NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

 Grand Canyon University NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation-Step -By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation 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 NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation 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 NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

The introduction for the Grand Canyon University NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation 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 NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

After the introduction, move into the main part of the NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation 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 NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

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 NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

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 NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation Included After Question

Assessment Description

This is a Collaborative Learning Community (CLC) assignment.

This assignment is to be completed in a group, which will be assigned by your instructor. The presentation will be submitted and graded as a group assignment.

Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10‐15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:

1. Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.
2. Explain how the nursing theory incorporates the four metaparadigm concepts.
3. Provide three evidence‐based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.

You are required to cite a minimum of three sources to complete this assignment. Sources must be appropriate for the assignment and relevant to nursing practice.  

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

A Sample Answer For the Assignment: NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

Title: NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

Nurses constitute a critical part of the healthcare system. As practitioners, they leverage various theories to offer care. These models allow the to use various approaches to patient care and community health. Nursing theories offer a systematic way of executing nursing practice to achieve quality outcomes. These theories include various components of healthcare and the setting that influence care delivery (Younas, 2019). The theories focus on four nursing metaparadigm comprising of person, health, nursing, and the environment (Deliktas et al., 2019). The aim of this presentation is to describe Dorothea Orem’s self0care theory and its conceptual model. The presentation illustrates how the policy can be applied in nursing settings.

The presentation’s objectives entail providing an overview of Dorothea Orem’s self-care theory, and evidence to support its efficacy in nursing practice. The presentation also explains and demonstrates the theory’s conceptual model. It also explains the integration of the four metaparadigm concepts into the theory. The presentation also shows three evidence-based illustrations of self-care model’s support for the nursing practice based on rationales.

Dorothea Orem made important and long-term impact in nursing through her self-care theory. Born in 1914, Orem worked in different parts in the country to advance the nursing profession before her demise in 2007 (Younas, 2019). Orem developed her nursing model in 1971 and was vital in assisting to shape the holistic approach nurses use towards patient care. Using the theory, nurses can determine the aspects of care they should emphasize. Self-care model also emphasizes the critical role played by patients play in maintenance of autonomy over the nursing processes.

The theory explains that nurses should intervene in patient care by helping them to make independent decisions based on their autonomy. The theory advances that all people have the ability to care for themselves if given right information and incentive. The model comprises of self-care, self-deficits and theory of nursing system.

According to Orem, Self-care emanates from actions that individuals freely and deliberately start and execute on their own to maintain life, health and wellness based on their environment. deficit occurs when one requires nursing due to incapacitation in providing self-care (Wills, 2019). The nursing system focuses on the interactions between nurses and patients as well as the wholly or partial compensatory nursing system and supportive-educative model that occurs in healthcare settings.

NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation REFERENCES

Bender, M. (2018). Re‐conceptualizing the nursing metaparadigm:

  Articulating the philosophical ontology of the nursing discipline

   that orients inquiry and practice. Nursing inquiry, 25(3), e12243.

Deliktas, A., Korukcu, O., Aydin, R., & Kabukcuoglu, K. (2019). Nursing

  students’ perceptions of nursing metaparadigms: A

  phenomenological study. The Journal of Nursing Research, 27(5),

  e45.

Maslakpak, M. H., Shahbaz, A., Parizad, N., & Ghafourifard, M. (2018).

   Preventing and managing diabetic foot ulcers: application of Orem’s

   self-care model. International Journal of Diabetes in Developing Countries,

  38(2), 165-172.

A Sample Answer 2 For the Assignment: NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

Title: NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

The theory explains that nurses should intervene in patient care by helping them to make independent decisions based on their autonomy. The theory advances that all people have the ability to care for themselves if given right information and incentive. The model comprises of self-care, self-deficits and theory of nursing system.

According to Orem, Self-care emanates from actions that individuals freely and deliberately start and execute on their own to maintain life, health and wellness based on their environment. deficit occurs when one requires nursing due to incapacitation in providing self-care (Wills, 2019). The nursing system focuses on the interactions between nurses and patients as well as the wholly or partial compensatory nursing system and supportive-educative model that occurs in healthcare settings.

The efficacy of self-care theory is buoyed by diverse study findings which illustrates that health professionals leverage the model to lower costs, develop quality care interventions and allows faculty members to reduce the gap between theoretical aspects and practice for nursing students (Maslakpak et al., 2019). The model helps in enhancing patient outcomes and as it can be used to evaluate appropriate interventions for better results and maintenance of autonomy for patients.

