DQ: Select one theory discussed during Topics 4 and 5
Grand Canyon University DQ: 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: 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: Select one theory discussed during Topics 4 and 5
Whether one passes or fails an academic assignment such as the Grand Canyon University DQ: 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: Select one theory discussed during Topics 4 and 5
The introduction for the Grand Canyon University DQ: 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: Select one theory discussed during Topics 4 and 5
After the introduction, move into the main part of the DQ: 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: 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: 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 Discussion 2
Sample Answer for DQ: Select one theory discussed during Topics 4 and 5
As nursing becomes increasingly important in healthcare, some people think that for nursing to be seen as its own profession and for nurses to be recognized as a crucial part of hands-on care, there should be clear theories or models outlining the specific tasks and responsibilities of nursing in a systematic way (Dewey, 2023).
I believe that the most suitable theory for my future role in advanced nursing practice concerning individuals, families, communities, and special populations is Orem’s self-care deficit theory. This theory focuses on the patient’s ability to take care of themselves. As a nurse, I can use this theory to evaluate and support the patient’s self-care skills in handling different aspects of their treatment and overall well-being (Dewey, 2022). Orem’s self-care deficit theory focuses on people being able to take care of themselves. It would help assist in evaluating and improving patients’ self-care abilities, and this idea applies to families, communities, and special groups, encouraging a complete view of healthcare that gives different groups the power to be actively involved in looking after their health.
As a hemodialysis nurse, I think the theory that fits well is Peplau’s theory, which is all about the relationship between the nurse and the patient and using communication to help. This is especially crucial in hemodialysis, where it’s really important to establish trust and communicate effectively (Hagerty et al., 2017).
One of the theories I discussed last week was Orem’s Self-care Deficit Theory. Orem’s theory promotes the idea of patient independence over self-care with the ultimate goal of overcoming human limitations to self-care (Current Nursing, 2020). By focusing on a person’s ability to perform self-care, maintain health and overall wellbeing, this empowers the individual to take responsibility for their health or the health of others (Shah, et. al, 2013). This theory can be highly individualized from patient to patient, or patient’s families, so the application of this theory can differ greatly based on population focus. For example, this theory would be applied differently between adult and pediatric populations based on age and developmental stages. In pediatrics, this theory would likely be heavily geared towards parent support and educations in performing cares. Additionally, this theory can great vary based on specific illness or disease state. For example, I work in a pediatric cardiovascular ICU where the patient’s defect, arrhythmia, or ailment greatly determines their self-care needs. A neonate with a congenital heart defect that is not yet fully repaired may have an oxygen requirement or tube feeding support. In this case, much more teaching would be geared towards the parent’s ability to use/manipulate these new medical devices. On this same unit, I may also take care of an adolescent patient who just had a mechanical valve replacement. Initially post op, this patient may require full or partial cares, and these deficits would change as the patient status improves and once again becomes independent. This same patient may also require teaching involving anticoagulant therapy; many adolescents have the physical and mental capacity to administer their own medications, so teaching and support would be given in this case.
Ultimately, how Orem’s Self-Care Deficit Theory is applied to a population focus is highly variable from situation to situation because deficits can be adaptable and dynamic in nature.
References
Current Nursing. (2020, March 12). Nursing theories: Open access articles on nursing theories and models. https://currentnursing.com/nursing_theory/self_care_deficit_theory.html
Shah, M., Abdullah, A., & Khan, H. (2013). Compare and contrast of grand theories: Orem’s self-care deficit theory and Roy’s adaptation model. International Journal of Science and Research. https://www.ijsr.net/archive/v4i1/SUB15564.pdf
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Sample Answer 2 for DQ: Select one theory discussed during Topics 4 and 5
I agree with you Gina that Orem’s theory promotes patient independence over self-care. The theory believes that patient autonomy enables the overcoming of human limitations to self-care. Self-care differs among patients due to their complications and personalities (Younas, 2017). Tailoring patient care based on their needs increases accuracy and service reliability. Tailoring patient services create individualized care. Therefore, Orem’s theory application differs based on the population’s character. The adult patients due to their age and nature of complication they may want unique medical care compared to the young population (Fernandes et al., 2018). Adult patients due to their age they are pre-exposed to various health problems. Orem’s theory flexibility allows nurses to adjust their nursing care based on the condition. The ultimate goal of Orem’s theory is to facilitate self-care. Successful self-care is individualized nursing care that considers patient’s needs. Teaching nurses on understanding patient’s needs is an integral activity towards integrating Orem’s theory. Creating an enabling environment allows patient to disclose their concerns improving healthcare services.
References
Fernandes, S., Silva, A., Barbas, L., Ferreira, R., Fonseca, C., & Fernandes, M. A. (2019, September). Theoretical contributions from Orem to self-care in Rehabilitation Nursing. In International Workshop on Gerontechnology (pp. 163-173). Springer, Cham.
Younas, A. (2017). A foundational analysis of dorothea orem’s self-care theory and evaluation of its significance for nursing practice and research. Creative Nursing, 23(1), 13-23.
Sample Answer 3 for DQ: Select one theory discussed during Topics 4 and 5
In Topic 4, I have mentioned the Environmental theory by Florence Nightingale in one of the discussions. This theory is not based on a specific population focus. This can be applied to every individual, families, communities, with no other special populations specified. The reason for this is that the theory is concerned on a person’s health in relation to its environment and the impact of the environment upon them (Gonzalo, 2021). Every person, young or old, has a variety of environmental factors that can be detrimental to their health. However, a person’s environment may also constantly change, temporary or permanent, depending on the circumstance.
