technology Needs Assessment

Stakeholder Consensus

Factors and Forces to Consider

Organizational Factors

Forces for Integration

Challenges to Integration

Change Theory

Justification of Change Theory

Potential Resistance to the Technology

Plans to Implement Change Theory

Conclusion

References

 

Table 1
Literature Review Summary Table
First Author (Pub.Year)	Title	Purpose	Context	Findings	Relevance	Strength of Evidence
						Level of evidence:   Strengths:   Weaknesses:
						Level of evidence:   Strengths:   Weaknesses:
						Level of evidence:   Strengths:   Weaknesses:
						Level of evidence:   Strengths:   Weaknesses:
						Level of evidence:   Strengths:   Weaknesses:

 

 

 

Table 2

Curriculum Technology Need-Gap Analysis

Current CurriculumTechnology	Desired CurriculumTechnology	Need-Gap	Action Steps to Meet the Need-Gap

 

 

 

Table 3

ForceField Analysis

Forces for curriculum proposal		Curriculum proposal		Forces againstcurriculum proposal

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D219 NURS 3610 Scholarship in Nursing Practice Paper Guide Example

D219 NURS 3610 Scholarship in Nursing Practice

D219 NURS 3610 Scholarship in Nursing Practice Assignment Brief

1. Assignment Instructions Overview

This assignment requires students to critically appraise evidence-based literature and apply research findings to clinical practice. The focus is on evaluating a healthcare problem, formulating an evidence-based practice (EBP) question using the PICO framework, and reviewing both research-based and non-research-based literature to determine best practices.

2. Understanding Assignment Objectives

The primary objective of this assignment is to develop students’ ability to:

• Identify a relevant clinical practice problem and analyze its impact on patients and healthcare organizations.
• Construct a well-defined EBP question using the PICO framework.
• Critically appraise research-based and non-research-based articles using structured appraisal tools.
• Apply research findings to recommend evidence-based practice changes.
• Consider ethical implications in research and practice change implementation.
• Evaluate barriers to implementation and propose solutions.
• Communicate findings in a professional, structured format using APA citations.

3. The Student’s Role

Students are expected to engage in a rigorous literature review, critically appraise research evidence, and synthesize findings into a coherent practice recommendation. They should:

• Demonstrate critical thinking by assessing the quality and applicability of selected studies.
• Ensure ethical considerations are acknowledged in the research.
• Collaborate with key stakeholders in proposing a practice change.
• Provide well-supported recommendations backed by credible evidence.

4. Competencies Measured

This assignment assesses key competencies that are essential for nursing research and practice improvement:

• Foundations of Inquiry: Differentiating between quality improvement, evidence-based practice, and research.
• Literature Review and Analysis: Conducting a structured review and appraisal of scholarly articles.
• Ethics and Research: Understanding ethical considerations, including human subject protection and informed consent.
• Patient Outcomes: Comparing evidence-based standards with conventional practices to enhance patient care.

Data Collection, Analysis, and Documentation: Understanding data-driven decision-making in interprofessional healthcare settings.

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5. Assignment Components

A. CITI Certification

Students must submit proof of completion of Collaborative Institutional Training Initiative (CITI) certification.

B. Clinical Practice Problem & PICO Components

Students will identify a healthcare problem, analyze its impact, and construct a PICO-based EBP question.

PICO Breakdown:

P (Population): Define the target patient group.

I (Intervention): Specify the intervention or strategy being assessed.

C (Comparison): Identify the control or alternative intervention.

O (Outcome): Determine the expected improvement or change.

C. Research-Based Evidence Appraisal

Students will select a research-based article (published within the last five years) that addresses their EBP question. They will provide:

Background and purpose of the study.

Research methodology used.

Level of evidence (Johns Hopkins Nursing Evidence-Based Practice Model).

Data analysis summary.

Ethical considerations.

Quality rating of the study.

Results and conclusion, including relevance to the EBP question.

D. Non-Research-Based Evidence Appraisal

Students will select a non-research-based article that provides expert recommendations on the practice change. The appraisal includes:

Background and purpose of the article.

Type of evidence (clinical guideline, expert opinion, etc.).

Level of evidence and quality rating.

Contribution to answering the EBP question.

E. Practice Change Recommendation

Based on findings, students will recommend a practice change and discuss:

Stakeholder involvement (e.g., clinicians, administrators, infection control teams).

Potential barriers to implementation.

Strategies to overcome identified barriers.

Outcome measurement to assess effectiveness.

F. References & Citations

Students must adhere to APA formatting for in-text citations and the reference list.

G. Professional Communication

Submissions should be clear, well-organized, and free from grammatical errors, demonstrating professional academic writing skills.

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D219 NURS 3610 Scholarship in Nursing Practice Paper Guide Example

Scholarship in Nursing Practice Paper

Collaborative Institutional Training Initiative (CITI) Certification

[Attach a copy of the CITI certification as required.]

Clinical Practice Problem and PICO Components

Impact of Surgical Site Infections (SSI) on Patients and Organizations

Surgical site infections (SSI) are a significant complication that affects post-surgical patients, leading to extended hospital stays, increased medical costs, and higher morbidity rates. SSI occurs when harmful microorganisms infect the surgical site, affecting either the skin, soft tissues, or implanted materials. These infections can delay the healing process, require additional medical interventions, and significantly impact a patient’s recovery.

From an institutional perspective, SSIs contribute to higher operational costs, as affected patients often require prolonged hospitalization, additional antibiotic therapy, and sometimes secondary surgeries. Furthermore, healthcare institutions may face financial penalties due to hospital-acquired infection rates, affecting overall efficiency and profitability. Implementing evidence-based preventive strategies, such as preoperative decolonization with povidone-iodine nasal swabs, can play a vital role in reducing SSI incidence and improving patient outcomes.

PICO Components

P (Patient/Population): Surgical patients undergoing elective or emergency procedures.

I (Intervention): Preoperative decolonization using povidone-iodine nasal swabs.

C (Comparison): Patients who do not receive povidone-iodine nasal swabs before surgery.

O (Outcome): Reduction in surgical site infections.

Evidence-Based Practice (EBP) Question

For surgical patients undergoing surgery, does perioperative decolonization with nasal povidone-iodine swabs reduce surgical site infections compared to patients who do not undergo nasal decolonization?

Research-Based Evidence Appraisal

Selected Research-Based Article

Martin, V. T., et al. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor, 26, e927052.

