Discuss the difference between a nursing conceptual model and a nursing theory.
Select a nursing theory and provide a concise summary of it. Provide an example in nursing practice where the nursing theory you selected would be effective in managing patient care.
I agreed about dress code and personal image can effect the way our patient and their family members view us as nursing profession. I also have some colleages who thinks so simple about being profesional at work based on these things, not to the extreme point like the one you witnessed in your post, but they really make us feel uncomfortable about their appearance when they show up at work. Personal image is very imporant, does not matter how passtionate or great we are as a nurse; patient and their family members are deserved to be cared by a professional nurse who also cares about the way they appear everyday in the patient’s room.
Nursing is viewed by the public as a well-respected field of work. I have heard many people say “It takes a special person to be a nurse” or “you have such a big heart to do that, I could never do that”. Their perception of what “nursing” is or does is based on their experiences. I feel like they may not see nursing as what it is.
The different factors that could affect the public’s perception of nursing would include: past experiences, family members that are nurses, stories that have heard or read about, and tv shows that they have seen.
There are different ways to approach how you would educate the public on the professional nurse’s role and scope of practice within a changing health care system. I think it would be neat to have articles posted about the Professional nurse’s role during Nurses week each year. These articles could be up to date with the nurse’s cutting edge evidence-based practice and any new changes that occurred over the last year. Another way to educate the general public would be to be thorough in your nursing practice, by educating your patient and family member. Explaining what you are doing and why you are doing it, helps the patient and family member better understand the nurse’s role and responsibilities.
I love that you discuss that TV can have a negative impact on our profession. I also believe that internet searches have devleoped into “everyone is a nurse” mentality. Yes, the public can research just the same as we do, but I believe that it takes the experience and knowledge that nurses have to truly understand and convey the right message or information.
I am a firm believer in patient education. MD’s too often stop in to talk to a patient (who is already stressed) leave in 5 minutes like you said. It is up to us to make sense of the situation for the patient. I too explain the details of what I am doing almost to the point it sounds like I talk to myself, all the time. But I am hoping my patient and their family/friends will abosrb the information and use it.
Discussion: Pain
The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.
To Prepare
Review this week’s media presentation on the neurological system, as well as Chapter 14 in the Huether and McCance text.
Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.
Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
NOTE: THIS IS THE LINK YOU SHOULD OPEN TO DOWNLOAD THE BOOK:
https://drive.google.com/file/d/12MGt6z2PicuM1y4rM-SN8rpGD09-Tmkj/view?usp=sharing
Discussion: Pain
The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.
To Prepare
Review this week’s media presentation on the neurological system, as well as Chapter 14 in the Huether and McCance text.
Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.
Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
NOTE: THIS IS THE LINK YOU SHOULD OPEN TO DOWNLOAD THE BOOK:
https://drive.google.com/file/d/12MGt6z2PicuM1y4rM-SN8rpGD09-Tmkj/view?usp=sharing
Discussion: Scholarly Writing and Plagiarism
As a nurse embarking on an advanced degree, you are developing the characteristics of a scholar-practitioner, which includes strong communication skills. Writing in a scholarly manner involves supporting your thoughts with evidence from the literature and appropriately using APA formatting.
One of the challenges of scholarly writing is paraphrasing the thoughts of others in your work. Paraphrasing, and correctly citing the original author for his or her ideas, allows you to take the ideas of others, summarize them, and incorporate them into your own writing.
When summarizing the ideas of others, it is important to avoid plagiarizing (copying the words and ideas of others as though they were your own). In addition to expanding your knowledge of APA, this week’s Learning Resources help you to distinguish between paraphrasing and plagiarizing.
To prepare:
Think about the sometimes subtle difference between plagiarizing and paraphrasing.
Read the following paragraphs, which were written by Patricia O’Conner:
A good writer is one you can read without breaking a sweat. If you want a workout, you don’t lift a book—you lift weights. Yet we’re brainwashed to believe that the more brilliant the writer, the tougher the going.
