Holistic Nursing Assignment Essay

Sample Answer for Holistic Nursing Assignment Essay Included

Holistic Nursing Assignment Essay

Holistic Nursing Assignment Essay

A Sample Answer 3 For the Assignment: Holistic Nursing Assignment Essay

Title: Holistic Nursing Assignment Essay

Caring is a central concept to nursing and has been since the beginning of the profession. Over time, healthcare delivery and settings have changed as a result of technological and knowledge advancements, an increasingly diverse patient population, a  shifting focus to decreased healthcare costs, increased quality and safety outcomes, and promoting person-centered care, among other factors. With these changes, a transformation of nursing is occurring. However, nurses must be mindful not to lose sight of caring at the core of nursing practice. Caring frameworks that include holistic and person-centered care can be used to guide the practice of the master’s- prepared nurses in advanced practice roles as leaders of nursing care in varied healthcare settings.

Caring as a Nursing Concept 

Caring can be classified in two ways: as a noun and as an adjective (Adams, 2016). As a noun, it is the act of care, or as an adjective, it is the demonstration or action of caring. Nursing has a scientific knowledge base of empirical care practices and personal, ethical, and aesthetic knowledge that are demonstrated in attitudes and behaviors that portray caring. Drahošová and Jarošová (2016) discussed many aspects of caring, including protection and support of patients through evidence-based interventions, developing relationships, and a way of nursing practice. Caring is influenced by the nurse’s knowledge, skills, and attitudes formed through lifelong learning and experiences.

The concept of caring has been a focus area of nursing for years. Interestingly, the American Nurses Association (2016) defines nursing as:

…the protection, promotion, and optimization of health and abilities, prevention of illness and injury, facilitation of healing, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations.

The concept of caring is not explicit in this definition, so why is caring a central focus of nursing? Nursing theorist Jean Watson contended that caring is the moral ideal and essence of nursing (Watson, 1990). Adams and Maykut (2015) acknowledged nursing as a helping profession, and therefore, caring is a unique and relational practice of nurses. Similarly, Duffy (2015) defines caring as a series of kind acts and an attitude in addition to collective values and knowledge-based actions that are guided by human-to-human relationships.

Caring is manifested in relationships. As a master’s- prepared advanced practice nurse you will have daily opportunities to demonstrate caring behaviors that establish relationships and promote positive outcomes in varied professional practice settings. Drahošová and Jarošová (2016) identified caring behaviors as attentiveness to patients; communicating openly and honestly ; providing dignity, respect, and comfort; and connecting with patients and families.

Reflection

Take a moment to reflect on how you demonstrate caring in your current professional practice. What are barriers to practicing care? How can you enhance caring behaviors?

Caring in Complex Systems

Over time, healthcare systems have increased in complexity in part due to technological advances and increased knowledge and skills. Focus on quality, safe, and cost- effective care is paramount to the 21st-century healthcare delivery system. These changes in the healthcare environment have led to an expanded professional role of the nurse that includes a focus on institutional and/or organizational and professional regulation and compliance and technology -driven tasks, all which shift focus and time from the patient care experience and the fundamental nursing principle of caring.

Another change in the delivery of healthcare is driven by people becoming more involved in making decisions regarding their health and health practices. People are now actively participating in their own care. This change is shifting the focus from provider-driven care to person-centered care. “The current focus on person-centeredness in practice illustrates society’s drive to redress the current imbalance in care, moving away from an ethos that is medically dominated, disease orientated, and often fragmented toward one that is relationship focused, collaborative, and holistic” (McCance, McCormack, & Dewing, 2011, para 8). All of these changes contribute to the increasing complexity of the healthcare environment and shape the role of master’s- prepared advanced practice nurses.

