How can you apply one of the theories of professional nursing studied this week to your nursing care?

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Using Nursing Knowledge to Apply Nursing Theory to Practice

Nurses are increasingly considered knowledge workers. We are valued for what we know and how we think rather than what we do. Select one of the nursing theories from your readings this week (or another nursing theory from your textbook). How can you apply your selected theory of professional nursing to your nursing care? Provide specifics using terminology from the theory you selected to explain your use.

Theory to Practice  

Class,

Nursing theory guides nursing practice for the professional nurse. Watson’s theory of transpersonal caring considers body, mind, and spirit of the person as recipient of nursing care and thus keeps caring as a central component to nursing practice (Hood, 2014). Erci, Sayan, Tortumluoglu, Kilic, Sahin, and Gungormus (2003) studied the effect of Watson’s theory on quality of life and blood pressure readings in patients with hypertension. These researchers concluded that caring nursing practice improved quality of life and decreased blood pressure. By being intentionally caring in their nursing practice, nurses were able to improve patient outcomes. Erci et al. (2003) noted that the Watson “model considers persons holistically together with their physical, psychological and social environment” (p. 137).

How can you apply one of the theories of professional nursing studied this week to your nursing care?

Discuss the value of best evidence as a driving force in delivery of nursing care at your facility

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Interview with Nursing Information Expert

 

Interviewer Form

 

 

Your Instructor’s Name:

 

Directions: After completing your interview, you must use this form to submit yourassignment to the Dropbox. You may use the form to capture information as you conduct your interview, or fill it in later. The form is expandable and will enlarge the textbox to accommodate your answers. Do not rely only on this form for everything you must include! Please look in Doc Sharing for specific instructions in the Guidelines for this assignment.

Criteria Fill in the answers in this column.
Demographics: Provide initials of the RN, official job title of interviewee, and the date the interview was conducted.

Required Questions

(answer EVERY question in this section)
1.    Describe your career path to your current position. Include information about education and experiences.
2.    Discuss the value of best evidence as a driving force in delivery of nursing care at your facility.
3.    What safeguards and decision-making support tools are embedded in patient care technologies and information systems that support safe practice at your facility?
4.    Tell me about patient care technologies that have improved patient care at your facility.
5.    What groups of healthcare workers rely on you to collect high-quality information or data and how is it utilized?

Optional Questions

(Answer only ONE question from the choices below.)
1.    Please tell me what challenges you have faced in dealing with other disciplines who may not “understand the needs of nurses/nursing?”
2.    Please share an example of how GIGO (garbage in, garbage out) impacted a decision related to your information or data collection.
3.    Please give me an example of how the lack of interprofessional collaboration impacted your role.
4.    Please describe what a typical day on the job is like for you.

Follow-Up Questions

(Answer all of these. Please do not ask them during the interview.

Instead, reflect and answer them afterwards.)
1.    How will completing this interview impact your practice as a BSN-prepared nurse? Give specific examples.
2.    Resources (scholarly articles or texts). Indicate 2 scholarly resources or texts used prior to the interview to familiarize yourself with the individual’s organization, role, or any of the questions you asked to make you a more knowledgeable interviewer. Resource #1:
Resource # 2:

Does specific education guarantee that a nurse is competent in nursing?

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Ethics, Standards, and Implementation

Codes of ethics and standards for professional nursing practice have been developed by some professional nursing organizations. These codes and standards guide us in our practice and our interactions with consumers, other nurses, and other healthcare professions. Select at least one of the ethical standards or one of the standards of practice and tell us how you implement this in your current practice or how you will implement it in your future practice. Which standard is most challenging to you, and why?

Respond

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(an instructor response)
Ethical Standards and Implementation  
Class,

I agree that Quality of Care (competence) is a very important standard. However, it must be an internal value of the nurse. For example, many states require continuing education to maintain a nursing license. In many states, the nurse must have a specified number of continuing education to renew a license (Hood, 2014). It is an interesting topic which likely has complex answers. Does specific education guarantee that a nurse is competent in nursing? Does this education improve a nurse’s practice and competence?

