NR 501 Week 3: Steps of Concept Analysis

Sample Answer for NR 501 Week 3: Steps of Concept Analysis Included After Question

NR 501 Week 3: Steps of Concept Analysis

NR 501 Week 3: Steps of Concept Analysis

The World Health Organization (WHO) defines Quality of life (QoL) as a person’s view of their situation in life in the perspective of the culture and value systems where they live, and with regard to their expectations, goals, standards, and concerns (Sarwar et al., 2019). It is the physical and mental health that a person perceives over time. QoL is further defined as how a person is healthy, comfortable, and able to engage in or take pleasure in life events. The term QoL is innately ambiguous since it can refer to an individual’s experience of their life and the living conditions in which people find themselves (Sarwar et al., 2019). The purpose of this assignment is to describe the defining attributes of QoL, the antecedent and consequence, create a model case, and theoretically apply the concept.  

A Sample Answer For the Assignment: NR 501 Week 3: Steps of Concept Analysis

Title: NR 501 Week 3: Steps of Concept Analysis

Three Defining Attributes

            The three defining attributes of QoL are: A feeling of satisfaction with one’s life generally; A satisfactory state of physical, emotional, social, and mental health as established by the person referred to; The mental ability to establish one’s own life as satisfactory (Van Leeuwen et al., 2019). For example, for a person to say they have a good QoL, they need to be satisfied with their overall life. Besides, they should be satisfied with their physical, emotional, social, and mental health. They should be satisfied with their body’s physiological performance to have balance and harmony with themselves and others. They should also have a positive self-esteem and body image and positive and productive social interactions, personal relationships, and social support (Van Leeuwen et al., 2019). Lastly, a person with a good QoL exhibits the mental ability to assess their life as satisfactory.

 Antecedent and Consequence of The Concept

An antecedent is not necessarily a causative factor, but it is important for the concept to occur and can contribute to its cause. An antecedent of QoL is an individual’s ability to make a decision (Haraldstad et al., 2019). An individual may feel that it is important to get on with life. However, the decision often depends on the limitations their QoL imposes, such as physical activity and socialization levels. Individuals evaluate their lives and make decisions, which can sometimes improve or worsen their QoL (Haraldstad et al., 2019). On the other hand, consequences refer to factors that follow the occurrence. A consequence of QoL is acceptance of one’s circumstances. The results of a positive QoL are coping, adaptation, and satisfaction with life (Haraldstad et al., 2019). However, the results of a negative QoL are a lack of satisfaction and risk-taking behavior beyond that of a person’s age.

Model Case

A model case is an example of the use of a concept that shows all of its defining attributes. The following is a model case for QoL:  A 32-year-old man gets home from work one evening. As he parks his SUV in the parking lot next to his wife’s car, his two children, 5-year-old and 3-year-old, run and scream with joy to welcome him home. He can also see his wife smiling and waving at him at the door. The children hug him and help him carry some snacks he brought for them. When he gets to the house, his wife hugs and welcomes him and offers him a cup of tea. He sits and tells himself, “I have the life I was dreaming of; there is nothing I wish to change.” He reflects on how lucky he is to have a happy family, a successful business, good health, and supportive friends. Many people look upon him and wish their life was a fraction of his.

The model case demonstrates the quality of life. The three defining attributes are presented in the case. The man has an overall sense of happiness and satisfaction with his life. He has the mental ability to evaluate his life. Besides, he feels he is in good health since he can do the things he wishes to. Furthermore, other people also assess her life be of quality.

Theoretical Applications of the Concept

Peplau’s nursing theory applies to the concept of QoL. QoL is entrenched in Peplau’s theory as an indefinable, extensive phenomenon. Peplau considers QoL as a subjective view of the condition of an individual’s life, which is equal to a person’s wellbeing and psychological wellness and often connected with health (Hagerty et al., 2018). A relationship is fundamental in Peplau’s theory, whereas QoL is considered a by-product of the relationship and thus significant to the theory. Peplau proposed that QoL is mostly a subjective perception and varies with changing conditions; (time and situation-dependent) (Hagerty et al., 2018). Nonetheless, QoL is considered an intangible quality in the theory.