The truth is that the reader is always right. Chances are, if something you’re reading doesn’t make sense, it’s not your fault—it’s the writer’s. And if something you write doesn’t get your point across, it’s probably not the reader’s fault—it’s yours. Too many readers are intimidated and humbled by what they can’t understand, and in some cases that’s precisely the effect the writer is after. But confusion is not complexity; it’s just confusion. A venerable tradition, dating back to the ancient Greek orators, teaches that if you don’t know what you’re talking about, just ratchet up the level of difficulty and no one will ever know.
Don’t confuse simplicity, though, with simplemindedness. A good writer can express an extremely complicated idea clearly and make the job look effortless. But such simplicity is a difficult thing to achieve because to be clear in your writing you have to be clear in your thinking. This is why the simplest and clearest writing has the greatest power to delight, surprise, inform, and move the reader. You can’t have this kind of shared understanding if writer and reader are in an adversary relationship. (pp. 195–196)
Source: O’Conner, P. (2003). Woe is I: The grammarphobe’s guide to better English in plain English. New York: Riverhead Books.
Paraphrase this passage from O’Conner using no more than 75–100 words. Remember that paraphrasing means summarizing the essence of the original text. It does not mean creating a thesaurus-based revision of the author’s original words or copying the piece, or any part of it, word for word. For this activity, do not use any direct quotes.
Turn your paraphrase into Grammarly and SafeAssign.
Review your reports.
Review the other tools, resources, and services available to you through the Walden Writing Center that support your growth as a scholarly writer.
Consider which of these resources you find to be most useful.
Review learning resources on APA formatting rules and information within the Walden Writing Center on APA
Post a description of your experience of using Grammarly and SafeAssign and share at least one insight you gained about paraphrasing and avoiding plagiarism as a matter of academic integrity.
Recommend at least one other online resource that supports scholarly writing, and explain your rationale. Lastly, share two APA formatting rules with the class and a specific page number in the APA manual where this rule can be located
Support your Discussion assignment with specific resources used in its preparation using APA formatting. You are asked to provide a reference for all resources, including those in the Learning Resources for this course.
Learning Resources- Required Readings
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Chapter 4, “The Mechanics of Style”
Chapter 6, “Crediting Sources”
Chapter 7, “Reference Examples”
Walden University requires all students to use the 6th edition of APA formatting. These three chapters present an overview of how to properly use APA formatting and provide numerous examples as a guide.
Chapter 1, “Writing for the Behavioral and Social Sciences”
Section 1.10, “Plagiarism and Self-Plagiarism”
Chapter 3, “Writing Clearly and Concisely”
Chapter 6, “Crediting Sources” (Quoting and Paraphrasing)
Section 6.01, “Plagiarism”
Section 6.02, “Self-Plagiarism”
These sections of the publication manual cover the principles of expository writing, properly crediting sources, and present strategies for avoiding the pitfalls of plagiarism.
Document: APA Basics Checklist: Citations, Reference List, and Style (PDF)
This document provides helpful information and links to APA resources available through the Writing Center.
Document: Citing a Discussion Posting in APA Style (Word document)
The information in this document focuses on how to cite a Discussion posting or response in APA style.
Document: Citing a Laureate Video in APA Style (PDF)
The information in this document focuses on how to cite a course media program in your text as well as create an entry for a reference list in APA style.
Document: Common APA Style and Formatting Challenges (PDF)
Document: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (Word document)
This document supplements the information on plagiarism and academic integrity presented in the related video program.
Walden University. (2012e). Walden University: Plagiarism. Retrieved from http://writingcenter.waldenu.edu/63.htm
Walden University. (2012d). Walden University: APA style. Retrieved from http://writingcenter.waldenu.edu/APA.htm
Walden University offers a wide range of APA resources from a video tutorial to citation guidelines and includes information on other APA style issues.