~Ruth

Reference:

Hood, L.J. (2014). Leddy & Pepper’s Conceptual Bases of Professional Nursing (8th ed.) Philadelphia, PA: Wolters Kluwer/LippincottWilliams & Wilkins.

What are some of the causes of incivility in nursing education?

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Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key questions were:

 

  • How do nursing students and nurse faculty members contribute to incivility in nursing education?
  • What are some of the causes of incivility in nursing education?
  • What remedies might be effective in preventing or reducing incivility?

 

They gathered responses from online surveys with open-ended questions from 36 nurse faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. They noted four major themes of responses:

 

  • Faculty perceptions of in-class disruption and incivility by students
  • Faculty perceptions of out-of-class disruption and incivility by students
  • Student perceptions of uncivil behaviors by faculty
  • Faculty and student perceptions of possible causes of incivility in nursing education

 

A total of eight sub-themes were identified among the faculty comments on types of in-class disruptions. Those subthemes were:

 

  • Disrupting others by talking in class
  • Making negative remarks/disrespectful comments toward faculty
  • Leaving early or arriving late
  • Using cell phones
  • Sleeping/not paying attention
  • Bringing children to class
  • Wearing immodest attire
  • Coming to class unprepared

Reference

 

Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97.


 

 

Assignment Directions

 

Imagine that you have replicated the Clark and Springer (2007) study with psychology students from an on-campus undergraduate program (all face-to-face classes). The faculty members are describing students they have in their psychology classes.

 

You have organized responses from the 15 faculty who responded regarding in-class disruptions.

 

Because this qualitative research study involves human subjects, the researcher must consider the potential ethical issues involved in conducting the study. The researcher should consider the following things:

 

  • The potential researcher/participant and participant/participant interactions involved in the study.
  • The potential ethical issues surrounding the researcher/participant and participant/participant interactions involved in the study.
  • How to mitigate both the ethical issues and harm to individuals and institutions.

 

Preliminary Analysis

 

Complete the following steps to use the SPSS data file (Faculty Comments Dataset.sav) to do some initial analyses of the data:

  1. Open the SPSS data file.
  2. In DATA VIEW, notice that columns 1 and 2 contain the comments that were collected. Also note that column 2 contains a place to enter the numerical code for each theme into which that comment would fall. Columns 3-5 contain each faculty respondent’s ID code, gender code (1=male, 2= female), and number of years teaching, respectively.
  3. In VARIABLE VIEW, notice how the codes for gender are entered under the VALUES column. You will use the same method to enter the codes for the comment themes for the second variable. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Also, note that to the far right in VARIABLE VIEW, under MEASURES, the proper scale of measurement needs to be entered for each variable. Only years of teaching is a scale (continuous) variable. All the others are codes/qualitative.

 

Coding the Comments and Examining the Frequencies of Each Theme

 

Column 1 contains brief summaries of the different comments that were collected from the 15 faculty (some faculty gave more than one comment). Code the comments (Hint: generally, look for the same themes that Clark and Springer found, but add anything that may be new or do not include a theme that does not fit your set of comments) by completing the following steps:

 

  1. Assign each type of comment a number code (e.g., talking during class = 1; disrespectful = 2; etc.).
  2. Put the code of each comment in the column headed FACULTYCOMMENTCODE just to the right of the comment (that is, it should be in the same row as the comment).

Next, enter the code values and meaning of each code. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Complete the following steps to enter the code values and meaning of each code:

 

  1. Switch to VARIABLE VIEW.
  2. Go to the row for the second variable.
  3. Look under VALUES, and enter the code value and the meaning of each code. For example, Value box = 1; Label box = Talking during class. Then, click “Add” so the label shows in the box below. Then, put the next code value (2) in the Value box, its meaning in the Label box, and click “Add.” Continue this until all code values and labels are showing in the larger box.
  4. When finished, click “OK.”

 

Now, analyze the frequencies of comments in each theme. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Complete the following steps to analyze the frequencies of comments in each theme: