NR 501 Week 4: Concept Analysis Assignment

Chamberlain University NR 501 Week 4: Concept Analysis Assignment-Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 501 Week 4: Concept Analysis Assignment  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NR 501 Week 4: Concept Analysis Assignment                  

Whether one passes or fails an academic assignment such as the Chamberlain University NR 501 Week 4: Concept Analysis Assignment  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NR 501 Week 4: Concept Analysis Assignment                  

The introduction for the Chamberlain University NR 501 Week 4: Concept Analysis Assignment is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NR 501 Week 4: Concept Analysis Assignment                  

After the introduction, move into the main part of the NR 501 Week 4: Concept Analysis Assignment  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NR 501 Week 4: Concept Analysis Assignment                  

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NR 501 Week 4: Concept Analysis Assignment                  

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NR 501 Week 4: Concept Analysis Assignment Included

A Sample Answer For the Assignment: NR 501 Week 4: Concept Analysis Assignment

Title: NR 501 Week 4: Concept Analysis Assignment

Nursing is a dynamic and perplexing profession requiring engaging and inspiring leadership and role models (Scully, 2015). The concept of leadership is complex and multidimensional but stays true to the fact that leadership is a goal to motivate a group of people to act towards achieving a common objective (Scully, 2015). Nurse leaders are essential to the profession for maintenance, establishing direction, aligning people, motivating, and inspiring colleagues towards a mutual target in the healthcare setting (Scully, 2015). 

Attributes of leadership in nursing include supporting clinical colleagues, inspiring followers to transform themselves and their situations, and acting as a role model to those who look up to the leaders. Leaders and the way leadership is performed have an important role in nursing. Leaders in nursing make decisions that affect nursing quality, patient satisfaction, finances, and ethical and professional dignity (Zydziunaite & Suominen, 2014). An antecedent of leadership is the leader’s self-awareness. A self-aware leader may be more conscious of how others perceive them, resulting in a more accurate self-assessment of themselves. A consequence of leadership is due to the environment nurses are in. The health care world is constantly changing. Leadership skills require the nurse to face unprecedented challenges daily (Zydziunaite & Suominen, 2014). To confront these demands nurse leaders must have the ability to make decisions that will not always make everyone happy. Most often, nurse leaders must make decisions that go against their own personal values, as well as others. This is a consequence of leadership, not being able to please everyone involved in the decision-making process while going against personal beliefs and values. 

While there are many empirical referents to the concept of leadership in nursing, Shelly A. Fischer (2016) wrote an analysis on transformational leadership in nursing. The background of her analysis was based on improving patient outcomes while decreasing the cost of care provision through leadership. Per Fischer (2016), healthcare reform is dependent of leaders with innovative thinking and skills to implement rapid change. Leadership in nursing is essential for preparing current and future nurse leaders to improve the health care system. From her analysis, she concluded that leadership in nursing has been associated with high performing teams and improved patient care (Fischer, 2016). This helps to create a foundation for teaching leadership and aims to enhance the understanding of leadership in nursing. 

The Neuman Systems Model (NSM) offers nurse leaders a dynamic and comprehensive tool to enhance their leadership skills. The NSM facilitates critical thinking about the healthcare environment, assesses strengths and weakness, and identifies stressors in the health care setting (Neuman,1997). This theory identifies the concept of leadership in nursing and accommodates the ever-changing health care setting in the nursing field (Neuman,1997). 

A Sample Answer 2 For the Assignment: NR 501 Week 4: Concept Analysis Assignment

Title: NR 501 Week 4: Concept Analysis Assignment

Any theory provides the framework towards understanding the professional practices. The same applies to nursing. Nursing theories are meant to guide the nurses towards providing right services. By developing and referring to the right nursing theories, nurses can add a lot of value to the healthcare environment as well as the society. When working towards the development of any theory, the theorist explores and explains the concept in detail and identifies the triggers that can enable the necessary intervention. By the very nature, a theory could be difficult to interpret, as it is abstract. Therefore, concept analysis is important to develop the right understanding. Every theory is a culmination of a variety of concepts that help in make the theory easy to interpret and apply in the right conditions.

