Evidenced based practice, nursing theories, nursing research

Evidenced based practice, nursing theories, nursing research

evidenced based practice, nursing theories, nursing research

Orem’s Self-care Deficit Theory was one of the theories I discussed last week. Orem’s theory advocates for patient autonomy over self-care, with the ultimate goal of overcoming human limitations to self-care (Current Nursing, 2020). By emphasizing a person’s ability to perform self-care, maintain health, and overall well-being, the individual is empowered to take responsibility for their own or others’ health (Shah, et. al, 2013). Because this theory can be highly individualized from patient to patient or patient’s family, its application can vary greatly depending on population focus. This theory, for example, would be applied differently in adult and pediatric populations based on age and developmental stages. This theory would most likely be heavily geared toward parent support and education in performing care in pediatrics. Furthermore, this theory can vary greatly depending on the specific illness or disease state. For example, I work in a pediatric cardiovascular intensive care unit, where the patient’s defect, arrhythmia, or ailment heavily influences their self-care requirements. A neonate with a congenital heart defect that has not yet been fully repaired may require oxygen or tube feeding support. In this case, much more instruction would be focused on the parent’s ability to use/manipulate these new medical devices. On the same unit, I may be caring for an adolescent who recently had a mechanical valve replacement. Initially, this patient may require full or partial care, and these deficits will change as the patient’s condition improves and he or she regains independence. This same patient may also require anticoagulant therapy instruction; many adolescents have the physical and mental capacity to administer their own medications, so instruction and support would be provided in this case.

My next step is to inform my classmate that his acts are considered plagiarism, which is against GCU policy. Plagiarism is defined as the use of another’s work without properly citing the source (GCU, n.d.). This action disregards the original author’s work and thoughts. In layman’s terms, this is “stealing” intellectual property because you are giving the reader the impression that you are the original source of that concept. I’ll advise my student that he can steal ideas from other sources as long as he properly cites them. In fact, using citations improves the general appeal of your essay because the reader can see that your arguments are supported by other authors.

There are procedures in place for students to follow in order to avoid plagiarism and red flags. LopesWrite is one that is very popular at Grand Canyon University. Plagiarism and academic dishonesty are avoided by using LopesWrite’s originality checking (GCU, n.d.). If my classmate’s behaviors are due to problems controlling citations, I will recommend programs that can assist him. The Refworks tool can directly export citations from most GCU databases, whilst the Endnote tool can assist in importing citations from many GCU databases (GCU, n.d.).

Also Read: NUR 514 Leadership Style Reflective Essay Assignment

NUR 513 Topic 4 DQ 2

Select two different nursing theories and describe how they relate to patient care. How could you use them for inciting behavioral changes? Discuss the pros and cons of applying each theory and how they could be integrated into your future practice. Are there any particular ethical issues related to the integration of these theories that should be considered?

Topic 5 DQ 1

During this program, you will complete an evidence-based practice project addressing a problem, issue, or concern in your specialty area of professional practice. Consider an area in your specialty that you believe needs improvement. Which nursing theories could you apply to this problem? Why is this the best theory?

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Topic 5 DQ 2

Select one theory discussed during Topics 4 and 5. Does application of this theory differ based on the population focus (individuals, families, communities, and special populations)? Why or why not? Use examples from your current practice to illustrate differences or similarities.

Topic 6 DQ 2

Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you. You notice that some of the research has not been cited correctly or even at all. When you approach your classmate, the response is that “no one will notice and it is not a big deal anyway.” What are your next steps in speaking with your classmate? Consider how this could reflect on the credibility and integrity of the individuals involved, the University, and the profession.

Topic 6 DQ 1

Review the evidence-based practice project ideas you described in Topic 5 DQ 1. Based on your initial ideas, what types of scholarly nursing research (such as quantitative or qualitative research, peer-reviewed resources, etc.) would be required to further investigate the issue? Identify the criteria you would use to evaluate the appropriateness of the research. Why is it important to select research that meets these criteria?

Topic 7 DQ 1

Describe the steps of the evidence-based research process and the importance of using them. In the initial stages of an EBP project, where do nurses in your specialty go to locate sources of information that help them to determine whether or not a practice problem is appropriate for an evidence-based practice change proposal. Include two specific sources on information in your discussion.