1. Background and Purpose

The study by Martin et al. (2020) investigates the efficacy of preoperative nasal decolonization using povidone-iodine antiseptic in reducing SSIs. The primary aim is to assess whether preoperative antiseptic intervention can lower infection rates, particularly those caused by antibiotic-resistant bacteria such as Staphylococcus aureus.

2. Research Methodology

This research employs a systematic review approach, analyzing multiple studies that evaluate the effectiveness of povidone-iodine nasal decolonization in preventing SSIs. The review includes both retrospective and prospective cohort studies, ensuring a comprehensive evaluation of existing evidence.

3. Level of Evidence

Using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model, this research article is classified as Level I evidence since it synthesizes data from multiple randomized controlled trials (RCTs) and systematic reviews.

4. Data Analysis Summary

The study’s data analysis involved comparing SSI rates between surgical patients who underwent nasal povidone-iodine decolonization and those who did not. Statistical methods such as meta-analysis and relative risk calculations were utilized to quantify the impact of the intervention.

5. Ethical Considerations

Ethical considerations included obtaining informed consent for participation in individual studies and ensuring patient safety by evaluating adverse effects of povidone-iodine usage. Since this was a systematic review, the ethical focus remained on accurately synthesizing previous research while maintaining data integrity.

6. Quality Rating

According to the JHNEBP model, the quality rating of this study is high (A) due to its strong methodological rigor, comprehensive literature analysis, and clear recommendations for clinical practice.

7. Results and Conclusion

The study concludes that preoperative intranasal povidone-iodine decolonization significantly reduces SSIs, particularly infections caused by Staphylococcus aureus.

Relevance to the EBP Question

This article directly addresses the EBP question by providing evidence supporting the effectiveness of povidone-iodine nasal swabs in reducing SSIs, thereby justifying their integration into surgical infection prevention protocols.

Non-Research-Based Evidence Appraisal

Selected Non-Research-Based Article

Zhu, X., et al. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11.

1. Background and Purpose

This non-research-based article discusses clinical practice guidelines for SSI prevention and the role of nasal decolonization protocols. It provides recommendations based on expert opinions and previous clinical experiences.

2. Type of Evidence

The article presents a clinical practice guideline, summarizing best practices and recommendations for perioperative nasal decolonization.

3. Level of Evidence

Based on the JHNEBP model, this article is classified as Level IV evidence, as it is derived from expert consensus rather than experimental research.

4. Quality Rating

The article is rated moderate (B) in quality, as it synthesizes multiple expert opinions but lacks direct experimental validation.

5. Contribution to EBP Question

The article supports the use of povidone-iodine nasal swabs as part of a broader infection prevention strategy, reinforcing the findings of the research-based article.

Practice Change Recommendation

1. Recommended Practice Change

Based on the findings from both articles, it is recommended that preoperative nasal decolonization with povidone-iodine be integrated into standard pre-surgical protocols to reduce SSIs.

2. Key Stakeholders

• Surgeons: Will implement the decolonization protocol and assess its effectiveness.
• Infection Control Teams: Will monitor SSI rates and ensure compliance.
• Hospital Administrators: Will allocate resources and support policy adoption.

3. Potential Barrier

Resistance from surgical teams due to concerns about additional workload and procedural changes.

4. Overcoming the Barrier

Providing training sessions and demonstrating the cost-effectiveness and patient outcome benefits of the intervention can encourage adoption.

5. Outcome Measurement

A reduction in the rate of SSIs in surgical patients following the implementation of nasal decolonization protocols.

References

Martin, V. T., et al. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor, 26, e927052. https://doi.org/10.12659/MSM.927052

Zhu, X., et al. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11. https://doi.org/10.1186/s13018-020-01601-0

Detailed Assessment Instructions for the D219 NURS 3610 Scholarship in Nursing Practice Assignment

Description

COMPETENCIES

738.2.1 : Foundations of Inquiry

The learner differentiates between quality improvement processes, evidence-based practice, and research.

738.2.2 : Literature Review and Analysis

The learner demonstrates knowledge of the process and outcomes of conducting a literature review.

738.2.3 : Ethics and Research

The learner demonstrates an understanding of the ethics of nursing research particularly human subjects’ protections, informed consent, and alignment with patient and family values and preferences.

738.2.4 : Patient Outcomes

The learner discriminates between evidence-based standards of practice and conventional practices to improve patient outcomes.

738.2.5 : Data Collection, Analysis, and Documentation

The learner describes the process of data collection, analysis, and implementation of evidence that can improve clinical practice from an interprofessional perspective.

INTRODUCTION

Evidence-based literature comes from many sources. The discipline of nursing has an abundance of research data and resources to guide clinical decisions. Therefore, it is of pivotal importance to understand the basic tenets of critical appraisal of such evidence for its use in interprofessional healthcare practices.

In this task, you will identify a healthcare problem, develop an evidence-based practice (EBP) question, and review selected research-based and non-research-based evidence to find answers to that question.

Note that while you will be analyzing only one research-based and one non-research-based article in this task, an actual evidence-based practice change would require the support of many high-quality research studies.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

1.  Submit a copy of your Collaborative Institutional Training Initiative (CITI) certification in either a .jpeg, .png, .bmp, .gif, or .pdf file.

https://doi.org/10.12659/MSM.927052 https://doi.org/10.1186/s13018-020-01601-0 

1. Discuss the impact of the problem on the patient and organization

Surgical site infections (SSI) have been a serious problem that hinders the recovery process of surgical patients. It can involve the skin, soft tissues, or implanted materials in the body. Many different techniques have been utilized to reduce infections to postoperative patients. One method that has been discussed is the use of nasal Staphylococcus aureus screening and decolonization prior to surgery. To decolonize the nasal passages, povidone-iodine nasal swabs have been researched and used for potentially decreasing harmful bacteria including antibiotic resistant strains of bacteria. For the patients that are suffering from an SSI, this could potentially increase their hospital stay due to incisional complications. As for the healthcare system, surgical patients with an SSI could need a higher level of care and monitoring. This could result in more money spent on each individual patient and a financial loss to the healthcare institution. SSI is a complex issue that can potentially be avoided if proper measures are done preoperatively such as instituted it as core surgical site infection prevention strategy.

Identify the PICO components

P – Surgical patients

I – The use of Povidone-iodine nasal swab decolonization preoperatively

C – Patients not using Povidone-iodine nasal swabs prior to surgery

O – Decrease in surgical site infections

Evidence-Based Practice Question

For surgical patients having surgery, does perioperative decolonization with nasal povidone-iodine swabs reduce surgical site infections?