In this paper, we will evaluate and analyze the concept of compassion fatigue its correlation with the environment that is provided to nurses for learning and practice. Watson’s theory of human caring talks about the relationship between patients- nurses. This relationship is nurtured with the compassion, empathy, and skills of nurses. The nurses need to be completely available physically, mentally, and spiritually while connecting with patients or their families. According to Watson’s theory, compassion is a very important part of developing a caring environment for patients and nurses are responsible for this development. Each nurse has her own as well as group responsibility towards this environment. They fulfill these responsibilities based on the ten caritas processes that are part of their routine. Each caritas explores a unique facet of nurse-patient relationship in details. This emphasizes the importance of a compassionate interpersonal connection between these stakeholders. Both, nurses as well as patients are an important part of these caritas. Watson strongly believes that a nurse needs to be salubrious in respect to contribute to the wellbeing of a patient (Clerico et al, 2013). Walker and Avant’s opinion is used in this concept analysis of compassion fatigue. The key steps involve describing the concept, literature review, describing the characteristics, recognition of precedent and antecedents, recognition of two verifiable referent, marginal case, exploration of reference case, and a contradictory case to further understand the concept (Jenkins & Warren, 2012).   

Compassion Fatigue

Due to its connect with nursing profession and the performance of caregivers, there arises a need for the complete understanding of the concept of compassion fatigue. In Taber’s Cyclopedia Medical Dictionary compassion, fatigue has been denoted as a stupendous succor fondness of enervation with reduced capacity for manual and cognitive functioning. Compassion fatigue can be showcased by variety of features including: Suspicion, psychological enervation, Cynicism, emotional exhaustion, self-concentration, and emotional dissociative disorder, of patients or conditions (Compassion fatigue, 2014). According to Harris and Griffin, compassion fatigue is the manual, psychological and divine outcome of chronic self-immolation. It could be due to the extended submission to tiring conditions that lead a person drained of affection, nourishment, attention or sympathy (2015, p. 82). Compassion fatigue often takes place when an individual goes through disturbing phenomenon, hardships, and destructive sickness, persistently with no outlet for psychological pronouncement or recreation (Boyle, 2015).  In the last few decades, compassion fatigue has been incorrectly labelled as exhaustion. Exhaustion takes place as a reaction to continuous work without rest, high expectations, financial crunch, interpersonal aggravation, and social pressures– these measures lead to reduced attentiveness, mistrust, and worthlessness” (Harris & Griffin, 2015, p. 82).

 Watson’s theory is all about caring for caregivers so that the nurses remain present and able for providing the best care to their patients. The patient-nurse relationship is at the core of human care, which encompasses the nurses’ capability to be available in every attentive communication (Clerico et al, 2013). Significantly, an attentive, and available, nurse will be capable of bestowing sympathetic, secure and standard attentiveness to every patient, which leads to healthy patients conclusions and ameliorate patients gratification. Nurses who encounter compassion fatigue are deprived of the capability to honestly relate with their patients, thereby inhibiting the foundation of attentive surrounding.

Literature Review

  Literature review is an important step for concept analysis. Compassion fatigue is an abstract concept, which is especially relevant for emergency response professionals like police, firefighters, and paramedics; however very less research has been done about how compassion fatigue influence nurses and their capability to provide the right care to patients. Like other initial health care professionals, nurses are distinctive, as they can’t refuse for their responsibility once the accountability of patients has been taken. Nurses are not supposed to share all the work related information with their partner. They are expected to hold their feelings and experiences back with themselves and continue to perform their duties (Boyle, 2015). Due to this, recent research has highlighted that about 16%-39% nurses face compassion fatigue, while only about 8%-38% feel exhausted. According to Kelly, Rung, and Spencer (2015), more “Millennial Generation” (ages 21-33 years) face compassion fatigue as compared to the previous generation “Baby Boomer” (ages 50-65 years) or the “Generation X” (ages 34-49 years).

 Moreover, about 20% nurses quit their profession within the first year. Out of this, a large number of junior nurses completely leave the industry right at the start of their career (Kelly, Rung & Spencer, 2015, p. 526).  In Hong Kong, a multi-hospital research has presented that some personality attributes have greater threats with respect to compassion fatigue. These characteristics are: high conscious, quest for perfection, and excessively volunteering for work (Yu, Jiang & Shen, 2015). Excitingly, researches, which evaluate variety of nursing professions, discover that hospice nurses had not showcased any positive interrelationship to succeed compassion fatigue. The truth is that hospice nurses possess more information of dealing contrivance, (Melvin, 2012).

