NRS 430 Nursing Theory and Conceptual Model Presentation

Grand Canyon University NRS 430 Nursing Theory and Conceptual Model Presentation-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 430 Nursing Theory and Conceptual Model Presentation 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 NRS 430 Nursing Theory and Conceptual Model Presentation

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 430 Nursing Theory and Conceptual Model Presentation 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 NRS 430 Nursing Theory and Conceptual Model Presentation

The introduction for the Grand Canyon University NRS 430 Nursing Theory and Conceptual Model Presentation 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 NRS 430 Nursing Theory and Conceptual Model Presentation

After the introduction, move into the main part of the NRS 430 Nursing Theory and Conceptual Model Presentation 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 NRS 430 Nursing Theory and Conceptual Model Presentation

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 NRS 430 Nursing Theory and Conceptual Model Presentation

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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Review the Institute of Medicine’s 2010 report “The Future of Nursing: Leading Change, Advancing Health.” Write a 750‐1,000 word paper discussing the influence of the IOM report on nursing practice. Include the following:

Summarize the four messages outlined in the IOM report and explain why these are significant to nursing practice.
Discuss the direct influence the IOM report has on nursing education and nursing leadership. Describe the benefits and opportunities for BSN‐prepared nurses.
Explain why it is important that a nurse’s role and education evolve to meet the needs of an aging and increasingly diverse population.
Discuss the significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health‐illness continuum.
Discuss how nurses can assist in effectively managing patient care within an evolving health care system.

Sample Answer for NRS 430 Nursing Theory and Conceptual Model Presentation

Nurses constitute a critical part of the healthcare system. As practitioners, they leverage various theories to offer care. These models allow the to use various approaches to patient care and community health. Nursing theories offer a systematic way of executing nursing practice to achieve quality outcomes. These theories include various components of healthcare and the setting that influence care delivery (Younas, 2019). The theories focus on four nursing metaparadigm comprising of person, health, nursing, and the environment (Deliktas et al., 2019). The aim of this presentation is to describe Dorothea Orem’s self0care theory and its conceptual model. The presentation illustrates how the policy can be applied in nursing settings.

The presentation’s objectives entail providing an overview of Dorothea Orem’s self-care theory, and evidence to support its efficacy in nursing practice. The presentation also explains and demonstrates the theory’s conceptual model. It also explains the integration of the four metaparadigm concepts into the theory. The presentation also shows three evidence-based illustrations of self-care model’s support for the nursing practice based on rationales.

Dorothea Orem made important and long-term impact in nursing through her self-care theory. Born in 1914, Orem worked in different parts in the country to advance the nursing profession before her demise in 2007 (Younas, 2019). Orem developed her nursing model in 1971 and was vital in assisting to shape the holistic approach nurses use towards patient care. Using the theory, nurses can determine the aspects of care they should emphasize. Self-care model also emphasizes the critical role played by patients play in maintenance of autonomy over the nursing processes.

The theory explains that nurses should intervene in patient care by helping them to make independent decisions based on their autonomy. The theory advances that all people have the ability to care for themselves if given right information and incentive. The model comprises of self-care, self-deficits and theory of nursing system.

According to Orem, Self-care emanates from actions that individuals freely and deliberately start and execute on their own to maintain life, health and wellness based on their environment. deficit occurs when one requires nursing due to incapacitation in providing self-care (Wills, 2019). The nursing system focuses on the interactions between nurses and patients as well as the wholly or partial compensatory nursing system and supportive-educative model that occurs in healthcare settings.

The efficacy of self-care theory is buoyed by diverse study findings which illustrates that health professionals leverage the model to lower costs, develop quality care interventions and allows faculty members to reduce the gap between theoretical aspects and practice for nursing students (Maslakpak et al., 2019). The model helps in enhancing patient outcomes and as it can be used to evaluate appropriate interventions for better results and maintenance of autonomy for patients.

The self-care model focuses on patient care and assists nurse practitioners to think and interact well with patients and colleagues. The framework is vital in development of nursing school curriculum and improving quality of nursing care for patients in different settings by leveraging interventions which are self-sustaining and initiated by patients or individuals in need of care. The self-care model’s primary objective is to ensure that an individual returns and maintains their former state of health and this allows providers to customize care interventions based on patients and their practice settings (Wills, 2019).

The Model’s Conceptual Framework includes three areas: Self-care, self-care deficits and Nursing Agency. Self care contains two aspects that comprise of self-care agency and self-care demands. The self-care agency advances that an individual can care for themselves based on their age, life experience, and sociocultural orientation health and accessible resources (Wazni & Gifford, 2017). The second concept is the therapeutic self-care demand which denotes to the totality of self-care where one performs actions to meet the self-care needs or requisites using acceptable approaches. The self-care requisites are things needed by individuals at al stages of life to care for themselves.

