NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

Chamberlain University NR 510 DQ 1 Week 2: Theory and the APN Role Discussion– Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 510 DQ 1 Week 2: Theory and the APN Role Discussion 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 NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

Whether one passes or fails an academic assignment such as the Chamberlain University NR 510 DQ 1 Week 2: Theory and the APN Role Discussion 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 NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

The introduction for the Chamberlain University NR 510 DQ 1 Week 2: Theory and the APN Role Discussion 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 NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

After the introduction, move into the main part of the NR 510 DQ 1 Week 2: Theory and the APN Role Discussion 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 NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

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 NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

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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Sample Answer for NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

Karen, a registered nurse, decided that she wants to become a CNP. She applied and was accepted to the Family Nurse Practitioner program at Chamberlain College of Nursing. She received a course curriculum that outlined the courses necessary to complete her degree. One of the early courses in the program curriculum is NR501 Theoretical Basis for Advanced Nursing Practice.

You are a student colleague of Karen’s enrolled in the same class. On the course Q & A Forum, Karen posted, “Nursing theory is outdated and is too broad and isn’t useful for Advance Practice Nurses.”

Nursing theory is used to explain several different concepts of nursing practice within the nursing profession, which can continue to carry on when in the advanced nursing role as a nurse practitioner. Just as many nursing theories are continued to be used during bedside care as an RN, these same theories may still be utilized as a clinician when diagnosing and creating a plan of care for patients. Several examples come to mind, such as Maslow’s theory, Pender’s Health Promotion Model, Leininger’s theory, Benner’s Professional Advancement Model, and many, many more. Let’s take a closer look with a few of these examples.

Leininger’s theory of culture care diversity and universality, developed by Madeleine Leininger by combining her experience as a nurse and her background in anthropology, is known as the first nursing theory to introduce transcultural nursing and its impact on health practices. Leininger had recognized that culturally consistent care is essential for the health promotion of family units, individuals and communities (Schub & Caple, 2017). Leininger’s theory is defined as “Transcultural nursing: an area of study and practice focused on cultural care differences and similarities of the beliefs, values, and lifeways of people and the use of knowledge to provide culturally specific and/or culturally congruent nursing care to clients” (Schub & Caple, 2017). Leininger’s theory provides information regarding what is diverse within belief systems and practices, as well as identifying both similarities and differences which assist clinicians understand their patient’s health related decisions and practices (Schub & Caple, 2017).

Benner’s Professional Advancement Model, also known as the Novice to Expert model, was developed by Dr. Patricia Benner, which introduced a revolutionary nursing practice-based theory, which can be applied by supporting the values of the nursing practice, evaluation, education, leadership and professional development. Benner’s theory is founded on the observed growth of nursing skills from the beginning stage as a novice, continues as the nurse acquires new experiences and skills, through the final stage as expert. Each of Benner’s five levels builds upon one another, refining abstract principles of nursing, thus expanding knowledge and experience gained within the nursing profession (Mennella & Schub, 2018).

I feel one of the nursing theories that is used very closely by a nurse practitioner is Pender’s Health Promotion Model.

Nola Pender was the founder of the Health Promotion Model, and she described health as “not the absence of disease, but as an evolving life experience” which involves “actualization of inherent and acquired human potential through goal-directed behavior, competent self-care, and satisfying relationships with others” (Schub, 2016). Health promotion is considered a holistic approach to patient care, with emphasis on improving quality of life and overall wellbeing, with or without the presence of illness, by increasing health promoting behaviors such as eating a healthy diet, participating in regular exercise, and getting enough rest. This patient care model assists nurses in understanding their patient’s behavior regarding their health promotion, and it is when these behaviors are understood that the most individualized support can be provided and maintained to better enhance a patient’s health and prevent disease or illness (Schub, 2016).

Due to the fact that nurse practitioners teach their patients to improve and promote their health status, the Health Promotion Model would be used quite often as part of their daily practice with their patient’s. Although these are just a few of the many theories that nurse practitioners would continue to utilize, I would hope that these examples would be enough to change Karen’s mind, and that she may begin to understand the relevance that theory still holds as a master’s prepared APN.

Mennella, H.A., & Schub, T.B. (2018). Benner’s Professional Advancement Model. CINAHL Nursing Guide.

Schub, E.B. & Caple, C.M. (2017). Leininger’s Theory of Culture Care Diversity and Universality: Integration into Practice. CINAHL Nursing Guide.

Schub, E.B. (2016). Pender’s Health Promotion Model: Integration into Practice. CINAHL Nursing Guide.

Sample Answer 2 for NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

I enjoyed reading your post. Nola Pender Health Promotion Model is very similar to the Healthy People Model set forth by the CDC. Healthy People 2020 is a ten year evidence based plan set forth to address a national objective of health goals to be pursued by all Americans. This model is a process that many professional strive to highlight when working with patients. The goal is to achieve national awareness and make nationwide health improvements that are measurable. Some of the goals are patient access to healthcare, injury related to violence, children and adolescents who are obese, and social determinate’s of health. The point in mentioning the Healthy People initiative is to display how priorities are set within healthcare. Similarly, Dr. Pender’s Health Promotion model focuses on helping people achieve higher levels of well-being (Schub, 2016). The theory behind the HPM is that you have personal experiences that affect your actions. There are three main focuses of the HPM: individual experiences, behavior-specific knowledge and affect, and behavioral outcomes. (Arora, 2015). The Healthy People 2020 shares many of the common goals, They are just presented in a more factual and less abstract way. Health-promoting behavior is the ideal behavioral outcome, making it the end point in the HPM. My point is that both models are so similar, they are just presented in different ways. I almost feel as if the word, theory, presents itself as a loose possibility of reality, therefore people dismiss the concept and its potential.

I agree with you in that information must be presented differently to Karen to explore the possibilities of how theory could be useful.

Reference:

Arora, S. (2015). Integration of nursing theories in practice. International Journal of Nursing Science Practice and Research, 1(1), 8-12. Retrieved from https://www.researchgate.net/publication/283319003_Integration_of_Nursing_Theories_in_Practice (Links to an external site.)

Schub, E.B. (2016). Pender’s Health Promotion Model: Integration into Practice. CINAHL Nursing Guide.

Sample Answer 3 for NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

I would have to disagree with Karen. When I started my courses at Chamberlain I realized how much theory assisted nurses with critical thinking and solving issues in nursing practice. Theory actually plays an important role in APN practice. Through theory masters-prepared nurses are able to evaluate patient care and improve the nursing interventions based on evidence-based practice. Master’s-level study uses nursing theory to facilitate the development of nursing knowledge and provides principles to support nursing practice (Avant, Matney, & Staggers, 2015). Theories are used as a guide that will enable advanced practice nurses to improve the health-care system. This guide is used to demonstrate competencies in order to provide safe and quality care. Some may have some issues regarding the development and use of nursing theories into practice. Master-prepared nurses use nursing theories and apply them to patient care according to their health condition. As healthcare professionals our ultimate goal is to provide the best quality of care for our patients. In order to reach this goal we are taught to follow guides or models that will ultimately assist us in effective decision making and implementation. Nursing theory provides a certain way of thinking about nursing care to guide the process of decision-making when treating patients (Avant, Matney, & Staggers, 2016). It is used as a guide to patient care using assessment, intervention, and evaluation. Nurse practitioners use theory to work together with patients in deciding how to better achieve their goals in their care. Theory is sometimes forgotten in practice and it is seen in failed patient outcomes. Through many different situations it is seen that patients are not being treated as they should be. Too many times care providers only focus on the disease itself and fail to address the issues contributing to the illness. This type of practice should be changed. By emphasizing the use of theory into clinical practice more often we might be able to treat these illnesses better and give our patients the comfort of knowing their care is being managed extremely well.