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Defining Attributes

   It is hard for a nurse who is experiencing compassion fatigue to determine it instantly. The describing characteristics of compassion fatigue are:- Loss of personal identity of patients, lack of sympathy, indigent discernment, minimized toleration, declined functioning (Jenkins & Warren, 2012). The nurse might display some or all of these characteristics, which is much frequent in loss of identity of patients and in lack of recognition (Harris & Griffin, 2015).       

Antecedent and Consequence

   We should investigate in respect of concept analysis, that what arrives prior to abstract, or arouse abstract, or what are the predecessor of the abstract. In supplementation, we must scrutinize what happens succeeding the abstract, or what are the outcomes of the abstract happening. In connection, to compassion fatigue, there are reiterate compassion stressors, which took place before the advancement of compassion fatigue. In consideration, it is correspondingly new abstract and undetermined also as which stressor is much impactful, it aims at recording all recognized compassion stressors or predecessor. The determined compassion fatigue predecessor are: Reappearing submission of the caretaker to hardship, reiterate upheaval phenomenon, everlasting and extreme relationship with patient, greater-stress and  extreme upheaval submission, greater self-concentration within one’s function of  surrounding or character, and the advancement of deep connection with families and patients which aroused to extended psychological prostration. (Boyle, 2015).

   If nurse has initiated encountering compassion fatigue, she may pronounce that we stand at zero ground of the abstract, this is the notion at its foundation and now the conclusion of the idea either will begin to obvious or get mould into pervasive. Furthermore, considering compassion fatigue as correspondingly a current idea, it carries enumeration in multiple results. It could lead to lack of sympathy, loss of personal identity of patients, suspicion, enlargement in dropping of work days owing to physical objection, enlargement in psychosomatic sickness such as body aches, sudden loss or gain of weight, trauma,  and psychological exhaustion etc. (Boyle, 2015). See Appendix A.

Empirical Referents

   Empirical referents confirm or deny the presence of a concept exists and its scalability. It also suggests if the data can be put to other implementations as well (Boyle, 2015). Compassion fatigue is measurable on a scale that identifies the vulnerability level of an individual with respect to the condition. This scale is known as the Professional Quality of Life Scale (ProQOL 5). It has been upgraded five times since it was first introduced. This scale is comprised of a record of thirty questions, which the respondent respond on a scale of 0 to 5. 0 here indicates that the instance never took place while 5 means that it has happened more than once. Once the responses are compiled, the analysis reveals the potential of an individual to catch compassion fatigue (Boyle, 2015). 

There are many other self-tests as well to identify the threat of compassion fatigue. This test is entirely undesignated and free of cost. Whereas it fails to recognize various modes to obstruct compassion fatigue, but can assist to determine someone at danger. Supplementing to these scales, there is an impression of Event Scale – Revised (IES-R) and the Nursing Job Satisfaction Scale.  Thus, these scales also provide assistance in fostering the remedial surrounding if the recognized employees are bestowed with additional stuff to deal and to obstruct the entire elaboration of compassion fatigue. Furthermore, salubrious caretakers who possess capability of completely remain in abidance to patient and to flourish the distinct interrelated connection between caretaker and patient which is the vital component of Watson’s caring theory (Clerico et al, 2015).Other empirical referents are: partitioned from relationship, consciousness regarding fatigue, personal and professional frustration, and absence of incitement (Harris & Griffin, 2015). View Appendix ‘A’ with additional details.

Model Case

           Below is the recommended model that can be used for grooming of hospice nurse so that they may stay away from compassion fatigue. The model is explained with the help of a couple of case studies.

           “Jackie” is working as nurses since the last ten years or so. She has given her services at several healthcare setups such as emergency care, operational theatres, general care ward, intensive care units (ICU), and long-term care etc. As of now, she is part of a hospice care center as a nurse. Jackie has worked with a large number of patients facing different health issues. These patients come from a variety of demographics, culture, and economic backgrounds. Due to her skills and exposure, Jackie is regarded as a skilled, experienced, and compassionate nurse. She shares her knowledge and experience with her colleagues to even enhance their skills. While she moved to hospice care, Jackie had a new and pleasant experience of providing her services to the patients and their families. She is a good communicator and loves to share her knowledge of healthcare as well as general experience with them. Due to her love for the patients, she is able to connect with their easily.