Discuss the impact of a clinical practice problem on the patient or patients and the organization it affects.

1. Identify each of the following PICO components of the clinical practice problem:

• P: patient, population, or problem
• I: intervention
• C: comparison
• O: outcome

2. Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part B and the PICO components identified in part B1.

Note: Refer to the “Appendix B: Question Development Tool” web link for information on the creation of an EBP question.

(START HERE)

C.Select a research-based article that answers your EBP question from part B2 to conduct an evidence appraisal.

Note: The article you select should not be more than five years old.

1. Discuss the background or introduction (i.e., the purpose) of the research-based article.
2. Describe the research methodology used in the research-based article.
3. Identify the level of evidence for the research-based article using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.

Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to level a research-based article.

4. Summarize how the researcher analyzed the data in the research-based article.
5. Summarize the ethical considerations of the research-based article. If none are present, explain why.
6. Identify the quality rating of the research-based article according to the JHNEBP model.

Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to establish the quality rating.

7. Analyze the results or conclusions of the research-based article.
8. Explain how the article helps answer your EBP question.
9. Select a non-research-based article from a peer-reviewed journal that helps to answer your EBP question from part B2 to conduct an evidence appraisal.

Note: The article you select should not be more than five years old.

1. Discuss the background or introduction (i.e., the purpose) of the non-research-based article.
2. Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline) used in the non-research-based article.
3. Identify the level of evidence in the non-research-based article using the JHNEBP model.

Note: Refer to the “Appendix F: Non-Research Evidence Appraisal Tool” web link for information on how to level the non-research-based article.

4. Identify the quality rating of the non-research-based article according to the JHNEBP model.
5. Discuss how the author’s recommendations in the non-research-based article help answer your EBP question.
6. Recommend a practice change that addresses your EBP question using both the research-based and non-research-based articles you selected for part C and part D.
7. Explain how you would involve three key stakeholders in supporting the practice change recommendation.
8. Discuss one specific barrier you may encounter when implementing the practice change recommendation.
9. Identify one strategy that could be used to overcome the barrier discussed in part E2.
10. Identify one outcome (the O component in PICO) from your EBP question that can be used to measure the recommended practice change.
11. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
12. Demonstrate professional communication in the content and presentation of your submission.

References

Martin, V. T., Abdullahi Abdi, M., Li, J., Li, D., Wang, Z., Zhang, X., Elodie, W. H., & Yu, B. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor?: International Medical Journal of Experimental and Clinical Research, 26, e927052. https://doi.org/10.12659/MSM.927052

Zhu, X., Sun, X., Zeng, Y., Feng, W., Li, J., Zeng, J., & Zeng, Y. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11. https://doi.org/10.1186/s13018-020-01601-0

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D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Guide Example

Assignment Instructions Overview

This assignment requires students to create a Personal Development Plan (PDP) that fosters professional engagement and personal growth. The PDP will focus on strategies for increasing resilience and self-care, demonstrating how these strategies enhance professional practice. Additionally, students will explore the importance of having a structured PDP and how it contributes to academic and career success.

Understanding Assignment Objectives

Students must demonstrate their understanding of self-care and resilience strategies within a healthcare environment. The assignment should be well-structured, incorporating clear goals, actionable steps, and discussions on professional development. The content must be original and supported by credible references, adhering to academic integrity guidelines.

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The Student’s Role

Students are expected to:

• Describe Three Strategies for Resilience and Self-Care
  • Provide specific examples of how these strategies positively influence professional practice.
• Create a Personal Development Plan
  • Develop three SMART goals aligned with the strategies from part A.
  • Outline one actionable step per goal to facilitate goal achievement.
  • Explain how each goal contributes to professional development.
• Explain the Importance of a PDP
  • Discuss why a structured plan is essential for professional growth.
  • Provide two examples illustrating how a PDP aids academic and career success.
• Adhere to Academic and Professional Standards
  • Use appropriate in-text citations and references.
  • Ensure clarity, coherence, and professionalism in written communication.

Competencies Measured

• 738.1.1: Create a Personal PlanThe student demonstrates the ability to develop a structured personal development plan that supports professional engagement and personal growth.
• 738.1.2: Evaluate Quality Nursing Self-CareThe student identifies and adopts effective self-care strategies to enhance resilience in both personal and professional settings.

Evaluation Criteria (Rubric Overview)

1. To achieve a competent rating, students must:
2. Resilience and Self-Care Strategies: Describe three strategies with relevant examples.
3. SMART Goals: Provide three specific, measurable, attainable, relevant, and time-bound goals.
4. Actionable Steps: List one clear and effective step for each goal.
5. Professional Development Impact: Explain how each goal fosters professional engagement.
6. Importance of PDP: Offer a detailed explanation with two logical examples.
7. Academic Integrity: Properly cite and reference all sources used.

D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Example

Personal Development Plan

Resilience and Self-Care

In the healthcare environment, resilience and self-care play crucial roles in maintaining professional well-being and enhancing patient care. Implementing strategies to build resilience and promote self-care is essential for healthcare professionals to manage stress effectively and sustain long-term career success. Below are three key strategies to increase resilience and self-care that will positively influence professional practice.

Mindfulness Practices

Mindfulness involves being present in the moment and cultivating awareness without judgment. Engaging in mindfulness techniques such as meditation, deep breathing exercises, and guided imagery can help healthcare professionals manage stress, improve focus, and enhance emotional regulation. Research suggests that mindfulness-based interventions significantly reduce stress and burnout among healthcare workers (Goodman & Schorling, 2012). For example, a nurse practicing mindfulness before a shift can improve attentiveness, enhance patient interactions, and reduce feelings of burnout.

Healthy Eating Habits

A well-balanced diet contributes to overall health and resilience by providing essential nutrients that support cognitive function, energy levels, and immune system strength. Healthcare professionals who prioritize nutritious meals can improve their physical and mental well-being. For instance, preparing balanced meals with lean proteins, whole grains, and vegetables can help maintain steady energy levels throughout a demanding work schedule. Studies show that healthy dietary habits reduce stress and improve job performance in healthcare settings (Foster & Hawkins, 2020).

Regular Physical Exercise

Engaging in regular physical activity is a fundamental self-care strategy that enhances physical and mental resilience. Exercise releases endorphins, reduces stress hormones, and improves overall well-being. For example, a nurse who incorporates a 30-minute daily walk or yoga session can experience increased stamina, improved mood, and better stress management, leading to enhanced professional performance. According to Smith et al. (2019), physical exercise is strongly linked to reduced occupational stress and improved cognitive function in healthcare professionals.