Holistic Nursing Practice

Nurses in all settings are tasked with providing care in a caring manner with attention to all aspects of the person, health, and environment. A holistic approach to care is recommended for master’s- prepared nurses in advanced practice roles (Papathanasiou, Sklavou, & Kourkouta, 2013) who are instrumental in implementing and evaluating person-centered care and care environments. Although nurses must certainly be knowledgeable about how disease physiologically affects the patient; it is important to care for the whole person and not just a diagnosis or piece of equipment. Holistic care expands beyond the physiological aspects of health (illness and/or disease) and incorporates additional psychological, sociological, developmental, spiritual, and cultural aspects. Also, included in holistic care are environmental and economic factors.

Reflection

Consider ways in which you incorporate holistic care principles in your professional practice.

Holism is more than certain actions performed or words spoken to a patient. Holistic care is a philosophy; it’s a method to ensure care for all parts of the patient. Holistic nurses are those who recognize and treat each individual as a unique human being connected to family and community (Papathanasiou, Sklavou, & Kourkouta, 2013). Holism represents an ability of the nurse to work with the healthcare team and available resources to promote optimal health outcomes with the person as the central focus. This also means recognizing that the nurses’ relationships with patients will also grow and hopefully change into positive patterns of mutual trust and caring interactions. Holistic nursing moves the nurse mindset from linear, task-oriented practices to complex and multidimensional care in any healthcare setting. Holistic nursing also encourages nurses to integrate self-care, self-responsibility, spirituality, and reflection in their lives. Hence, holistic approaches to person-centered care leads to better outcomes of patient care and improved nurse satisfaction with their own professional endeavors.

Person-Centred Care Nursing Framework 

Caring continues to be a central concept in nursing; however, the context for caring is transforming, resulting in conceptual and theoretical advancements related to the evolving healthcare practice settings. McCormack and McCance originally developed a Person-Centred Nursing (PCN) Framework in 2006 and updated it in 2010 that can be applied to practice in complex healthcare systems (McCormack & McCance, 2006; McCormack & McCance, 2017). The PCN Framework provides a standard of care for practice and is a multidimensional process that places emphasis on the person as the center of care delivery (McCance, McCormack, & Dewing, 2011). The PCN Framework fosters outcomes related to therapeutic relationships through respecting individuals as persons and partners in care. The Person-Centred Care Nursing Framework consists of four constructs: prerequisites, the care environment, person-centred processes, and outcomes (McCance et al., 2011). To deliver effective care, one must work from the outer circle first to the core.

Prerequisites focus on the attributes of the nurses and include being professionally competent, having developed interpersonal skills, being committed to the job, being able to demonstrate clarity of beliefs and values, and knowing self. The care environment focuses on the context in which care is delivered and includes appropriate skill mix, systems that facilitate shared decision making, effective staff relationships, organizational systems that are supportive, the sharing of power, the potential for innovation and risk taking, and the physical environment. Person-centred processes focus on delivering care through a range of activities and include working with a patient’s beliefs and values to overcome this gap between the concept and the reality of person-centred care we have developed the Person-Centred Nursing Framework…engagement, having sympathetic presence, sharing decision making, and providing holistic care. Outcomes, the central component of the Framework, are the results of effective, person-centred nursing and include: satisfaction with care, involvement in care, feeling of well-being, and creating a therapeutic environment. (McCance, McCormack, & Dewing, 2011).

Reflection

Consider how the Person-Centred Care Framework can support quality and safety outcomes. Identify three ways in which you can use the Person-Centred Nursing Framework to improve outcomes in your future professional practice setting.

Conclusion

Nursing practice is both an art and a science with foundational knowledge, skills, and attitudes based in caring. Over time, the health care setting has changed and continues to increasingly evolve in complexity. The complexity of the current healthcare practice environment has led to conceptual and theoretical advancements that support nursing practices. Caring remains a central concept to nursing practice and the profession of nursing. This week’s lesson included definitions of caring and an exploration of caring behaviors. Students were introduced to the Chamberlain College of Nursing care focus. Also emphasized in this lesson were principles of holistic nursing and the Person-Centred Nursing Framework as a model for practice. Students were encouraged to reflect on current nursing practices and implement a caring framework to guide future professional nursing practices.

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.