The difference that would be observed in this theory would depend on the environmental factors affecting that population focus. An example is when I volunteered for a medical mission before and performed health assessments on families who lived near a mangrove, many of them reported GI symptoms or have history of gastrointestinal-related illnesses (e.g., diarrhea, vomiting, stomach pain). It was reported that the water from the mangrove had somehow entered through a leaked pipe, causing them to consume unclean water. It affected both children and adults. On the other hand, another family that I conducted health assessments on that did not live near the mangrove, exhibited no symptoms, and were all perfectly healthy. The idea here is that these families had different environmental conditions, which led to two different outcomes.
In order for APNs to incorporate this theory into practice, as Nightingale described it, the nursing process should include gathering of information and assessing the information on its relevancy (Tourville & Ingalls, 2003). Also, it is essential that nurses in an inpatient setting be able to provide an environment that fosters healing. Though some of the environmental factors can not be controlled, it is imperative for nurses to take the initiative in configuring the environmental settings appropriate for the gradual restoration of the patient’s health (Gonzalo, 2021). In my future practice, with emphasis in healthcare quality, one of my major goals is to ensure that I implement policies and procedures that promote environmental safety.
References
Tourville, C., & Ingalls, K. (2003). The living tree of nursing theories. Nursing Forum, 38(3), 21-30, 36. doi:http://dx.doi.org.lopes.idm.oclc.org/10.1111/j.0029-6473.2003.t01-1-00021.x
Gonzalo, A. (2021). Florence nightingale: Environmental theory. Nurselabs. https://nurseslabs.com/florence-nightingales-environmental-theory/
Sample Answer 3 for DQ: Select one theory discussed during Topics 4 and 5
Maria, I agree with you that environmental factors impact people regardless of their age. Nurses attend to different patients with different medical needs. Environment affects the medical intervention. The environmental theory insists that healthcare facilities should be clean and suitable to facilitate patient’s recovery (Fernandes & Silva, 2020). Unfortunately, the environment might change due to various environmental occurrences. A clean environment, water, and proper lighting are environmental factors that facilitate smooth patient’s recovery. Some patients may not prioritize clean water since they are used to drinking untreated water. Therefore, these patients may want other environmental factors that will enable them to be comfortable. Prioritizing environmental factors when attending to patients (Sayani, 2017). Nightingale’s theory dictates that the APNs should gather crucial environmental information before integrating the environmental theory. Obtaining the information allows healthcare providers to understand patients’ environmental needs. The inability to understand the patient and the environment that enable the patient’s recovery paralyzes the nurses’ efforts to improve healthcare quality.
In my future role as an Advanced Practice Registered Nurse (APRN), I consider the theory of cultural humility very applicable. My perspective is in line with cultural and spiritual humility, which emphasizes the value of treating people with respect regardless of their background. These ideas transfer to APRNs giving patients tailored care that takes their spiritual and cultural needs into account. As an advanced nursing professional, the current practice involves dealing with a diverse patient population. For that reason, my approach to delivering nursing care is informed and influenced by philosophies of the cultural humility theory.
I need to embrace cultural humility as an essential aspect my advanced nursing career. As demonstrated by Foronda (2020), the cultural humility theory should be considered as a lifetime commitment. For that reason, the theory advocates for self-reflection, respectful inquiry, and empathy in the nursing practice. From that point of view, cultural humility goes beyond simple cultural competency. In order to apply the theory, I will embrace the broader aspect of culture influence on professional practice which is in line with the holistic care. I can adjust to the ever-changing cultural landscape by integrating cultural humility in my professional practice. For instance, this can be crucial in understanding my patients’ preferences and enhance cross-cultural literacy. Then again, cultural humility plays a major role in creating personalized care plans that facilitate better relationships with patients from a different of backgrounds (Hughes et al., 2020).
Nolan et al. (2021) advocate for ideology of inclusivity and respect in interprofessional relationships in the nursing field as a major pillar in cultural humility. I will employ the ideology in my advanced nursing practice to align with the philosophy of cultural humility. This way, the philosophy will help me develop a work atmosphere that promotes diversity and inclusion. Furthermore, I believe that cultural humility encourages behavioral change and adherence to treatment plans. From my point of view, behavioral change is part of personal and professional development in the advanced nursing practice.
References
Foronda, C. (2020). A theory of cultural humility. Journal of Transcultural Nursing, 31(1), 7-12. https://journals.sagepub.com/doi/full/10.1177/1043659619875184
Hughes, V., Delva, S., Nkimbeng, M., Spaulding, E. M., Turkson‐Ocran, R., Cudjoe, J., Sherman, A. D. F., Rushton, C. H., D’Aoust, R., & Han, H. R. (2020). Not missing the opportunity: Strategies to promote cultural humility among future nursing faculty. Journal of Professional Nursing, 36(1), 28–33. https://doi.org/10.1016/j.profnurs.2019.06.005
Nolan, T. S., Alston, A., Choto, R., & Moss, K. O. (2021). Cultural humility: Retraining and retooling nurses to provide equitable cancer care. Clinical Journal of Oncology Nursing, 25(5), 3. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8532165/