Personal Development Plan

B1. Goals

To integrate the above resilience and self-care strategies effectively, the following SMART goals are established:

Mindfulness Practice Goal

SMART Goal: Implement a 10-minute mindfulness meditation practice every morning before work for the next three months to enhance focus and reduce stress.

Healthy Eating Goal

SMART Goal: Prepare and consume at least four balanced, home-cooked meals per week for the next three months to improve energy levels and overall well-being.

Physical Exercise Goal

SMART Goal: Engage in 30 minutes of moderate physical activity at least five days a week for the next three months to enhance physical health and stress management.

B1a. Actionable Items

Each goal requires specific steps to ensure successful implementation:

Mindfulness Practice Actionable Step

Set a daily reminder and use a guided meditation app to establish consistency in mindfulness practice.

Healthy Eating Actionable Step

Plan weekly meals and prepare a grocery list to ensure the availability of nutritious ingredients for home-cooked meals.

Physical Exercise Actionable Step

Schedule designated workout times and participate in activities such as walking, yoga, or strength training to maintain commitment.

B1b. Foster Professional Engagement

Implementing these goals will contribute to professional development in multiple ways:

Mindfulness Practice and Professional Growth

Practicing mindfulness enhances emotional intelligence, allowing healthcare professionals to respond to challenges with greater composure. Improved focus and reduced stress levels contribute to better patient care and team collaboration (Kabat-Zinn, 2013).

Healthy Eating and Professional Performance

Proper nutrition supports cognitive function, stamina, and overall health, leading to increased efficiency in clinical decision-making and patient interactions. A well-nourished professional is less prone to fatigue and burnout (Foster & Hawkins, 2020).

Physical Exercise and Career Longevity

Engaging in regular physical activity helps prevent occupational health issues such as chronic fatigue and musculoskeletal disorders. This ensures long-term career sustainability and enhances overall job performance (Smith et al., 2019).

Importance of a Personal Development Plan

A personal development plan (PDP) is essential for fostering professional engagement and personal growth. A PDP serves as a structured roadmap for achieving both short-term and long-term goals. Having a PDP is vital for career progression, personal growth, and maintaining professional excellence. A well-structured PDP provides a clear roadmap for setting and achieving goals, fostering resilience, and ensuring continuous improvement.

A personal development plan promotes self-awareness, allowing individuals to identify strengths, weaknesses, and areas for improvement. By outlining specific goals and strategies, professionals can stay motivated and accountable in their pursuit of excellence. Furthermore, a PDP encourages proactive problem-solving, which is essential in dynamic healthcare environments where challenges frequently arise (Collins, 2018).

C1. Achievement of Academic and Career Goals

A personal development plan directly contributes to achieving academic and career aspirations. Below are two key examples:

Enhancing Academic Success

A structured PDP helps students and professionals set realistic academic objectives, such as improving time management skills or adopting effective study techniques. For instance, a nursing student who follows a PDP that includes dedicated study hours and self-care practices is more likely to achieve academic excellence and pass certification exams (Collins, 2018).

Advancing Career Growth

By setting clear career goals, healthcare professionals can identify opportunities for skill development, such as pursuing advanced certifications or leadership roles. A nurse aspiring to become a clinical educator can use a PDP to outline the necessary steps, such as enrolling in continuing education courses and gaining mentorship experience (Goodman & Schorling, 2012).

Conclusion

A personal development plan is a powerful tool for fostering resilience, self-care, and professional engagement. By implementing structured goals related to mindfulness, nutrition, and exercise, healthcare professionals can enhance their well-being and career longevity. The importance of a PDP extends beyond personal benefits; it directly impacts professional performance, academic success, and career advancement. By adopting and maintaining a PDP, healthcare professionals can navigate challenges effectively and contribute meaningfully to the healthcare industry.

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Detailed Assessment Instructions for the D218 NURS 3600 Intrapersonal Leadership and Professional Growth Assignment

Personal Development Plan

1. Resilience and Self-Care

Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

1. Personal Development Plan

B1. Goals

List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals). Note: The SMART goals should be specific, measurable, attainable, relevant, and time bound.

B1a. Actionable Items

               List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.

B1b. Foster Professional Engagement

               Discuss how each of the goals from part B1 will foster your professional development.

1. Importance of a Personal Development Plan

Explain the importance of having a personal development plan.

C1. Achievement of Academic and Career Goals

Provide two examples of how a personal development plan can help you achieve your academic and career goals.

Heat maps

WGU Performance Assessment

MXM2 MXM2 TASK 1: PERSONAL DEVELOPMENT PLAN

—

INTRAPERSONAL LEADERSHIP AND PROFESSIONAL GROWTH – D218

PRFA MXM2

Task Overview

Submissions

Evaluation Report

COMPETENCIES

738.1.1 : Create a Personal Plan

The learner creates a personal development plan that fosters professional engagement and personal growth.

738.1.2 : Evaluate Quality Nursing Self-Care

The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.

INTRODUCTION

The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Note: The suggested length of your response for each prompt is 2–3 paragraphs.

1.  Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

https://tasks.wgu.edu/student/008089113/course/28780012/task/3722/overview

1.  Create a personal development plan by doing the following:
2.  List a SMART personal growth goal for eachof the threestrategies from part A (for a total of three SMART goals).

Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.

1.  List oneactionable step foreach goal to achieve the goals for part B1, for a total of three steps.
2.  Discuss howeachof the goals from part B1 will foster your professional development.
3.  Explain the importance of having a personal development plan.
4.  Provide two examples of how a personal development plan can help you achieve your academic and career goals.
5.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
6.  Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 400 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC

A:RESILIENCE AND SELF-CARE

NOT EVIDENT

The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.

APPROACHING COMPETENCE

The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.

COMPETENT

The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.

B1:

GOALS

NOT EVIDENT

The submission does not list any goals.

APPROACHING COMPETENCE

The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.

COMPETENT

The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.

B1A:

ACTIONABLE ITEMS

NOT EVIDENT

The submission does not list any actionable steps.

APPROACHING COMPETENCE

The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.

COMPETENT

The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.

B1B:

FOSTER PROFESSIONAL DEVELOPMENT

NOT EVIDENT

The submission does not discuss the goals from part B1.

APPROACHING COMPETENCE

The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.

COMPETENT

The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.

C:

IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN

NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation is provided but is not relevant to the importance of personal development plans.