Jackie is thoroughly enjoying this phase of her life and invests a lot of time and effort to personally connect with her patients. She believes that this connect goes a long way in providing the right care and support to the patients during their tough times.  The hospital administration, relatives, and patients often hear that patients have good things to say about Jackie. They enjoy the care provided by her and the time spent by her. However, there is something different in the recent times. Jackie’s manager often sees her staying back even after completing her duty. In this time, she talks to the patients and their family members, tries to do things that would make them feel good, and even volunteers for extended hours of shift. There is no negative impact upon Jackie’s work due to these added new responsibilities. However, her manager still notices the change carefully and thinks of stepping in if needed. Something changes again when Jackie reaches the center after a long weekend to find out that all the patients that were under her special care have passed away. Her manager also informs her that a new patient will come under her care the same day. This patient is a girl who is as young as Jackie’s own daughter. She is suffering from uncontrolled pain due to chronic cancer.Jackie makes all the possible efforts to save the girl from this horrible pain, but is not able to do so. Eventually the girl passes away. Jackie continuously feels the guilt. While she is not out of it, she is assigned a couple of new patients who are facing tremendous dyspnea, pain and anxiety.  Jackie once again provides them with the best possible care, invests hours even after her shift, and stays in touch with doctors continuously. About a week down the first instance, Jackie comes to the hospice center with a different, unusual, cynical attitude. He commoditizes her new lung cancer patient as “my smoker in room 2”. She also disrespects the family members of a young patient by saying “those needy parents.” Without a blink, all her colleagues notice this change in her tonality. However, none takes it as a permanent change and there is no reaction from the external environment. Few days later, Jackie seeks a half-day leave due to reported migraine. She comes back next day with the same problem.

          Jackie has spent about a quarter now at the hospice care center. Her probation is about to get over and her manager needs to confirm her. She notes that Jackie started her job with a desire to do something uncommon, completely devoted to her service and always available for duty without any notification. In last couple of weeks before the recapitulation the Jackie has been delayed three times and was absent for 2 days of at workplace. Furthermore, Jackie’s workmates have stated to her manager that she has not been completely focused on her job these days. Jackie’s nurse administrator is bothered about her, that she might be experiencing compassion fatigue and make efforts to do counseling with her. Enduring to this counseling she confessed that unexpectedly she begins to experience exhaustion every time. She also confesses that she often feels tired all the time, even after a good sleep. She fails to lift up her spirits, as she should; she experience disappointment regarding her selection of giving priority of changing over to hospice and develops the perception of quitting the duty. Thus, Jackie’s manager examined Jackie for compassion fatigue by performing online self-test, in which she scores highly. Therefore, Jackie’s manager recommends her Employee Health due to surmised compassion fatigue.

Considering this replicated case, Nurse “Jackie” reveal number of describing characteristics of compassion fatigue incorporating loss of personal identity, minimized presentation, and loss of sympathy. The background of Jackie encompasses her especial and extraordinary relation with patients, her great utilization of self, reiterate submission to hardship (working with seriously ill people), and a high-trauma surrounding (nursing). The outcome of the concluding compassion fatigue for Jackie was her loss of sympathy, her loss of identity for patients (referring to them as a disease or stigma), and absenteeism (migraines) (Jenkins & Warren, 2012).  

Alternative Cases

  This segment is comprised of a reference case which is either at the edge or the contradictory examples of the nursing abstract called as compassion fatigue.  A borderline replicated case will reveal entire characteristics of nursing abstract rather than one or two, whereas the abstract is still in the run. On the other side a contrary case does not have the characteristics that confirm the presence of compassion fatigue and will be in full disapproval regarding the nursing concept (Jenkins & Warren, 2012).

