DQ 2: Select one theory discussed during Topics 4 and 5
Grand Canyon University DQ 2: Select one theory discussed during Topics 4 and 5-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University DQ 2: Select one theory discussed during Topics 4 and 5 assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for DQ 2: Select one theory discussed during Topics 4 and 5
Whether one passes or fails an academic assignment such as the Grand Canyon University DQ 2: Select one theory discussed during Topics 4 and 5 depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for DQ 2: Select one theory discussed during Topics 4 and 5
The introduction for the Grand Canyon University DQ 2: Select one theory discussed during Topics 4 and 5 is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for DQ 2: Select one theory discussed during Topics 4 and 5
After the introduction, move into the main part of the DQ 2: Select one theory discussed during Topics 4 and 5 assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for DQ 2: Select one theory discussed during Topics 4 and 5
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for DQ 2: Select one theory discussed during Topics 4 and 5
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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NUR 513 Topic 5 DQ 2
Select one theory discussed during Topics 4 and 5. Describe how this theory applies to your future role in advanced nursing practice (individuals, families, communities, and special populations)? Why or why not? Use examples from your current practice to illustrate differences or similarities.
Sample Answer for DQ 2: Select one theory discussed during Topics 4 and 5
Wiendenbach’s Four Elements of Nursing, Peplau’s theory of Interpersonal Relations, Watson’s Philosophy and Science of Nursing and Neuman’s System Model all contain elements that I hope to incorporate into my advanced nursing practice. Of these four theories, Neuman’s System Model is the theory that I feel with be most useful in my public health advanced nursing practice. Betty Neuman’s Systems Model has a wholistic focus that covers a wide range of issues and prioritizes unity (Gonzalo, 2021). Neuman’s system approach can be applied to a single person, a group or society. I feel that Neuman’s assumptions are flexible yet structured enough to adjust to all the variables that exist within the public and the health issues that develop there. It acknowledges that while each system is unique, the three preventative stages of primary, secondary, and tertiary are relevant to each unique situation. The three prevention methods work to prevent, reduce, or eliminate stressors that are either external, internal, manufactured, or natural so that the system’s defense lines can be restored, and stability can be re-established. (Gonzalo, 2021)
Neuman’s model use in my future practice in public health and my current practice as chemotherapy infusion nurse are similar. In oncology the known stressor is cancer, and the goal of chemotherapy is to reduce and or eliminate that stressor to re-establish the patient’s physical stability. During the journey of diagnosis and treatment, the patient also has physiological, psychological, spiritual, and sociocultural defense lines that have been disrupted. As a chemotherapy nurse I use Neuman’s open system of communication and constant feedback to wholistically help the patient adjust and mitigate these disruptions. One example is the management of nausea during treatment. I have noticed during my many years of treating patients that if we are able to keep an open line of communication about their nausea, such as when it occurs, what medications or interventions work and do not work, we can successfully manage their nausea throughout their prescribed treatment cycles.
References:
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: DQ 2: Select one theory discussed during Topics 4 and 5
Gonzalo, A. (2021). Betty Neuman: Neuman systems model. Nurseslabs. Retrieved from https://nurseslabs.com/betty-neuman-systems-model-nursing-theory/
Sample Answer 2 for DQ 2: Select one theory discussed during Topics 4 and 5
Tuova, I also looked into Pepalu’s theory as well. Peplau’s Theory of Interpersonal Relations. I really believe that if I go into nursing leadership and management, I need to have a big focus on communication and interviewing skills. I also believe that Peplau’s theory can work towards patients as well as nurses. If you are a manager being able to effectively communicate with nurses under your supervision can really improve their outcomes as a nurse which in turn positively impacts patient outcomes. I think it is very important that we all understand ourselves on a very deep level to prevent bias actions. I work on a specialized oncology unit. My unit is unique because patients are admitted with a new cancer diagnosis (usually leukemia) and their first stay is about thirty days long. Because my patients have such lengthy stays, I put a big focus on creating a trusting relationship with them through communication skills. By following Peplau’s theory I have really improved these skills that create interpersonal relations with my patients. The main idea of Peplau’s theory is that the relationship between a nurse and patient is a substantial part of nursing practice and significantly affects patient outcomes (Gonzalo, 2021a).