COMPETENT

The explanation of the importance of having a personal development plan is detailed.

C1:

ACADEMIC AND CAREER GOALS

NOT EVIDENT

The submission does not provide any examples.

APPROACHING COMPETENCE

The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.

COMPETENT

The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.

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Whether you’re tackling complex topics, facing tight deadlines, or dealing with specific instructions, we’ve got you covered. From creating custom nursing research papers to assisting with nursing assignments, our professionals are here to support you.

How We Can Help

Our pro nursing writers excel at crafting outstanding nursing essay papers from scratch, addressing any topic, meeting any deadline, and following your specific instructions. At ReliablePapers.com, we recognize the significance of your academic success.

Why Choose Us?

• Affordable Prices: Our online nursing papers are affordably priced, making them accessible to all college students.
• Expert Writers: Let our skilled writers perfect your paper, providing the expertise needed for exceptional results.
• Originality Guaranteed: Bid farewell to plagiarized papers. Our nursing experts create original and customized nursing essays for your academic success.
• Easy Ordering Process: Ready to place your order? It’s hassle-free! Visit our “Place Order” page, provide paper details, proceed to checkout, and your order will be assigned to a suitable expert.

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Betty Neuman Nursing Theory Application Essay Sample

Introduction

Nursing, as a dynamic and evolving profession, constantly seeks ways to enhance patient-centered care. This pursuit has led nurses to cultivate a rich repository of knowledge, born from their hands-on experiences at the bedside. Over time, these experiences have coalesced into nursing theories—frameworks that provide structure and guidance to healthcare practices. Among these theories, the Neuman System Model (NSM) stands out for its robust emphasis on stress and its profound impact on patient well-being. In an endeavor to grasp the intricate tapestry of patient care, the NSM adopts a holistic vantage point, considering the patient not in isolation, but as an integral part of a larger ecosystem involving family, community, and self (Potter et al., 2017). The NSM’s uniqueness arises from its staunch recognition of the individuality inherent in each client system, an individuality shaped by a confluence of nuanced factors and traits that contribute to their health journey (Ahmadi & Sadeghi, 2017).

Betty Neuman’s conceptualization postulates that within each individual resides a core of fundamental survival mechanisms—both physiological and psychological. These innate mechanisms are fortified by lines of defense, a complex interplay of physical and behavioral elements designed to repel stressors and sustain overall equilibrium (Ahmadi & Sadeghi, 2017). Stress, a pervasive force in human experience, is meticulously categorized by the NSM into three distinct types: interpersonal, intrapersonal, and extra-personal (Fawcett & Foust, 2017). This categorization acknowledges that stress isn’t a monolithic entity; rather, it takes various forms and impacts individuals in highly personalized ways. The significance of identifying and understanding these stressors is paramount, as it directly influences an individual’s resilience against illnesses (Potter et al., 2017).

Through its comprehensive lens, the NSM has the potential to reframe the narrative of patient care, rendering it more adaptable, patient-centric, and attuned to the myriad nuances that shape health experiences. By embracing the essence of the NSM, nurses can cultivate a deeper understanding of the intricate interplay between stress and health, thereby fortifying their commitment to delivering optimal care to individuals, families, and communities.

Applying Theory in Nursing Practice

Within the diverse landscape of healthcare settings—ranging from bustling hospitals to serene nursing homes, from intense rehabilitation centers to the urgency of urgent care facilities—nurses assume a central and indispensable role in the tapestry of patient care. These dedicated professionals are entrusted with the monumental task of orchestrating care that is not only medically sound but profoundly empathetic and tailored to individual needs. In this pursuit, the Neuman System Model (NSM) emerges as a beacon, guiding nurses through the intricate dance of patient-centered care.

At the heart of this model lies the imperative to identify and address stressors that could potentially unsettle the delicate equilibrium of patients’ well-being. In much the same way a skillful physician prescribes precise medications to align with a patient’s unique constitution, nurses employing the NSM must delve into the labyrinth of stressors to curate interventions that restore balance (Potter et al., 2017). This pursuit extends far beyond merely managing symptoms; it is an art of addressing the root causes of disarray in an individual’s physical and emotional landscape.

The Neuman System Model unfurls as a structured tapestry for nurses to weave into their practice. This framework does not discriminate; it gracefully adapts to patients across demographics, environments, and diverse health conditions (Ahmadi & Sadeghi, 2017). Whether it’s an elderly individual navigating the challenges of aging, a breast cancer survivor grappling with post-treatment adjustments, or someone facing the unpredictable journey of multiple sclerosis, the NSM transcends the confines of disease labels. It provides a common language, a shared understanding that nurses can use to decipher the enigma of stress and its intricate manifestations in patients’ lives.

The beauty of this approach is that it isn’t confined to any particular setting or context. Whether the nurse’s canvas is a bustling emergency room or the quiet sanctuary of a long-term care facility, the NSM remains relevant and adaptable. It empowers nurses to step beyond the limits of mere symptom management and engage with patients on a profound level. By unearthing the stressors that may otherwise remain concealed, nurses using the NSM become architects of restoration, builders of resilience, and stewards of equilibrium.

Practical Application in Professional Practice

Betty Neuman’s model emerges as a practical toolkit that modern nurses can utilize to deliver care that goes beyond the ordinary and embraces the extraordinary. At its core, this model functions as a guide, reliably directing nurses towards the ultimate aim: stabilizing the patient’s complex system by addressing stressors (Fawcett & Foust, 2017). This journey encompasses much more than tackling immediate symptoms; it examines the essence of patient well-being, decoding the details of stress that often remain concealed.

In the domain of contemporary healthcare, nurses, as frontline guardians of health, hold the significant capacity to initiate transformative shifts. By embracing Neuman’s model, nurses evolve into architects of health journeys, armed with three tiers of interventions—primary, secondary, and tertiary—to restore equilibrium within patients’ systems (Ahmadi & Sadeghi, 2017).

The first tier, primary intervention, forms the foundation upon which lasting health is constructed. It empowers nurses to educate patients about the details of healthy living, providing insights that extend beyond immediate ailments to encompass the broader scope of a well-rounded life. Through this educational endeavor, nurses become emissaries of prevention, sowing the seeds of health literacy that flourish across lifetimes.

In the domain of secondary intervention, nurses transition to the role of interpreters, deciphering the language of symptoms presented by patients. Here, the focus lies in addressing existing health issues, navigating the maze of illness with a deep comprehension of how stressors intersect with physical and emotional well-being. By choreographing tailored interventions, nurses bridge the gap between discomfort and relief, making the journey towards recovery more navigable.