Borderline Model Case

Beneath borderline case of compassion fatigue with a description is given:

A nurse named Paul is working in the emergency care ward at an extremely busy hospital in the city. Since the last 5 years, Paul has been working as a nurse and invested a big part of his career in similar healthcare environment. Currently, Paul is associated with the responsibility of a patient who is brought through medivac. He was injured in a motor vehicle misadventure. When Paul’s patient arrives through medivac, the flight unit reveals that alcohol was found in patient’s car. Paul is speedy in bestowing magnificent attentiveness to his patient, whereas he refers to the patient “the drunk” or “the MVA” rather than using patient’s name. Paul remains in abidance to his patients and attains number of patients in whole day. Though he dispenses a standard care, he used to address them by their sarcastic nickname or by their sickness but not mention them as patients.  When Paul reports at the end of his duty, he does not prepare the complete report for his replacement Sandy. Moreover, Sandy clutches more time to search the information, but she works as required. She shrugs off the difficulties as “Paul being Paul” and he cannot be changed. Paul attains the duty at the very first morning and is in hurry to refuse the duty as he discloses that he is aged now and owing to this, he used to feel exhausted latterly. Then, he disregards his duty and sustains his day in the E.R.

Paul is encountering compassion fatigue. Thus, he has initiated losing of identity in respect of patients and eluding sympathy (The MVA or The Drunk); and he is presenting his work miserably (inadequate handoff/report).  He has an objection on his hardship due to exhaustion (fatigue even with sleep).  Hence, we can say that Paul’s case is a borderline case in which he is not revealing the describing features of compassion fatigue; and yet he possess a robust discernment and still have the capability to issue high standard of attentiveness towards his patient.

Contrary Model Case

              Becky is a nurse since prolonged time span. She adores her profession since last 25 years and enjoys interacting with her patients. Every day, Becky attains her duty with enthusiastic approach, a smile on her face, and giving preference to others requirement. As soon as her day comes to an end, Becky provides complete details to the upcoming nurse in an executive method bestowing uncomplicated and compact info to nurture uninterrupted care. Becky becomes conscious about the alterations appearing in health care and only performing in the way in which she can ensure to her patients and colleagues that though alterations are arriving but we will investigate it completely together as a troupe. She assimilates that though alterations are disagreeable and result into extended shifts periodically, which might leads to more trauma level in a day, thus, her performance in the attentive surrounding as a nurse enables her to avoid such disagreeable aspects. All her workmate and member of the interdisciplinary array, doctor, and associate adore working with Becky as they are aware that she will do everything possible to the best of her skills and capabilities to ensure the well-being of her patient. Becky is a vigorous patient upholder and always wishes to hear every patient, to assimilate their preferences in respect of betterment of health, and then to scrutinize their needs and to see whether the needs are accomplished or not. Furthermore, Becky enables every patient to feel like a healthy individual by addressing them with their correct names and exchanging words with them above nursing mediation. As Becky has seen a number of diseases, drawbacks, and stresses in her whole nursing profession, she enjoys satisfaction in realizing her reciprocal action with her patient, and she performs with all her strength to shower humbleness, solicitude, and sympathy during her reciprocal action. 

   In this contrary model case, Becky fails to encounter any characteristics of compassion toally fatigue. Truthfully, she is compassion content, which is totally opposite of compassion fatigue (Harris & Quinn, 2015). 

Conclusion

In the end, we can say that compassion fatigue is not a much-explored concept. However, the foundation of several theories like Watson’s theory of human caring is on abstract values such as care and compassionate of nurses. This makes it mandatory to further explore the field and identify valid concepts and application. Going by the academic references discussed in this paper, compassion fatigue negatively affects the overall skills and capability of nurses. Therefore, it has direct bearings on the availability and quality of healthcare services present in the society. Watson’s theory advises that the nurses need to be given the right environment to keep their motivation intact. Without this motivation, the nurses may not be inclined to provide the compassionate, skilled, personalized care to the patients who are in need of this. Therefore, theories play an important role towards making the society a healthy and safe place. We can also see the interrelation between theory and practice through this discussion. Nursing practice can be tremendously benefitted from the understanding of theories and putting these into practice framework.

NR 501 Week 4 Concept Analysis Assignment

The Concept Analysis Assignment is due by Sunday, 11:59 p.m. (MT) at the end of Week 4. The guidelines are listed below as well as the guidelines and grading rubric for this assignment are located in Course Resources. 

Purpose

This assignment provides the opportunity for the student to complete an analysis of a concept supported by a nursing theory using an identified process. The assignment fosters analytical thinking related to the selected concept as well as application within the profession.