Reflection

QoL concept applies to advanced nursing practice (APN) since APRNs must understand that QoL is the degree to which individuals enjoy a good life. Besides, APRNs should understand that a person enjoys a good life when they attain a balance in their relations with themselves and others by creating and maintaining adequate conditions and personal potentials over the life course. QoL, without a doubt, is relevant to APN practice. Patients often consult NP on how to achieve the best possible QoL for themselves or their loved ones. For an NP to help these patients and their families, they must themselves reflect on what is meant by QOL.

References

Hagerty, T. A., Samuels, W., Norcini-Pala, A., & Gigliotti, E. (2018). Peplau’s Theory of Interpersonal Relations: An Alternate Factor Structure for Patient Experience Data?. Nursing science quarterly, 30(2), 160–167. https://doi.org/10.1177/0894318417693286

Haraldstad, K., Wahl, A., Andenæs, R., Andersen, J. R., Andersen, M. H., Beisland, E., … & Helseth, S. (2019). A systematic review of quality of life research in medicine and health sciences. Quality of life Research, 28(10), 2641-2650. https://doi.org/10.1007/s11136-019-02214-9

Sarwar, S., Aleem, A., & Nadeem, M. A. (2019). Health-Related Quality of Life (HRQOL) and its correlation with academic performance of medical students. Pakistan journal of medical sciences, 35(1), 266–270. https://doi.org/10.12669/pjms.35.1.147

Van Leeuwen, K. M., Van Loon, M. S., Van Nes, F. A., Bosmans, J. E., De Vet, H. C., Ket, J. C., … & Ostelo, R. W. (2019). What does quality of life mean to older adults? A thematic synthesis. PloS one, 14(3), e0213263. https://doi.org/10.1371/journal.pone.0213263

Definition of concept: The concept this author has selected for analysis is caring. The caring concept is found in the nursing Theory of Human Caring, this Nursing Theory was developed by Jean Watson. According to Chamberlain College of Nursing (CCN) concept and theory analysis are dominant instruments that benefit and bring light to the nursing practice. There are eight steps to carry out when developing a concept analysis. These steps will be discussed by the writer during this discussion question.

The concept of interest for this discussion question is Caring.  Caring and nursing are two terminologies that are impossible to be separated. According to Lindberg, Fagerstrȍm, Sivberg, & William (2014) caring is the basis of nursing and is firmly connected to ethos, whereas nursing primarily relates to actual work done by the nurses.

Caring is the core of nursing and is closely connected to ethos, whereas nursing mainly relates to the actual work done by the nurses. According to Lindberg, Fagerstrȍm, Sivberg, & William (2014) caring quality encompass respect for patient self-determination, practice aspect of nursing, caring relationships that nurses and patients establish and the health and wellness attitude. In other words, it is crucial in caring to have an understanding of the culture, attitude, variability, relationship, action and acceptance.

To provide a description of one antecedent and one consequence of the concept we could start by stating that nursing education is of paramount importance for the profession. The achievement of nursing accomplishments is a key antecedent for nursing. In order for a nursing student to become an RN the candidate ought to complete and be successful in completing nursing school as well as achieving passing scores on the board exam. The student nurse must fulfill a set of clinical practice hours in the clinical settings in which the student will achieve the necessary clinical skills where they will apply the theoretical content learnt in the classroom setting. Once the nursing student accomplishes the degree and becomes a professional registered nurse, and get a job, there is a necessary training period to confirm that this newly graduated nurse is self-sufficient, confident and has adequate skills that is safe to care for patients.

Identification of at least one empirical referent is how the concept of caring may be measured or assessed (CCN, 2017). Caring may be challenging to define and measure, since judgement and perception depends on both, the person providing and receiving the care. At the institution I currently work patient satisfaction is measured by a survey. This survey is mailed to patients at their home or by a telephone call survey after care is provided. This is a convenient tool that is able to set and maintain good quality standards within an institution.