The third tier, tertiary intervention, underscores nurses’ role as architects of long-term well-being. It entails a commitment to sustaining patients’ health beyond immediate recovery. Through the implementation of strategies and support mechanisms, nurses create a safety net that ensures patients not only overcome current challenges but also fortify themselves against future trials.

Amid today’s intricate healthcare landscape, nurses have the privilege to strategically wield these interventions. By employing primary interventions to empower patients with knowledge, secondary interventions to guide them through the maze of symptoms, and tertiary interventions to secure their ongoing well-being, nurses become agents of positive change. Their influence extends well beyond the confines of healthcare institutions, shaping the contours of patients’ lives in ways that extend far into the future.

Benefits and Limitations of the Neuman System Model

The Neuman System Model offers substantial benefits as a guiding framework for nursing practice, yet it also presents certain limitations that warrant consideration. Understanding both sides of the coin is crucial for informed and effective implementation.

Benefits of the Neuman System Model:

• Holistic Approach: One of the model’s chief advantages is its holistic approach to patient care. By acknowledging the interconnectedness of physical, emotional, and environmental factors, the model empowers nurses to address the full spectrum of influences impacting patient well-being. This comprehensive view enables tailored interventions that resonate deeply with patients’ needs (Fawcett & Foust, 2017).
• Versatility: The Neuman System Model’s adaptability shines as a notable advantage. It isn’t confined by specific patient profiles or medical conditions; instead, it offers a flexible framework applicable to a wide array of patients, settings, and health challenges. This versatility makes it a practical tool for nurses across diverse healthcare landscapes (Ahmadi & Sadeghi, 2017).
• Collaboration: The model’s emphasis on patient and family input fosters a collaborative relationship between nurses and patients. By involving patients in identifying stressors and developing interventions, the model promotes patient autonomy and active engagement in their own care. This collaborative approach can lead to enhanced patient satisfaction and adherence (Inan & Ustun, 2016).

Limitations of the Neuman System Model:

• Complexity: The model’s comprehensive nature comes with a potential drawback—its complexity. Successful implementation demands substantial time and energy from nurses, potentially diverting resources away from other critical aspects of patient care (Ahmadi & Sadeghi, 2017).
• Subjectivity: Relying on patient and family input for stressor identification introduces an element of subjectivity. Different individuals may perceive stressors differently, leading to potential oversights or inaccuracies in the assessment process. Ensuring accurate data collection becomes crucial to mitigate this limitation (Inan & Ustun, 2016).
• Feasibility in Short-term Settings: In environments characterized by limited nurse-patient interaction, such as emergency departments, the model’s intricate assessment process might be less feasible. Time constraints could impede the thorough analysis required by the model, potentially diminishing its effectiveness (Ahmadi & Sadeghi, 2017).

Conclusion

Extensive research supports the Neuman System Model’s effectiveness in guiding nursing practice across diverse patient populations and settings. Its focus on individuality and collaboration between nurses and patients enhances care quality and patient satisfaction (Fawcett & Foust, 2017; Inan & Ustun, 2016; Turner & Kaylor, 2015). While the model’s complexity and reliance on input pose challenges, its adaptable nature and positive impact on patient and caregiver health make it a valuable tool in modern nursing practice. As nurses continue to integrate and embrace the model, they not only uphold the standards of care but also affirm their role as advocates for comprehensive well-being—for their patients and themselves alike.

References

Ahmadi, Z., & Sadeghi, T. (2017). Application of the Betty Neuman systems model in nursing care of patients with multiple sclerosis. Journal of Nursing Scholarship, 49(5), 547-554. doi:10.1111/jnu.12301

Fawcett, J., & Foust, J. B. (2017). Neuman’s systems model: A theory for practice. In Nursing Theories and Nursing Practice (5th ed., pp. 139-152). F.A. Davis Company.

Inan, F. S., & Ustun, B. (2016). Experiences of Turkish survivors of breast cancer: Neuman systems model perspective. Cancer Nursing, 39(6), E33-E39. doi:10.1097/NCC.0000000000000333

Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2017). Fundamentals of nursing (9th ed.). Elsevier.

Turner, S. B., & Kaylor, S. D. (2015). Neuman systems model as a conceptual framework for nurse resilience. Journal of Holistic Nursing, 33(3), 235-244. doi:10.1177/0898010115571516

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Comparing Florence Nightingale Jean Watson Dorothea Orem

Introduction

Nursing is undoubtedly one of the most esteemed professions globally, given its pivotal role in patient health and recovery. At the heart of nursing practice lie various guiding concepts that have evolved over time. These conceptual frameworks have a rich history, dating back to the pioneering work of Florence Nightingale (Marriner-Tomey & Alligood, M. R. (2017). Subsequent nursing scholars, including Jean Watson and Dorothea Orem, have significantly contributed to the landscape of nursing theories. Although the maturity of these theories is sometimes questioned, they collectively provide invaluable guidance for understanding and shaping nursing practice (Smith & Parker, 2022, p. 67). Among the prominent nursing theorists, Florence Nightingale, Jean Watson, and Dorothea Orem stand out. This paper looks into the nursing theories developed by these influential figures, highlighting the differences and similarities in their perspectives on nursing.

Florence Nightingale’s Environmental Theory

Florence Nightingale, often affectionately known as the “Lady with the Lamp,” stands as a true pioneer in the field of nursing and one of the earliest nursing theorists. Her remarkable contributions during the 19th century laid the very foundation upon which modern nursing practices and nursing theories have been built. Nightingale’s Environmental Theory, alternatively referred to as the Environmental Adaptation Theory, remains a fundamental cornerstone of nursing philosophy, exerting an enduring influence on the practice of nursing even today (Donaldson & Crowley, 2020, p. 92).

At the heart of Nightingale’s theory lies a profound understanding of how the environment profoundly impacts patient health and recovery. In an era when medical treatments often lagged behind and yielded limited success, she astutely recognized the pivotal role that the conditions in which patients received care played in determining their outcomes. Her meticulous observations, notably during the Crimean War, shed light on the dire conditions within military hospitals and the devastating toll it exacted on patient survival rates (McEwen & Wills, 2019).

Nightingale’s theory revolves around the belief that modifying a patient’s environment can establish conditions conducive to healing and recuperation. She ardently advocated for an environment that supplied the fundamental elements crucial for recovery, such as access to fresh air, clean water, proper sanitation, and adequate nutrition (Smith & Parker, 2022, p. 89). Nightingale’s emphasis on these basic requirements triggered a revolution in healthcare practices, ushering in significant enhancements in patient outcomes.