Course Outcomes

CO 1: 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 4

Total Points Possible: 250 Points

Requirements

Description of the Assignment

This assignment presents a modified method for conducting a concept analysis of ONE concept that is important and useful to nursing.  The concept for this assignment must be supported by a published nursing theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application as demonstrated through the creation of model, borderline, and contrary cases.  Theoretical applications of the concept are also discussed. Non-nursing theories may NOT be used. The paper concludes with a synthesis of the student’s new knowledge about the concept. The scholarly literature is incorporated throughout the analysis. 

Only the elements identified in this assignment should be used for this concept analysis. 

Criteria for Content

Introduction

       The introduction substantively presents all the following elements: 

• Identifies the role of concept analysis within theory development.
• Identifies the selected nursing
• Identifies the nursing theory that addresses the selected concept.
• Names the sections of the paper.
• Scholarly support is required.

Definition/Explanation of the selected nursing concept

This section includes:

• Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required).
• A substantive discussion of this section with support from nursing literature is required.

Literature review

This section requires:

• A substantive discussion of at least 6 (six) scholarly nursing literature sources on the selected concept.
• Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion.
• Support from nursing literature is required. Please Note: Primary research articles about the selected nursing concept are the most useful resource for the literature review.

Defining attributes, for this section:

• A minimum of THREE (3) attributes are required.
• A substantive discussion of this section with support from nursing literature is required

Explanation:  An attribute identifies characteristics of a concept.  For this situation, the characteristics of the selected nursing concept are identified and discussed.

Antecedent and Consequence

This section requires the identification of:

• 1 antecedent of the selected nursing concept.
• 1 consequence of the selected nursing concept.
• A substantive discussion of the element with support from nursing literature is required.

Explanation:  An antecedent is an identifiable occurrence that precedes an event.  In this situation, an antecedent precedes a selected nursing concept. A consequence follows or is the result of an event.  In this situation a consequence follows or is the result of the selected nursing concept. 

Empirical Referents

This section requires the identification of:

• 2 (two) empirical referents of the selected nursing concept.
• A substantive discussion of the element with support from nursing literature is required.

Explanation:  An empirical referent is an objective ways to measure or determine the presence of the selected nursing concept.

Construct Cases

Explanation: hypothetical or real-life situations demonstrating the use or absence of the concept.

This section requires the creation of a model case, borderline case, and contrary case.

• 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas:
  • Definition
  • All identified attributes

Explanation:  A model case is an example of a hypothetical or real-life situation that demonstrates all of the attributes noted previously in this assignment.

• 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing.
• 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this cas
• Explanation:  Borderline case is a created case where one or two of the previously identified attributes are missing. Contrary case is a created case that demonstrate the complete opposite of the selected nursing concept – all identified attributes are missing.

Theoretical Applications of the Concept

8. Discuss the purpose of a concept analysis in relationship to theory.
9. Explain how the concept applies to the selected nursing theory.
10. A substantive discussion of the element with support from nursing literature is required.
13. Conclusion

This section requires:

• Summarization of key information regarding:
  • Selected nursing concept.
  • Selected nursing theory.
  • Application of concept analysis findings to advanced practice nursing (specific to selected specialty track professional role and/or area of practice).
• The concluding statements include self-reflection on the new knowledge gained from conducting a concept analysis. (Self-reflection may be written in first-person.)

Preparing the Assignment

Criteria for Format and Special Instructions

1. The paper (excluding the title page and reference page) should be at least 6, but no more than 8 pages. Points will be lost for not meeting these length requirements.
2. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6^th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
3. The source of the concept for this assignment must be a published nursing Non-nursing theories may NOT be used.
4. A minimum of 6 (six) 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. A dictionary maybe used as a reference for the section titled “Definition/Explanation of the selected nursing concept”, but it is NOT counted as one of the 6 required scholarly nursing references. Be aware that information from .com websites may be incorrect and should be avoided.
5. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.
6. Ideas and information from scholarly, peer reviewed, nursing sources must be cited and referenced correctly.
7. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
8. PLEASE note: Do not rely on .com sites to identify the nursing theory as they do not provide accurate information in all cases.

Possible Concepts: The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is NOT allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance. Please note: the concepts of incivility and civility are not allowed for this assignment.