There are many variations and perceptions of caring that may cause difficulties to explain in the sense of nursing, and can be perceived differently across cultures (Lindberg, Fagerström, Sivberg & Willman, 2014). This writer selected the concept of caring, focusing specifically on the care nurses provide to patients utilizing Jean Watson’s Theory of Human Caring.  

References

Chamberlain College of Nursing. (2017). NR-501 Week 3 Development of Nursing Theory and Concept Analysis [Online lesson]. Talley, IL: DeVry Education Group

Lindberg, C., Fagerstrȍm, C., Sivberg, B., & William, A. (2014). Concept analysis: patient autonomy in a caring context, Journal of Advanced Nursing 70(10), 2208-2221. http://onlinelibrary.wiley.com.chamberlainuniversity.idm.oclc.org/doi/10.1111/jan.12412/epdf (Links to an external site.)

caring is certainly an important concept and is central to the experience of nursing!  Watson’s theory of human caring will support your exploration of caring very well.

Possibly the most difficult aspect of a concept analysis is that of choosing an empirical referent.

In research, there are many surveys, tools, and “instruments” that are used to capture the presence of a concept.  Sometimes quality measures can also capture the presence of a concept.  However, while there may be an implication that a concept such as caring is involved, it may not specifically or precisely measure that concept in particular.  Surveys such as the Patients’ Perspectives of Care Survey (HCAHPS) measures many aspects of the hospital experiences but not “caring” as we usually define it conceptually.  It does measure the quality of interactions in terms of communication, attentiveness to needs (especially to pain management) and discharge education.  while this may occur, perhaps more easily supported in a caring environment and in caring interactions, the survey does not actually measure caring as it is often defined in theory.

One of the major activities in research is to test the validity of a research “tool”…with the question being….does it measure what it is supposed to measure? 

Fortunately, WE don’t have to do that.  For example, Watson and associated developed a research tool which empirically measures caring as is defined in the theory of human caring (DiNapoli, Turkel, Nelson, & Watson, 2010).

How fortunate for us!

Reference

DiNapoli, P. P., Turkel, M., Nelson, J., & Watson, J. (2010). Measuring the Caritas Processes: Caring Factor Survey. International Journal for Human Caring 14(3), 15-20.

The loss of a loved one is very distressing to the family of the deceased, but most people don’t think about the fact that it is distressing to the nurses that cared for them as well.  Intensive care unit (ICU) nurses spend the most time with their patients and their families due to nurse-patient ratio assignments.  As a result, they are the ones who will most likely need to be educated on bereavement when it comes to dealing with end-of-life cases.  As a matter of fact, many ICU nurses report feeling underprepared to give the families the appropriate support when needed, especially during the event of sudden death of a patient (Shariff, Olson, Santos Salas, & Cranley, 2017).  According to Shariff et al., nurses who frequently deal with death and dying face psychological, emotional, and physical consequences as a result (2017).  A similar experience occurred for me not too long ago, I lost my grandfather while he was in the ICU and the nurse caring for him was not very good at comforting my family and I.  This was not a big issue for me being in the field and knowing how busy it can be to be there for us the entire time.  However, a physician assistant that was present at the time of my grandfather’s death made a difference.  He was very emotionally supportive and that made a big impact on the whole experience.  As a nurse, I was in the shoes of those families who experienced the death of a close relative, and it made me realize how important it is for us to seek education about dealing with grief, both for our own sake, and the patient families’ sake.

References

Shariff, A., Olson, J., Santos Salas, A., & Cranley, L. (2017). Nurses’ experiences of providing care to bereaved families who experience unexpected death in intensive care units: A narrative overview. Canadian Journal of Critical Care Nursing, 28(1), 21-29. Retrieved from http://eds.a.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=4&sid=5bf75750-99d0-45f2-9fc9-86160e09dd3f%40sessionmgr4009

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.

NR 501 Week 3: Steps of Concept Analysis 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.