DQ Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice

DQ Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice

DQ Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice

Purpose

This assignment provides the opportunity for the student to identify a nursing theorist and their nursing theory, summarize the selected nursing theory, identify the concepts of the nursing metaparadigm for the selected theory, analyze the importance of the selected theory to the nursing profession, and present an example of how the selected nursing theory can be applied in the area of the student’s MSN specialty.

NR501 Week 4 Importance of Nursing Theory Worksheet Guidelines and Scoring Rubric (Links to an external site.)

Course Outcomes

Through this assignment, the student will demonstrate the following:

(CO#1)Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5)

(CO#2) Apply nursing theory as a framework to guide the development of new knowledge and implementation of evidence-based practice in future professional settings. (PO 1 and 4)

(CO#3) Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2)

(CO#4) Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1)

Requirements:

This assignment focuses on the importance of nursing theory within the profession. Selecting one nursing theorist and the nursing theory they developed(non-nursing theories are not allowed), the student will present a brief summary of the selected nursing theory, identify the concepts of the nursing paradigm as addressed in the selected nursing theory, as well as discuss the importance of the selected nursing theory to the nursing profession. The student will include 1-2 scholarly peer-reviewed sources to support the nursing theory chosen. The student will also provide an example of how the selected nursing theory can be applied to ONE of the following MSN specialty track areas:

Education

Leadership/Executive

Nursing Informatics

Healthcare Policy

Nurse Practitioner

Population Health

Questions to answer: (Use the Importance of Theory Worksheet Template (Links to an external site.) to answer the following questions. You do not need a title page)

The nursing theorist I chose is:

Why did I choose my selected nursing theory?

Brief summary of the nursing theorist and the nursing theory I chose including key concepts (include scholarly support in APA format)

How does the selected nursing theory address or identify the concepts of the nursing metaparadigm?

How is this nursing theory useful to the nursing profession?

How would I apply this nursing theory to my chosen MSN specialty (educator, leadership/executive, nursing informatics, healthcare policy, nurse practitioner, population health, etc.)

Self-Reflection: What did I learn from completing this assignment?

Purpose This assignment provides the opportunity for the student to review current and historical literature related to theories important to the nurse practitioner role. The assignment fosters analytical thinking related to the selected theories as well as application within the profession. Activity Learning Outcomes Through this assignment, the student will demonstrate the ability to: Through this assignment, the student will demonstrate the ability to: CO 3: Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2, 5) CO 4: Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and the application to advanced nursing practice. (PO 1) Due Date: Sunday 11:59 PM MT at the end of Week 5. Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Total Points Possible: 200 Requirements: Description of the Assignment An annotated bibliography is an alphabetical list of information sources (such as journal articles), formatted like a bibliography or a reference list, accompanied by a commentary, or annotation, for each source. The purpose of an annotated bibliography is to learn about a topic through a critical review of literature and encourage a deeper engagement with literature to develop analytical skills This assignment presents a method for examining?several theories important and useful to the nurse practitioner role.? Preparing the Assignment For this assignment, choose from the theories/models presented in the weekly lesson. Health Belief Model Transtheoretical Model of Behavioral Change Social Cognitive Theory Family Systems Theory Family Assessment and Intervention Model Praxis Theory of Suffering Search the library for literature. Locate 5 (five) articles related to the selected theories. You may use no more than two articles related to each theory/model. Sources should be related to nursing practice using the selected theory/model. Sources should be scholarly, relevant to the theory/model and to nursing, and published within the past 5 years. If source is older than 5 years, instructor permission should be obtained and the historical significance of the article should be explained. Prepare an annotated entry for each source. Begin with the full APA citation of the source, followed by 2-3 paragraphs: Summarize the article. Describe how the article relates to the chosen theory/model. Reflect on how the article could (or could not) be relevant to future Nurse Practitioner practice. Criteria for Format and Special Instructions The paper should include a separate title page using APA format. No reference page is necessary as the references will be incorporated into the body of the bibliography. Running head should be APA formatted. Entries should be alphabetized by author. A minimum of 5 (five) scholarly references must be used. Required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. Be aware that information from .com websites may be incorrect and should be avoided. References are current - within a 5-year time frame unless a valid rationale is provided and the instructor has approved them. In-text citations are not required in the annotated bibliography. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. ASSIGNMENT CONTENT Category Points % Description Quantity of Sources 15 7.5 The annotated bibliography contains at least 5 sources. Quality of Sources 20 10 Articles reviewed are from scholarly sources Recency of Sources 15 7.5 All sources are published within 5 years; if older, permission to use obtained and historical significance explained Summary of Annotations 40 20 Annotations comprehensively describe source material, clearly conveying main ideas. Relation to Theory/Model 40 20 Annotations contain a clear description on how the source relates to the theory/model Reflection 40 20 Annotations contain a clear reflection of the relevance of the source material to future practice. Total CONTENT Points= [170 pts] ASSIGNMENT FORMAT Category Points % Description Assignment Specifications 10 5 Annotated bibliography format utilized. Entries are alphabetized by author. Title page and running head included. APA Format (6th edition) 10 5 Title page, running head and references must follow APA guidelines as found in the 6th edition of the manual. One deduction for each type of APA style error Writing Mechanics 10 5 Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual. Total FORMAT Points= [30 pts] ASSIGNMENT TOTAL= 200 points 

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
ScholarlinessDemonstrates 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 decisionsEvaluates 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 lifeInteractions 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 lifeDoes 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 contentDoes 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 ignoredNo 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 DialogueReplies 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 requirementsReplies 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 peerSummarizes 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 daysReplies to a question posed by a peerSummarizes 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 deadlineDoes not reply to a question posed by a peer or faculty	Has only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the threadNo connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APANote: 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 Requirementsper 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 Requirementper 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.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.