Adaptation Burnout Caring Comfort Compassion Compassion fatigue Competence Cultural humility Empowerment Engagement Health Leadership Meaningfulness Modeling Noise Pain Palliative care Quality of life Resilience Self-care Sensory overload Situational awareness

Rubric

NR 501 Week 4: Concept Analysis Assignment Guidelines and Rubric

W4 Concept Analysis Guidelines and Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeIntroduction	10.0 pts Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided. 9.0 pts Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided. 8.0 pts Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided. 4.0 pts Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided. 0.0 pts Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.	10.0 pts
This criterion is linked to a Learning OutcomeDefinition/Explanation of Selected Concept This section includes: • Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required), and • Information about the concept as discussed by the theorist from the selected nursing theory is substantively presented. References from nursing literature are required.	25.0 pts Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources. 22.0 pts Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources. 20.0 pts Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides limited support from scholarly sources. 10.0 pts Presentation of information in one of the following elements fails to meet expectations: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides limited or no scholarly support. 0.0 pts Presentation of information is unsatisfactory in each of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides limited or no scholarly support.	25.0 pts
This criterion is linked to a Learning OutcomeLiterature Review This section requires: • A substantive discussion of at least 6 (six) scholarly nursing literature sources on the selected concept. • Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion.	35.0 pts Presentation of information was exceptional and included all of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. 31.0 pts Presentation of information was good, but was superficial in places and included all of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. 28.0 pts Presentation of information was minimally demonstrated in the all of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. 13.0 pts Presentation of information in one of the following elements fails to meet expectations: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. 0.0 pts Presentation of information is unsatisfactory in each of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in a disorganized fashion.	35.0 pts
This criterion is linked to a Learning OutcomeDefining Attributes For this section: • A minimum of THREE (3) attributes are required. References from nursing literature are required.	25.0 pts Presentation of information was exceptional and included all of the following elements: A minimum of 3 (three) attributes Support from scholarly sources provided. 22.0 pts Presentation of information was good, but was superficial in places and included all of the following elements: A minimum of 3 (three) attributes are required. Support from scholarly sources provided. 20.0 pts Presentation of information was minimally demonstrated in the all of the following elements: A minimum of 3 (three) attributes are required. Limited support from scholarly sources provided. 10.0 pts Presentation of information in one of the following elements fails to meet expectations: One or two attributes of the selected nursing concepts were presented. Limited or no support from scholarly sources provided. 0.0 pts Presentation of information is unsatisfactory in each of the following elements: No attributes of the selected nursing concept were presented. Limited or no support from scholarly sources provided.	25.0 pts
This criterion is linked to a Learning OutcomeAntecedents & Consequences This section requires the identification of: • 1 antecedent of the selected nursing concept, and • 1 consequence of the selected nursing concept. References from nursing literature are required.	25.0 pts Presentation of information was exceptional and included all of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Support from scholarly nursing literature provided. 22.0 pts Presentation of information was good, but was superficial in places and included all of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Support from scholarly nursing literature provided. 20.0 pts Presentation of information was minimally demonstrated in the all of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Limited support from scholarly nursing literature provided. 10.0 pts Presentation of information in one of the following elements fails to meet expectations: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Limited or no support from scholarly nursing literature was provided. 0.0 pts Presentation of information is unsatisfactory in two or more of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of selected nursing concept. Limited or no support from scholarly literature was provided.	25.0 pts
This criterion is linked to a Learning OutcomeEmpirical Referents This section requires the identification of: • 2 (two) empirical referents of the selected nursing concept. References from nursing literature are required.	20.0 pts Presentation of information was exceptional and included all of the following elements: 2 (two) empirical referents of the selected nursing concept. Support from scholarly nursing literature provided. 18.0 pts Presentation of information was good, but was superficial in places and included all of the following elements: 2 (two) empirical referents of the selected nursing concept. Support from scholarly nursing literature provided. 16.0 pts Presentation of information was minimally demonstrated in the all of the following elements: 2 (two) empirical referents of the selected nursing concept. Limited support from scholarly nursing literature provided. 8.0 pts Presentation of information in one of the following elements fails to meet expectations: 2(two) empirical referents of the selected nursing concept. Limited or no support from scholarly nursing literature was provided. 0.0 pts Presentation of information is unsatisfactory in each of the following elements: 2(two) empirical referents of the selected nursing concept. Limited or no support from scholarly nursing literature was provided.	20.0 pts
