NUR 513 Discussion Using Conceptual Models to Guide EBP Changes Excelsior
NUR 513 Discussion Using Conceptual Models to Guide EBP Changes Excelsior
Image of a team discussion. (Birdsall, n.d.) “There is a profound difference between information and meaning.”
Warren Bennis, American writer (IZquotes, n.d.)
This activity will address the following module outcomes:
MO1: Describe how innovation and evidence support EBP change. (EPSLO 6; SLO 3)
MO5: Analyze models to implement and sustain EBP. (EPSLO 7; SLO 4)
MO3: Evaluate models of organizational change. (EPSLO 6; SLO 3)
MO6: Investigate teaching of evidence-based practice. (EPSLO 2; SLO 1)
You have come to Week 10 in the course and are now armed with a wealth of knowledge about best practices for implementing EBP. In this module, you learned a bit more about EBP models and encountered new information about Organizational Change Models. Take a moment to reflect on how change is implemented in your practice setting. Now, consider the value of a theoretical model in supporting innovative evidence-based practice changes.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Discuss which one of the following four Organizational Change Models resonated most with you: The Change Curve Model, Kotter and Cohen’s Model of Change, Roger’s Diffusion of Innovations, and the Trans-Theoretical Model of Health Behavior Change
Theories and conceptual models define the entire nursing practice. Patients interpret their problematic situations differently; hence nurses need to authenticate their implications and analyses before making their conclusions. This process would effectively offer the most effective care to patients (Brandão et al., 2019). The attention given to patients differs, proving why nurses are specialists in different fields in the nursing department to meet the demands of patients. Researchers use theories to determine the dynamic nurse-patient relationship. The function, process, and principles required in nursing align with a specific theory and research studied and proved in the past. Therefore, this paper aims at evaluating the nursing theories for use in advanced nursing practice.
The nursing process theory labels nursing’s purpose to deliver the patient’s assistance to meet their wishes. The corporation developed between the nurse and the patient would be important in offering quality care to patients. This argument implies that whenever nurses can discover and address the patient’s immediate needs, they attain the nursing process. These are additional skills that nurses gain in the nursing practice. The deliberative nursing process permits nurses to articulate an operative care plan that can be effortlessly adapted when and if any intricacy arises from the patient (Feleke et al., 2019). The theory emphasizes how to afford enhancement on patients’ behavior—evidence of dismissing the patient’s suffering is viewed as helpful changes in the patient’s noticeable comportment. The behavior and the conduct of a nurse towards a patient depend on the numerous theories in nursing.
Nursing theory and conceptual models concentrates on the collaboration between the nurse and patient, discernment validation, and the nurse procedure’s utilization to attain constructive patient outcomes or improvement (Brandão et al., 2019). It is precisely correlated to a nurse’s professional function of aiding patients because a nurse can identify the problematic situation and know whether he will be of help or not. The ethical framework defining the operation of all nurses in the nursing discipline is the ability of a nurse to apply skills that leads to a positive outcome for the patient. The increase in the research and development of theories in nursing has been aiming to define a unique nursing model that can affect the health outcome of patients. The positive change brought by nurses in an institution defines improved care in the nursing institution. Nurses’ quality services emanate from the effective application of the nursing theories in delivering health care services.
Nursing process theory can be generalized to other studies and situations since it consists of five significant concepts applied in different cases. Firstly, professional nursing’s function entails identifying and addressing the patient’s immediate need (Brandão et al., 2019). Presenting behavior is the next concept which involves recognizing the presenting situation as problematic. The third is the immediate reaction, which looks into the internal responses of the nurse. The nursing process discipline is the fourth concept that entails utilizing observation shared and explored by the patient to ascertain patients’ needs. Lastly, the improvement concept helps in evaluating the nursing process.
Conclusion
The nursing theory includes five significant stages: assessment, diagnosis, planning, execution, evaluation, and analysis. Lastly, the effectiveness of the application of the nursing process theory is testable. It is a middle-range theory that incorporates concepts that are empirically quantifiable and accounts that are empirically testable. The nurse’s actions are not evaluated but rather the patient outcome to determine his efforts’ effectiveness.
References
Brandão, M. A. G., Barros, A. L. B. L. D., Caniçali, C., Bispo, G. S., & Lopes, R. O. P. (2019). Nursing theories in the conceptual expansion of good practices in nursing. Revista brasileira de enfermagem, 72, 577-581. https://doi.org/10.1590/0034-7167-2018-0395
Feleke, A. A., Garedew, M. G., & Demise, Y. A. (2019). Compliance of Nurses to National Nursing Process Guideline in Tercha General Hospital, Southern Ethiopia 2018: Case Study. Adv Practice Nurs, 4(155), 2 https://www.researchgate.net/profile/Muluneh-Garedew/publication/334328100_Advanced_Practices_in_Nursing/links/5d24c81192851cf44074bd88/Advanced-Practices-in-Nursing.pdf
Describe how you would apply this model to the change you are proposing in your practice setting.
DQ2 Teaching Evidence-Based Practice
Image of a nurse attending to patient with nursing students assisting. (Thomas, n.d.)The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.
– William Arthur Ward, inspirational writer (BrainyQuote, n.d.b)
This activity will address the following module outcomes:
MO1: Describe how innovation and evidence support EBP change. (EPSLO 6; SLO 3)
MO2: Analyze models to implement and sustain EBP. (EPSLO 7; SLO 4)
MO3: Evaluate models of organizational change. (EPSLO 6; SLO 3)
MO4: Investigate teaching of evidence-based practice. (EPSLO 2; SLO 1)
Evidence-based practice improves patient outcomes and is required of many accrediting bodies (Melnyk & Fineout-Overholt, 2019). However, facilities can encounter barriers in implementing EBP due to a combination of factors, including lack of knowledge. Innovative evidence-based leaders need to make teaching EBP a priority, in both academic and clinical settings. There are models and guidelines that can be used to facilitate this process. Examining successful EBP teaching methods contributes to the knowledge base needed to teach EBP and will help guide instructors, mentors, and coaches in teaching EBP.
Based on your learning activities, respond to the following prompts. Be sure to support your answers with references when needed.
Consider your current practice setting. It can be academic or clinical.
Assess the organizational readiness for teaching EBP at your facility.
Analyze the strengths and barriers in your organization for teaching EBP.
Discuss strategies you could use to promote EBP teaching and how you would communicate the use of a conceptual model for EBP (such as the Stetler Model) to your team.