Plagiarism, even when unintentional, constitutes academic dishonesty and can jeopardize your professional reputation. Review the information and resources presented by the Walden Writing Center for avoiding plagiarism.
Walden University. (n.d.). Grammarly. Retrieved from http://academicguides.waldenu.edu/writingcenter/grammarly
Grammarly is a valuable tool all Walden University are encouraged to use. You will this resource as you prepare for this week’s Discussion
IMPORTANT: CHECK THE MEDIA PRESENTATION VIDEOS ATTACHED BELLOW TO COMPLETE THE DISCUSSION QUESTION
A Nursing theory is a set of concepts, definitions, relationships, and propositions derived from nursing models (Smith & Liehr, 2008). A conceptual model is a visual method of representing a set of causal relationships between factors that were believed to impact one or more biodiversity targets (Morgan, 2005). One of the main differences between the two is that a theory is based off research questions and study variables, while a conceptual model is used to guide research and can be tested and changed. Nursing theories are made up of conceptual models. Nurses like Virginia Henderson, Martha Rogers, Dorothea E. Orem, Betty Neuman, Hildegard Peplau, Madeleine Leininger, Patricia Benner, have created theories to help better understand the nursing profession. From different point of views, we can build our own concepts of what this career is about. Understanding this and extracting the best of each theory, we, as nurses, can take the level of healthcare to its maximum.
Betty Neuman developed the System Model, which is a nursing theory that focuses on the way that a patient responds to environmental stressors. These stressors include the intrapersonal, interpersonal, and extrapersonal types. It also involves the use of different levels of nursing prevention intervention (primary, secondary and tertiary levels) in order to maintain the highest level of wellness in the patient. Nursing involves being concerned with the whole person, including the patient’s state of mind, which involves stress levels.
By applying nursing theories, effective nursing care can be provided for patients. An example in nursing practice in which Neuman’s theory would be effective is in treating patients that suffer from diseases with no cure, such as Multiple sclerosis (MS). This is an autoimmune disease of the central nervous system. It can take a toll on the patient’s emotions. The goal of treatment is to control the symptoms to be able to provide a better quality of life to the patient. For the patient, being able to speak about their situation to someone that would understand, such as a nurse, can help relieve stress. Nurses can ask and teach the patients to rest more, avoid certain foods, protect themselves from the sun, and other methods to help reduce fatigue and stress (Ahmadi & Sadeghi, 2017). By putting an importance on stress levels in a patient, the patient’s standard of life will improve. Reducing and preventing stress will help improve sleep patterns and reduce anxiety and depression. Also, being stressed, the body uses energy that is needed in order to maintain the immune system, and protect the body from illness, so through preventing it, immune systems will be stronger.
Research the delivery, finance, management, and sustainability methods of the U.S. health care system. Evaluate the effectiveness of one or more of these areas on quality patient care and health outcomes. Propose a potential health care reform solution to improve effectiveness in the area you evaluated and predict the expected effect. Describe the effect of health care reform on the U.S. health care system and its respective stakeholders. Support your post with a peer-reviewed journal article.