References
Gonzalo, A. B. (2021a, March 5). Hildegard Peplau: Interpersonal relations theory. Nurseslabs. https://nurseslabs.com/hildegard-peplaus-interpersonal-relations-theory/
Sample Answer 3 for DQ 2: Select one theory discussed during Topics 4 and 5
Henderson’s theory discusses the importance of allowing patients to gain independence, helping to promote their well-being, and disease prognosis. She has many assumptions regarding her theory, she believes patients want to return to baseline and nurses need to devote themselves, day, and night, to provide this service. She also believes that the mind and body are interrelated (Gonzalo, 2022). She goes into detail about how individuals have basic health needs and require assistance to achieve health or even a peaceful death. According to her, Individuals achieve wholeness by maintaining physiological and emotional balance (Gonzalo, 2022).
“The nurse is temporarily the consciousness of the unconscious, the love life for the suicidal, the leg of the amputee, the eyes of the newly blind, a means of locomotion for the infant, knowledge, and confidence of the young mother, the mouthpiece for those too weak or withdrawn to speak” (Gonzalo, 2022). Words spoken by Henderson herself explain the importance a nurse has on a patient’s journey through recovery. It is the duty of the nurse to make sure the patient feels comfortable, educated to make decisions, while also following a care plan. For example, the other day, I had a patient who had a gastrointestinal bleed. The doctor educated her on what the care plan was, but after the doctor left, she was confused about some of the terminologies. I explained what was expected, in basic words, while also answering any other last-minute questions. Another example, I am still on orientation, and my preceptor and I had a crazy day with a full load of patients. While trying to carry out patient care, I went in to check in on a patient and discovered she urinated everywhere. The sheets, the bed, her gown, everything was soaked. Although it was not an appropriate time to take care of this mess, I still felt the patient needed to be taken care of. My preceptor made a comment to me that it was not important. In my opinion, I felt like it was. When a patient sits in their urine for an extended amount of time, their skin starts to break down, leading to worsening conditions. The skin breakdown could cause a further hospital stay, while also costing the hospital money since it was acquired during their stay. When I carried out this task, I am preventing this devastating snowball effect of skin breakdown.
There is no task a patient cannot ask for. It is important, as Henderson states, to be there for your patient, day, and night. I have said this numerous times, no patient wants to be in the hospital, so whatever the nurse can do, to make their situation better. This involves not only the patient but the patient’s family. Just today, I had the patient’s daughter asking more questions than the actual patient. It is critical the nurse explains to both the patient and the patient’s family what is going on. Having everyone, who is allowed, included in the care plan, allows for an easy recovery, making it easier on the nurse.
References:
Gonzalo, A. (2022, July 9). Virginia Henderson: Need theory study guide. Nurseslabs. Retrieved September 2, 2022, from https://nurseslabs.com/virginia-hendersons-need-theory/
Sample Answer 4 for DQ 2: Select one theory discussed during Topics 4 and 5
react positively. Working together to achieve mutual goals improves the nurse-patient relationship.
Many interactions demonstrate the relevance of goal attainment theory in the current practice as acute care nurses provide care to individuals, families, communities, and populations. Regularly, elderly adults seek acute care services due to their reduced independence stemming from chronic diseases and reduced mobility (Abdi et al., 2019). In response, nurses engage these patients and relevant family members in setting mutual goals and Nurses work as they acquire more skills to enable them to serve patients better in the future. As applied in the current practice, nursing theories will be instrumental in the success of future roles in advanced nursing practice. They will be crucial since self-care, the environment, and patient engagement will remain valuable for effective, holistic, and satisfactory care.