Avant, K., Matney, S., Staggers, N., (October 30, 2015) “Toward an Understanding of Wisdom in Nursing” OJIN: The Online Journal of Issues in Nursing Vol. 21 No. 2

Sample Answer 4 for NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

When I first started school to become a FNP, I also believed theory was not important and I learned quickly once starting my Theory course I was incorrect. I believe Karen will feel the same way after starting her course.

We are fortunate as nurses to have had many nursing theorists who have helped steer nursing into its own entity and given it its own identity separate from physicians. With caring being one of the primary components of nursing, and unmeasurable, it is important to have theories to explain and help nurses and others understand the importance of what the basis and future of nursing is (Colley, 2003). It is particularly important to know where nursing is headed as the roles of the APN are continuing to evolve and expand.

Holistic care is the commonality among all APN’s regardless of their speciality. When working with an APN whether as a patient, colleague, floor, nurse, or anyone else they encounter it is apparent through their “relationship centered care”(Hagedorn &Quinn, 2004). Regardless of what they work on APN’s look at the whole picture which is pertinent when diagnosing and caring for patients or developing an educational plan for new graduate nurses practitioners to better understand an area in which they are struggling with.

Colley, S. (2003). Nursing theory: its importance to practice. Nursing Standard, 17(46), 33-37.

Hagedorn,S.,Quinn, A,(2004). Theory-Based Nurse Practitioner Practice: Caring in Action. Topics in Advanced Practice Nursing eJournal

Sample Answer 5 for NR 510 DQ 1 Week 2: Theory and the APN Role Discussion

The medical model is primarily focused on “diagnosis, treatment, and cure” (Mason, 2010) which is not always perceived well by patients. Due to the fact that nurse practitioners mostly work under the guidance of physicians sometimes it is assumed they function the same. The aspect of care which nurse practitioners provide and physicians often lack is the ability to see patient as a person not just as a diagnoses and treat the patients “totally well being”(Mason, 2010). Starting as a new nurse practitioner sometimes lacking guidance from more experienced NP’s it is important to develop ones own identity and stick to your nursing roots and theories

Mason, W. (2010). The transformative potential of transdisciplinarity for nurse practitioner students and nurse educators: A theoretical analysis (Order No. 3428816). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (759116403). Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search-proquest-com.chamberlainuniversity.idm.oclc.org/docview/759116403?accountid=147674

Criteria for Content

Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.

There are so many sources that entail the life of Florence Nightingale. This version makes me envision Florence as a very inspiring accolade. Florence Nightingale refused to be married when she was 17 years old as she chose to answer her calling despite her parents being against enrolling as a nursing student at the Lutheran Hospital in Germany. Nightingale faced a cholera outbreak in an unsanitary environment when she returned from school to London and worked at Middlesex hospital. She worked hard to improve the environment’s sanitation, significantly decreasing the number of deaths. All the hard work eventually affected Nightingale’s health. The Crimean War happened between the British and Russian Empires, and many soldiers were admitted into military hospitals. There were not enough female nurses stationed at Crimea hospitals. England then was angry due to the neglect of the soldiers who had fallen ill and injured and lacked medical care due to insufficient caregivers leading to dreadful unsanitary, and inhumane conditions. Nightingale then was called to her calling despite barely recovering from her illness. She assembled a team of nurses and sailed them to Crimea. Nightingale and her nurses warned of the conditions they were about to face but were still unprepared for what they witnessed upon their arrival.

Criteria for Format and Special Instructions

Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

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APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate

program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐ The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

Discussion Question:

Is Karen right? Is theory important to APN practice? Why, or why not?

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates 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 decisions Evaluates 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 life Interactions 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 life Does 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 content Does 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 ignored No 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 Dialogue 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 days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies 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 peer Summarizes 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 days Replies to a question posed by a peer Summarizes 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 deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: 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 Requirements per 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 Requirement per 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.

NR 510 DQ 1 Week 2: Theory and the APN Role Discussion