Violence Prevention Research articles pertaining to the reporting of workplace violence: Arnetz, J. E., Hamblin, L., Ager, J., Luborsky, M., Upfal, M. J., Russell, J., & Essenmacher, L. (2015). Underreporting of Workplace Violence: Comparison of Self-Report and Actual Documentation of Hospital Incidents. Workplace health & safety, 63(5), 200–210. doi:10.1177/2165079915574684 This study examined differences between self-report and actual documentation of workplace violence (WPV) incidents in a cohort of health care workers. The study was conducted in an American hospital system with a central electronic database for reporting WPV events. In 2013, employees (n = 2010) were surveyed by mail about their experience of WPV in the previous year. Survey responses were compared with actual events entered into the electronic system. Of questionnaire respondents who self-reported a violent event in the past year, 88% had not documented an incident in the electronic system. However, more than 45% had reported violence informally, for example, to their supervisors. The researchers found that if employees were injured or lost time from work, they were more likely to formally report a violent event. Understanding the magnitude of underreporting and characteristics of health care workers who are less likely to report may assist hospitals in determining where to focus violence education and prevention efforts. Strength- Approval for study was granted by the Internal Review Board at the University, and the Research Review Council of the hospital system. Article was peer reviewed. Analysis was completed by Chi-Square. The study was aimed at comparing self-report of WPV with actual documentation of violent incidents, it also intended to highlight which care areas had the highest incident of WPV,due to poor responsiveness of participants it highlights underreporting as a critical barrier to developing WPV prevention strategies. Weakness- questionaires are limited by design, and it is hard to quantify underreporting of workplace violence among healthcare workers. Data collection was completed by a questionaire mailed to the homes of employees. Only 22% of employees responded to the questionaire. The questionaire asked respondents to retrospectively recall incidents from the past year, creating recall bias. Another limiting factor to the study, while hospital policy mandates violent episode reporting there may be underreporting as the study did not examine what types of violent expericences therefor some individuals may not deem certain behaviors as violent, such non-physical incidents, Campbell, C. L., Burg, M. A., & Gammonley, D. (2015). Measures for incident reporting of patient violence and aggression towards healthcare providers: A systematic review. Aggression & Violent Behavior, 25, 314–322. https://doi-org.lopes.idm.oclc.org/10.1016/j.avb.2015.09.014 Patient violence and aggression towards healthcare providers is a significant health and public affairs problem receiving international attention. Such violence is found to occur regardless of healthcare setting or provider discipline. However, most of the evidence of a high frequency of incidents perpetrated against providers is anecdotal and solid data on the prevalence of these incidents is not yet available. Studies have shown that accurate incident reporting remains one of the primary impediments to creating organizational policies and procedures to ensure the safety of the clinical direct care healthcare provider. Yet there is no clear evidence base currently existing to suggest what measures are of most utility in remedying this underreporting. This article contributes to the literature by conducting a systematic review of existing instruments designed to measure and report incidents of patient violence against health care workers. It is hoped that this review of existing measures will stimulate health care agencies to employ routine provider reporting mechanisms in order to increase provider reporting, improve the data on patient violence and consequentially work towards combatting this public affairs problem. Strength: This article is a systematic review of literature over the last 20 years. Both conceptual and systematic research articles were utilized for this review. Articles were excluded that were not published in peer review journals. The study included all articles written in English as part of its inclusion criteria. This meta-analysis found that violence in nursing is an international problem. The research did include three large scale studies, two national level studies from Australia and one international study. The conclusion highlights a lack of standardized measures for reporting and no standardized systematic approaches to handle WPV. But findings did suggest that violence is prevalent and underreported. Weakness: the study was limited to only English written articles. It is important to note that the research excluded articles of violence perpetuated by patient visitor. Copeland, D., & Henry, M. (n.d.). Workplace Violence and Perceptions of Safety Among Emergency Department Staff Members: Experiences, Expectations, Tolerance, Reporting, and Recommendations. JOURNAL OF TRAUMA NURSING, 24(2), 65–77. https://doi-org.lopes.idm.oclc.org/10.1097/JTN.0000000000000269 Workplace violence (WPV) is a widely recognized problem in emergency departments (EDs). The majority of WPV studies do not include nonclinical staff and do not address