NR 501 Week 2: Significance of Nursing Concepts within the Profession

NR 501 Week 2: Significance of Nursing Concepts within the Profession

NR 501 Week 2: Significance of Nursing Concepts within the Profession

Nurse executives have skills sets that lead and manage clinical and work environments as well as facilitate collaboration across the health care system (Rick, 2014). The work of nurse executives is constantly changing and adapting to new innovations and insights (Rick, 2014). A nurse executive uses all aspect of the nursing metaparadigm when making decisions and interacting with patients and peers to facilitate a successful work environment.

 The essence of nursing practice is through the nurse-patient relationship (Talbert, 2012). The concept of person in the nursing metaparadigm refers to the patient, or the person receiving the care. Nurse executives transform and influence health and the health care system by enhancing patient engagement and developing clinical systems to create value-based performance (Rick, 2014). A nurse executive can be a director of nursing. As a director of nursing there will be constant interaction with not only nurses, but patients and families. As a director of nursing there are responsibilities to maintain patient satisfaction and make sure that the best possible care is being given to patients through collaboration with nurses and health care providers.

The concept of environment in the nursing metaparadigm is what most would expect, a setting or place, but it can also be internal as well. Nurse executives have the responsibility of making sure the environment in which nurses are working are safe and properly managed. The same goes for patients. In the health care setting, patients and families are anxious and uncomfortable. It is the duty of the nurse executive to make sure that patients and their families are in a safe setting with quality nursing care. This occurs through interpersonal communication and collaboration. To ensure nurses and patients both feel respected and safe in the environment they are in, directors of nursing can form partnerships throughout the care setting that facilitate a safe environment for all involved.

Health is a dynamic process in the nursing metaparadigm.  This refers to the well-being of the patient and includes physical, emotional, psychological, and spiritual wellness. As a nurse executive and director of nursing, clinical information systems can be developed to ensure that care across the health care setting can be coordinated and accessible to patients to create a place of wellness (Rick, 2014). As a director of nursing, creating and maintaining accessible healthcare will improve and encourage patients health and wellness.

The concept of nursing in the metaparadigm refers to the art and science of nursing. It includes the skills and education necessary to engage in the nursing process. As a nurse executive, it is important to provide nurses with strong clinical leadership to develop a vision for the future (Rick, 2014). As an advanced practice nurse, there will be clinical nurses that look up to nurse leaders for advice and guidance. It is the duty of the nurse executive to model appropriate behaviors and set goals and incentives for nurses to achieve a successful nursing environment for patients and peers (Rick, 2014).

Rick, C. (2014) Competence in executive nursing leadership for the 21^st century: The 5 eyes. Nurse Leader, 12(2), 64-6. https://doi.org.chamberlainuniversity.idm.oclc.org/10.1016/j.mnl.2014.01.005

Talbert, T. L., (2012). The role of the nurse executive in fostering and empowering the advanced practice registered nurse. Nursing Clinics of North America, 47(2), 261-267. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1016/j.cnur.2012.02.007

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For the nursing profession, the concepts that make up the metaparadigm of the profession are nursing, person, environment, and health (Parker & Smith, 2010). Each of these concepts relates to the nurse and the patient. When it comes to healthcare policy, these concepts can be used to implement change in the nursing practice. “As innovators, all registered nurses act as agents of change to drive processes and policy and leverage technology to prove better, more affordable care for individuals and the community” (Thomas, Seifert, & Joyner, 2016, p. 1). Firstly, the concept of nursing involves critical thinking, use of evidence based practice, autonomy, and the nursing process to improve the health of their patients (Parker & Smith, 2010). It is important for nurses to be involved in healthcare policy because they have a strong basis of science and assessment. They are able to use these skills to identify and assess the needs and disparities in the healthcare system and influence policy to improve outcomes for the patient (Thomas et al., 2016). Secondly, The concept of person revolves around the patient. Nurses implement holistic, caring interventions with the patient at the center. This is applied to healthcare policy by allowing nurses to form policies and practice that look at the needs of the patient population as a whole. Thirdly, the concept of environment relates to the external factors that affect the patient’s health (Parker & Smith, 2010). Nurses have the ability to bring about innovative change that can affect the help with environmental factors that could be affecting a patient’s health. Finally, the concept of health has to do the the patient’s wellness as a whole (Parker & Smith, 2010). The hope for the changes made by nurses to healthcare policy is that it will affect the overall health of the patient for the better. An example of the use of all four concepts in policy and protocol development would be something like the nurse-driven community education program for older adults that was implemented in New York in 2012 (Vukov, Davis, & Quinlan, 2017). The program used the nursing concept to identify the need for medication education among older adults in the community. It addressed the concept of person by offering educational programs to the population. The concept of environment was taken into account by offering training sessions at local senior living centers in the community (Vukov et al., 2017). Finally, the program resulted in a medication knowledge increase among seniors from 61% to 90% as well as 93% of seniors reportedly adhering to their medication regimens (Vukov et al., 2017).

References

Parker, M. E., & Smith, M. C. (2010). Nursing theories and nursing practice (3rd ed.). Philadelphia, PA: F. A. Davis Company.

Thomas, T. W., Seifert, P. C., & Joyner, J. C. (2016). Registered nurses leading innovative changes. Online Journal of Issues in Nursing, 21(3), 1-18. http://dx.doi.org/10.3912/OJIN.Vol21No03Man03 (Links to an external site.)