The four Metaparadigm model comprises Person, Environment, Health and Nursing.

The metaparadigm on person and environment requires providers to assess individual abilities of the patient and the influence of their environment in care provision. The person entails the individual getting nursing care. The self-care model incorporates person metaparadigm as it focuses on holistic approach to care. The model implores one to use learned behavior and instincts to meet their needs (Bender, 2018). The model also encourages learning about one’s self-care needs for effective care delivery.

The environment metaparadigm advances that environment influences one’s health care and the interventions they can take to attain better outcomes. The self-care model emphasizes the need for one to be in appropriate environment and understand their external and internal systems to attain better care. The self-care model is categorical that external environment is essential as it meets the universal requisites like access to water, and food among other aspects.

Description:
This is a Collaborative Learning Community (CLC) assignment.
Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 1015 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:
1. Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.
2. Explain how the nursing theory incorporates the four metaparadigm concepts.
3. Provide three evidence-based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.

Topic 3 DQ 1
Description:
How has nursing practice evolved over time? Discuss the key leaders and historical events that have influenced the advancement of nursing, nursing education, and nursing roles that are now part of the contemporary nursing profession.
Topic 3 DQ 2
Description:
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.
Topic 3 Participation
Description:
NA

View “Beginner’s Guide to PowerPoint – 2017 Tutorial,” by Technology for Techers and Students (2017), located on the YouTube website.

Nursing Timeline
Description:
View “Nursing Timeline,” located on the Grand Canyon University website.
What Is Nursing?
Description:
Review “What Is Nursing,” located on the American Nurses Association (ANA) website.
Grand Canyon University College of Nursing and Health Care Professions Philosophy
Description:
Read “Grand Canyon University College of Nursing and Health Care Professions Philosophy.”

Dynamics in Nursing: Art and Science of Professional Practice
Description:
Read Chapter 2 in Dynamics in Nursing: Art and Science of Professional Practice.
Beginner’s Guide to PowerPoint – 2017 Tutorial
Description:
Topic 3: Nursing History, Theories, and Conceptual Models

Description

Objectives:

1. Describe how historical events and nursing leaders have influenced the practice of nursing.
2. Evaluate the use of nursing theory in nursing practice.
3. Evaluate the use of conceptual models in nursing practice.
Study Materials
Course Code Class Code Assignment Title Total Points
NRS-430V NRS-430V-O503 CLC – Nursing Theory and Conceptual Model Presentation 150.0

Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 100.0%
Overview of Nursing Theory and Evidence for Model Efficacy in Practice 15.0 percentage point There is no overview of nursing theory provided. The demonstration of the model’s efficacy in nursing practice is omitted. There is no explanation of how the theory proves the conceptual model. A brief overview of nursing theory is provided. Support for the model’s efficacy in nursing practice is not illustrated, or the evidence provided is irrelevant. It is presented an unsupported explanation of how the theory proves the conceptual model. There are numerous inaccuracies. More information is required. A nursing theory summary is provided. There is general support for the model’s efficacy in nursing practice, but more evidence is needed to back it up. There is a general explanation of how the theory proves the conceptual model. There are some mistakes. A summary of nursing theory is provided. There is evidence to support the model’s efficacy in nursing practice. It is presented an explanation of how the theory proves the conceptual model. There are a few minor errors. For support, some evidence or reasoning is required. A comprehensive overview of nursing theory is provided. The model’s efficacy in nursing practice has been strongly demonstrated. There is a detailed explanation of how the theory proves the conceptual model.

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Incorporation of Four Metaparadigm Concepts Into Nursing Theory 10.0% Explanation of how the nursing theory incorporates the four metaparadigm concepts is omitted. A partial explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. There are inaccuracies. More information is needed. A summary of how the nursing theory incorporates the four metaparadigm concepts is presented. There are some inaccuracies. More information or detail is needed. An explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Some detail is needed for clarity. Overall, the explanation provides sound support. A through explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Compelling evidence is provided for support.

Examples of Evidence-Based Nursing Theory that Supports Nursing Practice 15.0 percentage point There are no examples given to show how nursing theory supports nursing practice. The three examples used are either not evidence-based or do not show how nursing theory supports nursing practice. There are only one or two examples provided. Only one example is supported by evidence. The examples given do not adequately demonstrate how nursing theory supports nursing practice. Three examples are given. At least two of the examples are supported by evidence. In general, the examples provided show how nursing theory supports nursing practice. More pertinent examples are required. There are three evidence-based examples provided. Overall, the examples are applicable and show how nursing theory supports nursing practice. To fully demonstrate support, some additional evidence or reasoning is required. There are three evidence-based examples provided. The examples are pertinent and clearly show how nursing theory supports nursing practice. Strong rationales and evidence are provided to support each example.