expectations of violence, tolerance to violence, or perceptions of safety. Among a multidisciplinary sample of ED staff members, specific study aims were to (a) describe exposure to WPV; (b) describe perceptions of safety, tolerance to violence, and expectation of violence; (c) describe reporting behaviors and perceived barriers to reporting violence; (d) examine relationships between demographic variables, experiences of violence, tolerance to violence, perceptions of safety, and reporting behaviors; and (e) identify perceptions of viable interventions to improve workplace safety. A cross-sectional design was used to survey ED staff members in a Level 1 Shock Trauma center. Eleven disciplines were represented in 147 completed surveys; 88% of respondents reported exposure to WPV in the previous 6 months. Members of every discipline reported exposure to WPV; 98% of the sample felt safe at work and 64% felt violence was an expected part of the job. Most violence was not reported, primarily because “nobody was hurt.” Emergency department staff members expected and experienced violence; nevertheless, there was a widespread perception of safety. Perceptions of safety and reasons for not reporting did not mirror previous findings. The WPV exposure is not isolated to clinical staff members and occurs even when prevention strategies are in place. The definition of WPV and the individual’s interpretation of the event might preclude reporting. Strength- this is a cross sectional study making the quality of evidence highly reliable. The study was multifactorial allowing for a broad examination of the perceptions of safety, toleration of violence, reporting behaviors and barriers, as well as demographic variables. It also identified potential interventions to improve workplace safety. One interesting note about the study is that while exposure to WPV was slightly higher than previous studies, respondents also noted a perception of safety greater than the exposure. This bears the question of whether actual versus perceived safety are congruent? Weakness- small sample size, and only included one facility. Because most of the respondents were at least BSN prepared and were certified in their specialties with more than 11 years of experience, the perceptions and experiences of respondents may be different than nurses with less experience in handling challenging behaviors. Less experienced nurses may not recognize escalating behaviors or know how to de-escalate a situation prior to violence. This may ultimately change perceptions of safety comparable to peers. Because the study was multifactorial it is worth mentioning that there were docuemtned inconsistencies in “formal” reporting. Hogarth, K. M., Beattie, J., & Morphet, J. (2016). Nurses’ attitudes towards the reporting of violence in the emergency department. Australasian Emergency Nursing Journal, 19(2), 75. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=edo&AN=115741170&site=eds-live&scope=site The incidence of workplace violence against nurses in emergency departments is underreported. Thus, the true nature and frequency of violent incidents remains unknown. It is therefore difficult to address the problem. Aim To identify the attitudes, barriers and enablers of emergency nurses to the reporting of workplace violence. Method Using a phenomenological approach, two focus groups were conducted at a tertiary emergency department. The data were audio-recorded, transcribed verbatim and analysed using thematic analysis. Results Violent incidents in this emergency department were underreported. Nurses accepted violence as part of their normal working day, and therefore were less likely to report it. Violent incidents were not defined as ‘violence’ if no physical injury was sustained, therefore it was not reported. Nurses were also motivated to report formally in order to protect themselves from any possible future complaints made by perpetrators. The current formal reporting system was a major barrier to reporting because it was difficult and time consuming to use. Nurses reported violence using methods other than the designated reporting system. Conclusion While emergency nurses do report violence, they do not use the formal reporting system. When they did use the formal reporting system they were motivated to do so in order to protect themselves. As a consequence of underreporting, the nature and extent of workplace violence remains unknown. Strength: The method utilized for this study was a phenomenological approach, in this context the intention was to have participants describe and attach meaning to their experiences in relation to the underreporting of WPV. Ethics approval was obtained by the Monash University Human Research Ethics Committee and the relevant hospital ethics committee, the study was peer reviewed. Nurses did make reports informally, when nurses did complete formal reports they were able to track the progress and learn the outcomes which they perceived as beneficial Weakness: Nurses did not formally report because the reporting system was too cumbersome and was not user friendly. Because the study was voluntary, participants may hold a strong degree of bias about the subject. Because the study was conducted in a public forum, some may feel reluctant to speak freely Findorff MJ, McGovern PM, Wall MM, & Gerberich SG. (2005). Reporting violence to a health care employer: a cross-sectional study. AAOHN Journal, 53(9), 399–406. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=106545936&site=eds-live&scope=site The purpose of this cross-sectional study was to identify individual and employment characteristics associated with reporting workplace violence to an employer and to assess the relationship between reporting and characteristics of the violent event. Current and former employees of a Midwest health care organization responded to a specially designed mailed questionnaire. The researchers also used secondary data from the employer. Of those who experienced physical and non-physical violence at work, 57% and 40%, respectively, reported the events to their employer. Most reports were oral (86%). Women experienced more adverse symptoms, and reported violence more often than men did. Multivariate analyses by type of reporting (to supervisors or human resources personnel) were conducted for non-physical violence. Reporting work-related violence among health care workers was low and most reports were oral. Reporting varied by gender of the victim, the perpetrator, and the level of violence experienced. Strength: this was a cross sectional design, using a random sample of 100 employees from over 21,000 individuals who work for the healthcare organization. Review boards for the university and the healthcare organization approved the survey instrument. Peer reviewed. This study was specific to who was likely to report and how frequently participants had experienced violence. This study was interesting to discern demographically who was more likely to report and what criteria prompted persons to report. Weakness: The study size was small with only 100 potential participants out of 21,000 organizational employees. Limitations to the study were modest response and recall bias. Participants may only remember the more serious incidents, and or report the more serious events. Another resulting bias may have been that those who participated in the study may or may not have been more motivated to respond based on their experiences with violence. Interestng, that the researchers attempted to assure confidentiality of the study participants, some staffers expressed concern about how results would be reported to their employer, which does speak to other studies that express fear of retaliation from victims. Stene, J., Larson, E., Levy, M., & Dohlman, M. (2015). Workplace violence in the emergency department: giving staff the tools and support to report. The Permanente journal, 19(2), e113–e117. doi:10.7812/TPP/14-187 Workplace violence is increasing across the nation’s Emergency Departments (EDs) and nurses often perceive it as part of their job. Through a quality improvement project, reporting processes were found to be inconsistent and nurses often did not know what acts constitute violence. As a result, nurses were under-reporting violence in the ED, and as a direct result resources were not recognized or provided. A staff nurse-led workgroup developed an initial survey to assess the perception and occurrence of violence within the ED in nurses and patient care assistants. This workgroup evaluated the survey responses and identified a need for development of a brief, concise reporting tool and an educational program. A reporting tool was created and education was provided in multiple venues and modalities. A follow up process and support were given from nursing leadership. A post-education survey was completed by nurses and patient care assistants to assess their comprehension of acts of workplace violence, and found their perception that workplace violence was part of their job was reduced by half, along with increased knowledge about what acts constitute workplace violence and what is reportable to law enforcement. As a result of the education, the reporting of the violent acts has increased and staff perceive the ED to be a safer environment. With the appropriate education, reporting tool and leadership support, ED nurses can create a culture with a zero-tolerance policy for violence within the department, creating a safer environment for staff and patients. Strength- The article was peer reviewed and offered several key insights into the benefit of educational programs that help ED staff understand what constitutes workplace violence and by developing a concise and easy to use reporting tool staff members became more consistent reporters of workplace violence. The educational tool utilized several different modalities that help with retention of knowledge. Weakness- the study have many different limitations, the study was not approved by a review committee to confirm the reliability of the study questions. The study also only followed a small sample of individual in one hospital, so it is difficulty to generalized the results as a sample of the general target population. The questions on the survery were not reviewed by a review board prior to administration of assure validity of key related items, this may mean that vital information is excluded or it does not represent all of the conditions that the target population may encounter. Not all participants in the before and after survey were the same. Reply | Quote & Reply Previous | Next © 2019 BNED LoudCloud LLC Terms & Conditions | Privacy Policy | Tech Support [Ver: 7.1] Bookmarks E-mail – Oct 28, 2019 7:56:13 AM Mountain Standard Time Chrome Firefox IE Explorer Safari Content loaded successfully
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