Vukov, K., Davis, J., & Quinlan, P. (2017). A nurse-driven community education program for older adults. American Nurse Today, 12(1), 48-50. Retrieved from http://web.b.ebscohost.com.chamberlainuniversity.idm.oclc.org/ehost/detail/detail?vid=33&sid=d396501e-caee-4f0d-bc75-d563ff163e29%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=120778753&db=ccm

     Nursing concepts are the foundation to nursing practice. They address each portion that is relevant to standards that improve patients’ health. In correlation to nursing theory, each theory attends to the patient as a person. Metaparadigms such as person, environment, health and nursing displays the areas that can be affected by or influence one’s health status. The theory framework of nursing is built in a dynamic process that arises from practice and is reproduced through research, mainly by analysis and the creation of concepts and theories. The most effective way to enable a nurse to deeply examine a phenomenon is to begin defining the concepts of nursing. This can then be related or incorporated into nursing practice and assessed thoroughly as needed to enhance care of patients. Because of continuous reconfirming and formulating concepts, nurses gain a solid basis of knowledge. So, an important part of nursing is nursing concepts within the profession. The nursing metaparadigm is a conceptual framework that demonstrates the interconnected nature of nursing, person (patient), environment and health (Francis, 2017).

     As a Family Nurse Practitioner (FNP), concepts are paramount to the growth of the healthcare professional. By application of concept of person, the FNP can treat the whole person as it relates to their state of health. Being a role model in health-promoting behavior includes being caring, non-judgmental, trustworthy, inspiring, self-aware and self-caring (Darch, Baillie, & Gillison, 2017). All nurses must take every opportunity to encourage health promoting behavior through education, role modeling and effective communication with patients. Being self-aware of oneself can help relate to patients and their reactions to their present condition. Care of a person in all aspects can increase their awareness of their condition as well as other areas of their lives that may need improvement.

     The concept of health consists of the all the metaparadigms interchangeably. This also includes educating the patient about their health and the methods to avoid becoming ill. The most important contribution that FNPs play in promoting health and preventing ill health. Being a role model in this concept produces positive outcomes for patients that the healthcare professional is treating. If the patient sees that the FNP cares about themselves i.e., weight, eating habits, etc., then, patients will be more apt to listen to them and desire to be healthful as well. Being a healthy role model is described as not just what nurses do but what they are (Darch, Baillie, & Gillison, 2017). Also, involve patients in their health care and this creates autonomy and therefore, increases the chances for compliance.

     Nursing profession as a concept is pivotal healthcare provider as well as patients that are treated. Understanding and application of health promotion is being an advocate for change. Family Nurse Practitioners must seek high-quality patient care and attempt to improve patient outcomes as they see fit. The existence or lack of theoretical frameworks that support nurses to conceptualize the application of quality care is an emerging concern for nursing practice (Francis, 2017). By possessing the proper idea of nursing as a concept, a Family Nurse Practitioner can deliver the best care to all patients. The foundation on which nurses build their knowledge, skills and abilities will determine how patients will be received as well as if they are receptive to the care of the healthcare provider.

     Finally, the concept of environment can affect everyone; even the Family Nurse Practitioner (FNP). The environment, whether internal or external, greatly influences patients that the FNP will encounter so it is important for the healthcare professional to really take this into account when providing care. For example, a patient that has never been sick and they live with their mother and grandparents. Now, the elders of the family have a large influence over the patient’s decision making. The Family Nurse Practitioner has prescribed medication that will establish balance to the patient’s health. The patient says, “My mom and grandma said that this medicine will make me even worse so I’m not going to take this. I think they have a home remedy that I will try instead.” So now the dilemma or equation is how to steer the patient in the proper direction to return to their state of health before this acute condition turns into something worse. The FNP must establish a trust and a rapport with the patient to decipher if the patient has a quality of life as well as behavior that is not conducive to their health in lieu of the environment. As a community leader, the FNP should be innovative in the approaches that taken to gain the patient’s trust. Transferring knowledge of health behaviors to self as a patient despite the environment one is accustomed to takes times and effort. The Family Nurse Practitioner must understand that the concepts of person (individual), nursing profession, health and environmental factors affect patients’ ability to be treated and be restored to their normal state of health.

 References

Francis, I. (2017). Nursing Informatics and the Metaparadigms of Nursing. Online Journal of Nursing Informatics (OJIN), 21(1). Retrieved from http://www.himss.org/ojin (Links to an external site.)

Darch, J., Baillie, L., & Gillison, F. (2017). Nurses as role models in health promotion: a concept analysis. British Journal of Nursing, 26(17), 982.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
ScholarlinessDemonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisionsEvaluates literature resources to develop a comprehensive analysis or synthesis.Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.Evaluates information from source(s) to develop a coherent analysis or synthesis.Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) without any interpretation/evaluation.The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge -Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.Applies concepts to personal experience in their professional setting and or relevant application to real lifeInteractions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifeDoes not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.Posts are superficial and do not reflect an understanding of the lesson contentDoes not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignoredNo discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive DialogueReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.(5 points possible per graded thread)	Exceeds minimum post requirementsReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.Replies to a post posed by faculty and to a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate daysReplies to a question posed by a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days.The main post is not made by the Wednesday deadlineDoes not reply to a question posed by a peer or faculty	Has only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the threadNo connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APANote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.Points deducted for improper grammar, syntax and APA style of writing.The source of information is the APA Manual 6th Edition	2-3 errors in APA format.Written responses have 2-3 grammatical, spelling, and punctuation errors.Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format.Writing responses have 4-5 grammatical, spelling and punctuation errors.Writing style is somewhat focused.	6-7 errors in APA format.Writing responses have 6-7 grammatical, spelling and punctuation errors.Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format.Writing responses have 8-10 grammatical, spelling and punctuation errors.Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format.Written responses have more than 10 grammatical, spelling and punctuation errors.Writing style does not facilitate communication.The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirementsper discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirementper discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.