This criterion is linked to a Learning OutcomeConstruct Cases This section requires: 1 model case is created by the student and discussed substantively by demonstrating within the case each of the following areas: • Definition, • All identified attributes, • Antecedent, • Consequence, and • Empirical referent or Measurement Information from selected nursing theory is applied to the created model case.	30.0 pts Presentation of information was exceptional and included all of the following elements: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: • Definition • All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. 26.0 pts Presentation of information was good, but was superficial in places and included all of the following elements: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: • Definition • All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. 24.0 pts Presentation of information was minimally demonstrated in the all of the following elements: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: • Definition • All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. 11.0 pts Presentation of information in one of the following elements fails to meet expectations: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: • Definition • All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. 0.0 pts Presentation of information is unsatisfactory in two or more of the following elements: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: • Definition • All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case.	30.0 pts
This criterion is linked to a Learning OutcomeTheoretical Applications of the Concept This section requires: • The identification of 2 (two) alternative cases correctly created and presented. The two required alternative cases are: o Borderline (absence of one or two of previously identified attributes of the selected nursing concept. o Contrary (demonstrates the complete opposite of selected nursing concept Applies information from selected nursing theory.	30.0 pts Presentation of information was exceptional and included all of the following elements: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required. 26.0 pts Presentation of information was good, but was superficial in places and included all of the following elements: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required 24.0 pts Presentation of information was minimally demonstrated in the all of the following elements: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required. 11.0 pts Presentation of information in one of the following elements fails to meet expectations: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required. 0.0 pts Presentation of information is unsatisfactory in two or more of the following elements: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required.	30.0 pts
This criterion is linked to a Learning OutcomeConclusion This section requires: • Summarization of key information regarding: • Selected nursing concept, • Selected nursing theory, and • Application of concept analysis findings to advanced nursing practice.	10.0 pts Presentation of information was exceptional and included all of the following elements: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis. 9.0 pts Presentation of information was good, but was superficial in places and included all of the following elements: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis. 8.0 pts Presentation of information was minimally demonstrated in the all of the following elements: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis. 4.0 pts Presentation of information in one or two of the following elements fails to meet expectations: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis. 0.0 pts Presentation of information is unsatisfactory in three or more of the following elements: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis.	10.0 pts
This criterion is linked to a Learning OutcomePaper Specifications A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Non-nursing theories may NOT be used. Paper meets length requirements of 8 to 10 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.	20.0 pts This section included all of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 page. Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. 18.0 pts This section included three of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. 16.0 pts This section included only two of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. 8.0 pts This section included only one of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. 0.0 pts This section included none of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them.	20.0 pts
This criterion is linked to a Learning OutcomeAPA Format (6th edition) Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. One deduction for each type of APA style error	10.0 pts APA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 0 to 1 APA error was present 9.0 pts APA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 2 – 3 APA errors were present 8.0 pts APA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 4 – 5 APA were are present 4.0 pts APA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 6 – 7 APA were are present 0.0 pts APA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 8 or greater APA errors were present	10.0 pts
This criterion is linked to a Learning OutcomeCitations Ideas and information that come from readings must be cited and referenced correctly.	5.0 pts There were 0-1 errors in the crediting of ideas, and information that contributed to knowledge Permission to use references older than 5 years was obtained from faculty. 4.0 pts There were 2-3 errors in the crediting of ideas, and information that contributed to knowledge Permission to use references older than 5 years was NOT obtained from faculty. 3.0 pts There were 4-5 errors in the crediting of ideas, and information that contributed to knowledge 2.0 pts There were 6-7 errors in the crediting of ideas, and information that contributed to knowledge 0.0 pts There were 8 or greater errors in the crediting of ideas, and information that contributed to knowledge	5.0 pts
This criterion is linked to a Learning OutcomeWriting Quality 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.	5.0 pts 1–2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual 4.0 pts 3 – 4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual 3.0 pts 5 – 6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual 2.0 pts 7 – 8 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual 0.0 pts 9 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual	5.0 pts
Total Points: 250.0

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Submission

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Jan 29 at 1:01am (late)

Submission Details

Download Watson’s Caring Theory-Fride Edith Wandji (1).docx

Grade: 226 (250 pts possible)

Graded Anonymously: no

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Fride Edith Wandji, Jan 29 at 1:01am

Fride, VERY good paper! You did lose points as you had only four articles for your literature review instead of the required six. I have difficulty at some points in following your words. You may want to access the tutoring resources that will help you express your very original thoughts in a way that communicates well to others. NICE work!