Presentation of Content 40.0% The content lacks a clear point of view and logical sequence of information. Little persuasive information is included. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Some persuasive information is included. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Persuasive information from reliable sources is included. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Sample Answer 2 for NRS 430 Nursing Theory and Conceptual Model Presentation

Introduction to the Presentation

Objectives of the Presentation

Dorothea Orem

Self-Care Deficit Theory

Efficacy of the Theory in Nursing

Conceptual Model

Self-Care Requisites: Universal Requisites

The universal self-requisites affect all people and are linked to life processes and maintenance of integrity of human structure and optimal functionality (Wazni & Gifford, 2017). These comprise of daily activities in life aimed at sustenance of sufficient intake of air, water, food, and having elimination processes. It also entails creating a balance among a host of activities that include rest, solitude and social interactions as well as hazards’ prevention to attain wellness and promote optimal human functioning.

Self-Care Deficit & Nursing System

Self-deficit implies that one cannot provide care for themselves due to various reasons. The deficit model illustrates the interaction between the self-care agency and the capability to conduct aspects self-care based on the expected requisites (Wills, 2019). The therapeutic self-care demands may not be satisfied when the agency dos not have the ability to initiate and carry out the respective interventions.

Nursing system comprise of three aspects that include wholly compensating model where an individual attains total care by care provision of the nurse, partly compensating where patients can care for themselves with support from nurses, and the supportive-educative where the nursing system focuses on providing education to individuals to enhance self-care (Bender, 2018). The implication is that the self-care model meets the conceptual framework as it shows that nurses should focus on assisting individuals attain better outcomes based on their abilities’ levels.

Four Nursing Metaparadigm Concept

The four Metaparadigm model comprises Person, Environment, Health and Nursing.

Person and Environment Paradigms

Health and Nursing Metaparadigms

Health metaparadigm involves attainment of wellness and better quality of life. The paradigm encourages individuals to make necessary interventions to satisfy changes in self-care requirements (Deliktas et al., 2019). An individual should restore their health to the original or former optimal state. Therefore, health as a paradigm implores nurses to assist the patient go back to their former optimal state through self-care approaches (Bender, 2018). The nursing concept needs nurses and other healthcare providers to offer optimal care aimed at meeting individual self-care needs. Nurses should leverage their skills and knowledge to attain this concept. They should also leverage care by using all the four concepts.

Examples on Self Care Model in Diabetic Patients

Diabetic persons may not have knowledge on how to control their situations and live optimal lives. These persons can use self-care model to get knowledge from providers. In this case, nurses provide information about evidence-based practice interventions like insulin based diets, attainment of low glycemic levels and carbohydrate rich diets and starch. They should also avoid high impact outdoor activities. The second EBP example is having a juvenile individual with diabetes and needs nutrition to recover and be restored to optimal functioning. The minor can have either total parental nutrition or intravenous nutrition. The intravenous nutrition should consists of all elements that include vitamins and minerals, fats and carbohydrates as well as electrolytes. Total parental nutrition requires provision of all nutrients alongside monitoring of blood sugar levels.

Education to General Population

Health populations; particularly communities and individuals who have elevated risk for diabetes, should have general education to enhance self-care and prevent diabetes. These include knowledge on symptoms associated with the condition, and knowledge on insulin administration in events of an attack. The public should have information on aspects like glucose monitoring to position patient better to meet care interventions. The education should also enable the public to understand other aspects like not massaging an individual with the condition and locating positions to administer the insulin. Therefore, Orem’s theory is important in attaining better outcomes among diabetic patients and at risk individuals and populations.

Conclusion

Orem’s self-care deficit theory is essential for nurses as it offers a systematic way for dealing with patients and providing appropriate interventions. Evidence shows that the model is effective in nursing practice and supports the four metaparadigms of nursing. The illustrative examples show that the model is critical in evidence-based practice interventions in nursing.

References

Bender, M. (2018). Re‐conceptualizing the nursing metaparadigm:

Articulating the philosophical ontology of the nursing discipline

that orients inquiry and practice. Nursing inquiry, 25(3), e12243.

Deliktas, A., Korukcu, O., Aydin, R., & Kabukcuoglu, K. (2019). Nursing

students’ perceptions of nursing metaparadigms: A

phenomenological study. The Journal of Nursing Research, 27(5),

e45.

Maslakpak, M. H., Shahbaz, A., Parizad, N., & Ghafourifard, M. (2018).

Preventing and managing diabetic foot ulcers: application of Orem’s

self-care model. International Journal of Diabetes in Developing Countries,

38(2), 165-172.