Among many theories, Imogene King’s theory of goal attainment applies to my future role as an acute and geriatric care nurse. King’s theory is established on the tenet that the care process is transactional and that the patients should be active participants in goal setting and accomplishment. If differently stated, the nurse and the patient should communicate information, set mutual goals, and act appropriately to achieve the set goals (Adib-Hajbaghery & Tahmouresi, 2018). The implication is that the desired goals are achieved through mutual perceptions and each participant playing their part as required. As Adib-Hajbaghery and Tahmouresi (2018) further mentioned, the nurse’s role is to care for the patient while initiating appropriate actions to enable patients to developing the treatment plan. As Kneuertz et al. (2020) noted, patient engagement improves adherence to medication, which is witnessed among this unique patient group when the nursing process is transactional. A similar approach to care will be instrumental in the future as acute care practitioners seek innovative ways of improving health among patients and populations.
References
Abdi, S., Spann, A., Borilovic, J., de Witte, L., & Hawley, M. (2019). Understanding the care and support needs of older people: a scoping review and categorisation using the WHO international classification of functioning, disability and health framework (ICF). BMC Geriatrics, 19(1), 1-15. https://doi.org/10.1186/s12877-019-1189-9
Adib-Hajbaghery, M., & Tahmouresi, M. (2018). Nurse–patient relationship based on the Imogene King’s theory of goal attainment. Nursing and Midwifery Studies, 7(3), 141-144. doi: 10.4103/2322-1488.235636
Kneuertz, P. J., Jagadesh, N., Perkins, A., Fitzgerald, M., Moffatt-Bruce, S. D., Merritt, R. E., & D’Souza, D. M. (2020). Improving patient engagement, adherence, and satisfaction in lung cancer surgery with implementation of a mobile device platform for patient reported outcomes. Journal of Thoracic Disease, 12(11), 6883–6891. https://doi.org/10.21037/jtd.2020.01.23
Sample Answer 5 for DQ 2: Select one theory discussed during Topics 4 and 5
A nursing theory that applies to my future role as a nurse educator is Parse’s Human Becoming Theory. Parse theorizes that quality of life is the goal of nursing care, and that humans are an open system constantly evolving as they interact with their environment (Donohue-Porter et al., 2017). This theory applies to educating nursing students because it can be applied to helping students to become nurses, not just on restoring health to a patient. The theory emphasizes the importance of non-verbal communication and nursing presence as opposed to nursing intervention (Donohue-Porter et al., 2017). When educating future nurses, there is more to teach them than just the clinical knowledge required to be a nurse. The focus on how to be a caring, compassionate, present nurse is often lost in the teaching of information needed to pass the nursing board exam, but is just as important as clinical knowledge.
In my current practice as a nurse manager, I teach nurses who are new to hospice how to complete an admission assessment and visit. I have always felt that it is easier to teach a nurse the clinical side of completing a hospice assessment than it is to teach them how to read the mood of a room and decide which questions to ask a patient first. Parse’s theory reinforces the idea that teaching nurses is about both aspects of learning, and both are of equal importance. I also teach new hospice nurses how to approach the topic of end of life conversations with patients who are just starting to consider hospice. I often spend more time teaching the importance of tone, word choice, and speed of the conversation than I do teaching what specifically should be said during these conversations. Parse identifies the importance of non-verbal communication in her theory, and this is often what patients remember most when they provide feedback to our agency about their interactions with our nurses. I have found that the nurses who are able to master the subtleties of verbal communication are often much more effective in their conversations with patients. These nurses also tend to be more aware of their non-verbal communication and utilize both forms of communication to ensure that their interactions with patients are positive, even when difficult discussions are had. Humans are constantly interacting with all aspects of their environment, and Parse’s theory identifies the importance of being aware of this and using this to promote overall health in the form of quality of life.
Reference
Donohue-Porter, P., Forbes, M. O., White, J. H., & Baumann, S. L. (2017). Transforming nursing education and the formation of students: Using the humanbecoming paradigm. Nursing Science Quarterly, 30(2), 134–142. https://doi.org/10.1177/0894318417693287