Yet, Nightingale’s theory extended far beyond the confines of the hospital room. She recognized that the environment encompassed not only the physical aspects but also the social and psychological dimensions. Her unwavering advocacy for improved living conditions, public health measures, and sanitation was not limited to the hospital setting but extended to the broader community. Nightingale possessed a deep understanding of the interconnectedness between community health and the well-being of individual patients (McEwen & Wills, 2019).

Furthermore, Nightingale’s theory underscored the pivotal role of the nurse in crafting a therapeutic environment. She firmly believed that nurses should serve as staunch advocates for patients, ensuring that their physical, emotional, and psychological needs were met. This foundational concept paved the way for our contemporary understanding of nurses as holistic caregivers, responsible not only for promoting physical recovery but also for nurturing emotional well-being (Alligood, 2017).

Jean Watson’s Caring Theory

Jean Watson’s Caring Theory stands as a transformative and human-centered approach to nursing that has reshaped the way healthcare professionals view their role in patient care. Watson’s theory diverges from traditional medical models, placing paramount importance on the human connection and the profound impact of genuine care in nursing practice (Alligood, 2017).

Watson firmly believes that caring is the cornerstone of nursing and the most invaluable contribution that nurses make to humanity. In her view, true health cannot be achieved without authentic care. Through caring interactions, nurses empower patients not only to regain their physical well-being but also to gain knowledge, regain control over their lives, and ultimately foster their own recovery (Jones & Nelson, 2021, p. 143).

One of the distinguishing features of Watson’s theory is its emphasis on autonomy and freedom of choice for patients. Unlike some other nursing theories, Watson’s approach places patients at the forefront of their recovery journey, with nurses as facilitators of their healing process. This perspective transcends the purely objective assessment of symptoms and treatments. Instead, nurses engage with patients on a deeper level, honoring their dignity as unique individuals with their own values and beliefs. According to Watson, the act of caring possesses inherent healing potential through intentional connection, deep perception, and shared experiences (Jones & Nelson, 2021, p. 143).

Watson introduces the concept of “caring occasions” in her theory. These are moments when nurses and individuals interact in ways that foster genuine human connection. During these moments, there is a profound exchange of experiences, encompassing not only physical sensations but also emotions, spiritual beliefs, thoughts, and environmental considerations. These caring occasions become integral parts of individuals’ personal histories, leaving a lasting impact on their well-being (Jones & Nelson, 2021, p. 143).

Central to Watson’s Caring Theory are the ten carative factors, which form the cornerstone of nursing’s human dimension. These factors guide nursing practice by addressing both the giver and receiver of care. They include fostering a humanistic value system, cultivating sensitivity, instilling faith and hope, nurturing caring relationships, employing creative problem-solving, creating a supportive environment, providing gratification assistance, promoting transpersonal learning-teaching, and harnessing phenomenological-spiritual forces (Johnson & Smith, 2020, p. 103).

Watson’s theory has had a profound impact on nursing practice and education. It has transformed the way nurses approach patient care, placing a strong emphasis on empathy, compassion, and the nurturing of human connections. Moreover, Watson’s theory has been extensively studied and applied in various healthcare settings, demonstrating its effectiveness in improving patient outcomes and enhancing nurse-patient relationships (Fitzpatrick & Whall, 2020).

Furthermore, Watson’s theory has been adapted to address cultural diversity, making it a valuable framework for culturally competent care. This adaptability underscores the theory’s relevance in an increasingly diverse and globalized healthcare landscape (Leininger & McFarland, 2002).

Dorothea Orem’s Self-Care Theory

Dorothea Orem’s Self-Care Theory has made significant strides in the field of nursing, underscoring the pivotal role of self-care in upholding optimal health and overall well-being. Orem’s theory has found broad acceptance in nursing, offering a comprehensive framework for understanding how individuals can actively engage in self-care to bolster their health. According to Orem, each person bears the responsibility and capacity to partake in self-care activities, with nursing stepping in when individuals encounter challenges meeting these self-care needs due to various factors (Taylor, 2019).

Orem’s theory is structured around three core components: universal self-care needs, developmental self-care needs, and health deviation self-care needs. These components serve as the bedrock for comprehending the significance of self-care in promoting health and managing illness or disability.

1. Universal Self-Care Needs: These needs form the bedrock of maintaining health and well-being, encompassing activities such as maintaining proper nutrition, personal hygiene, adequate hydration, and securing sufficient rest. Orem recognized that these fundamental self-care practices are essential for individuals to safeguard their health and fend off illness.
2. Developmental Self-Care Needs: Orem’s theory recognizes that individuals must learn and adapt throughout their life journey to maintain their well-being. These developmental self-care needs encompass activities related to physical, emotional, and psychological growth and transformation. For example, a teenager may need guidance on managing stress and nurturing emotional well-being as they navigate the path to adulthood.
3. Health Deviation Self-Care Needs: When individuals confront hurdles related to illness, injury, or disability, they may require assistance with self-care activities. Orem’s theory acknowledges the indispensable role of nursing interventions in such circumstances. Nurses play a pivotal part in pinpointing the barriers preventing individuals from fulfilling their self-care requisites and offering suitable interventions to facilitate healing and recovery (Taylor, 2019).

Dorothea Orem’s Self-Care Theory bears tangible implications for nursing practice. It accentuates the patient’s active role in self-care and fosters a sense of independence and empowerment. By encouraging individuals to take an active role in their own care, nurses empower patients to assume control over their health and overall well-being (Taylor, 2019).

Furthermore, Orem’s theory serves as a foundational framework for crafting nursing interventions in diverse healthcare settings. It is especially pertinent in the management of chronic diseases and rehabilitation, where patients may need guidance and support to regain their independence and self-care abilities (Taylor, 2019).

Moreover, Orem’s pioneering work has contributed to the development of nursing assessment tools and care planning frameworks, rendering it a valuable resource for evidence-based practice. Nurses can leverage Orem’s theory to assess patients’ self-care capabilities, identify areas where assistance is required, and design individualized care plans that foster self-care and recovery (O’Neal, 2017).

Comparing Florence Nightingale, Jean Watson, and Dorothea Orem’s Nursing Theories

Focus of Nursing Theories:

• Florence Nightingale: Her Environmental Theory primarily concentrates on the significance of the environment in healthcare and patient outcomes. She emphasizes the role of nurses in creating a conducive environment for healing.
• Jean Watson: Watson’s Caring Theory revolves around the power of genuine care and the nurse-patient relationship. It highlights the importance of human connection, empathy, and patient autonomy.
• Dorothea Orem: Orem’s Self-Care Theory centers on self-care as a means to maintain health and well-being. It underscores patients’ active involvement in their care and the nurse’s role in assisting when needed.

Key Concepts:

• Florence Nightingale: Environmental factors, basic patient needs, holistic nursing care.
• Jean Watson: Caring interactions, human connection, ten carative factors, transpersonal caring.
• Dorothea Orem: Self-care, universal self-care needs, developmental self-care needs, health deviation self-care needs.

Patient Autonomy:

• Florence Nightingale: Nightingale’s theory does not explicitly emphasize patient autonomy but focuses more on the environmental aspects of care.
• Jean Watson: Watson’s theory strongly advocates for patient autonomy and empowerment. It places patients at the center of their care journey.
• Dorothea Orem: Orem’s theory encourages patient autonomy and self-care, emphasizing that individuals have the responsibility and capacity to engage in self-care activities.

Nurse’s Role:

• Florence Nightingale: The nurse’s role is to create a therapeutic environment and advocate for patients’ physical and emotional needs.
• Jean Watson: The nurse’s role is to foster caring relationships, honor patients’ uniqueness, and facilitate healing through genuine caring interactions.
• Dorothea Orem: The nurse’s role is to support and assist patients in meeting their self-care needs when they are unable to do so independently.

Application in Nursing Practice:

• Florence Nightingale: Nightingale’s theory is foundational in nursing practice, especially in creating a healing environment.
• Jean Watson: Watson’s Caring Theory has influenced nursing practice by emphasizing empathy and human connection.
• Dorothea Orem: Orem’s Self-Care Theory is particularly relevant in cases of chronic diseases and rehabilitation, where patients need guidance in regaining self-care abilities.

Cultural Competence:

• Florence Nightingale: Her theory does not explicitly address cultural competence.
• Jean Watson: Watson’s theory has been adapted to address cultural diversity, making it suitable for culturally competent care.
• Dorothea Orem: Orem’s theory does not specifically address cultural competence but can be applied in a culturally sensitive manner.

Discussion on Comparing Florence Nightingale Jean Watson Dorothea Orem

Florence Nightingale, Jean Watson, and Dorothea Orem stand as pillars of nursing theory, each offering a distinct yet interconnected perspective that collectively enriches our understanding of nursing practice. Nightingale’s Environmental Theory serves as a foundational reminder of the critical role the environment plays in patient health and recovery. Her emphasis on creating a healing space resonates with the broader notion that the physical setting in which care is provided can profoundly impact outcomes. Nightingale’s insights remain timeless, urging us to prioritize the nurturing of environments conducive to well-being.

In contrast, Jean Watson’s Caring Theory injects the human element into nursing, positioning authentic care and meaningful connections as central to the nursing profession. Watson’s theory invites nurses to see beyond the clinical tasks and embrace their role as compassionate caregivers. It champions patient autonomy and underscores the transformative power of empathy. In a healthcare landscape often driven by technology and efficiency, Watson’s theory reminds us of the enduring value of the human touch.

Complementing these perspectives, Dorothea Orem’s Self-Care Theory shines a spotlight on the concept of patient self-care and personal responsibility for health. Orem’s framework encourages individuals to actively engage in their well-being, aligning with the current trend towards patient-centered care. It acknowledges that patients possess the capacity and agency to participate in their care, thus promoting empowerment and independence.

Together, these theories reveal the multifaceted role of nurses in society. They demonstrate that nursing is not merely a profession of tasks and procedures but a holistic practice that encompasses the physical, emotional, and environmental dimensions of care. These nursing theories continue to guide practice, research, and education, underlining the enduring relevance of nursing theory in the ever-evolving healthcare profession.

Conclusion

In summary, while Florence Nightingale’s Environmental Theory focuses on the environmental aspects of nursing, Jean Watson’s Caring Theory highlights the importance of the nurse-patient relationship and patient autonomy. Dorothea Orem’s Self-Care Theory emphasizes self-care and the role of nurses in assisting patients when needed. Each theory brings a unique perspective and set of principles to the nursing profession, enriching the toolkit available to nurses as they navigate the diverse and complex needs of patients in different healthcare contexts.

These nursing theories, while distinct in their approaches, share a common commitment to holistic care. They remind us that nursing is more than a profession; it’s a calling to heal not only the body but also the spirit. In a healthcare landscape marked by ever-advancing technology and evolving patient needs, these theories serve as timeless beacons, guiding nurses in their mission to provide compassionate, patient-centered care.

As nurses navigate the diverse and complex needs of patients in different healthcare contexts, the insights offered by Nightingale, Watson, and Orem continue to enrich and inform nursing practice. Their enduring legacies remind us of the dynamic nature of the nursing profession and its essential role in promoting health, restoring well-being, and fostering human connection in the ever-changing world of healthcare.

Reference List

Alligood, M. R. (2017). Nursing theorists and their work. Elsevier Health Sciences.

Donaldson, S. K., & Crowley, D. M. (2020). The Discipline and Teaching of Nursing Process: An Evaluative Review. Springer Publishing Company.

Fitzpatrick, J. J., & Whall, A. L. (2020). Conceptual models of nursing: Global perspectives. Appleton & Lange.

Johnson, M. E., & Smith, L. N. (2020). Applying Nursing Theory to Evidence-Based Clinical Practice. Springer Publishing Company.

Jones, K. A., & Nelson, P. A. (2021). Nursing Theories and Conceptual Frameworks. Springer Publishing Company.

Leininger, M. M., & McFarland, M. R. (2002). Transcultural nursing: Concepts, theories, research & practice. McGraw-Hill.

Marriner-Tomey, A., & Alligood, M. R. (2017). Nursing Theorists and Their Work-E-Book. Elsevier Health Sciences.

McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing. Wolters Kluwer Health.

O’Neal, P. V. (2017). The Self-Care Deficit Nursing Theory in Pediatric Nursing. Pediatric Nursing, 43(1), 37-39.

Smith, M. C., & Parker, M. E. (2022). Nursing Theories and Nursing Practice. F.A. Davis Company.

Taylor, S. G. (2019). Dorothea Orem’s Self-Care Deficit Theory of Nursing: A 21st Century Reappraisal. Nursing Science Quarterly, 32(4), 297-300.

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