The self-care model focuses on patient care and assists nurse practitioners to think and interact well with patients and colleagues. The framework is vital in development of nursing school curriculum and improving quality of nursing care for patients in different settings by leveraging interventions which are self-sustaining and initiated by patients or individuals in need of care. The self-care model’s primary objective is to ensure that an individual returns and maintains their former state of health and this allows providers to customize care interventions based on patients and their practice settings (Wills, 2019).

The Model’s Conceptual Framework includes three areas: Self-care, self-care deficits and Nursing Agency. Self care contains two aspects that comprise of self-care agency and self-care demands. The self-care agency advances that an individual can care for themselves based on their age, life experience, and sociocultural orientation health and accessible resources (Wazni & Gifford, 2017). The second concept is the therapeutic self-care demand which denotes to the totality of self-care where one performs actions to meet the self-care needs or requisites using acceptable approaches. The self-care requisites are things needed by individuals at al stages of life to care for themselves.

The universal self-requisites affect all people and are linked to life processes and maintenance of integrity of human structure and optimal functionality (Wazni & Gifford, 2017). These comprise of daily activities in life aimed at sustenance of sufficient intake of air, water, food, and having elimination processes. It also entails creating a balance among a host of activities that include rest, solitude and social interactions as well as hazards’ prevention to attain wellness and promote optimal human functioning.

Self-deficit implies that one cannot provide care for themselves due to various reasons. The deficit model illustrates the interaction between the self-care agency and the capability to conduct aspects self-care based on the expected requisites (Wills, 2019). The therapeutic self-care demands may not be satisfied when the agency dos not have the ability to initiate and carry out the respective interventions.

Nursing system comprise of three aspects that include wholly compensating model where an individual attains total care by care provision of the nurse, partly compensating where patients can care for themselves with support from nurses, and the supportive-educative where the nursing system focuses on providing education to individuals to enhance self-care (Bender, 2018). The implication is that the self-care model meets the conceptual framework as it shows that nurses should focus on assisting individuals attain better outcomes based on their abilities’ levels.

This is a Collaborative Learning Community (CLC) assignment.

This assignment is to be completed in a group, which will be assigned by your instructor. The presentation will be submitted and graded as a group assignment.
Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10?15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:

Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.
Explain how the nursing theory incorporates the four metaparadigm concepts.
Provide three evidence?based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance

NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation Grading Rubric

Performance Category 100% or highest level of performance
100%
16 points Very good or high level of performance
88%
14 points Acceptable level of performance
81%
13 points Inadequate demonstration of expectations
68%
11 points Deficient level of performance
56%
9 points
Failing level
of performance
55% or less
0 points
Total Points Possible= 50 16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. Presentation of information was exceptional and included all of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was good, but was superficial in places and included all of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was minimally demonstrated in all of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in one of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in two of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

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• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information is unsatisfactory in three or more of the following elements
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations Presentation of information was exceptional and included all of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information was good, but was superficial in places and included all of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information was minimally demonstrated in the all of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in one of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in two of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in three of the following elements
• Applies principles, knowledge and information and scholarly resources to the required topic.
• Applies facts, principles or concepts learned scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.
10 Points 9 Points 6 Points 0 Points
Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count)
The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)
Responses are substantive and relate to the topic. Demonstrated all of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion. Demonstrated 3 of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion. Demonstrated 2 of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion. Demonstrated 1 or less of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.
8 Points 7 Points 6 Points 5 Points 4 Points 0 Points
Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
Error is defined to be a unique APA error. Same type of error is only counted as one error. The following was present:
• 0-3 errors in APA format
AND
• Responses have 0-3 grammatical, spelling or punctuation errors
AND
• Writing style is generally clear, focused on topic,and facilitates communication. The following was present:
• 4-6 errors in APA format.
AND/OR
• Responses have 4-5 grammatical, spelling or punctuation errors
AND/OR
• Writing style is somewhat focused on topic. The following was present:
• 7-9 errors in APA format.
AND/OR
• Responses have 6-7 grammatical, spelling or punctuation errors
AND/OR
• Writing style is slightly focused on topic making discussion difficult to understand.
The following was present:
• 10- 12 errors in APA format
AND/OR
• Responses have 8-9 grammatical, spelling and punctuation errors
AND/OR
• Writing style is not focused on topic, making discussion difficult to understand.
The following was present:
• 13 – 15 errors in APA format
AND/OR
• Responses have 8-10 grammatical, spelling or punctuation errors
AND/OR
• Writing style is not focused on topic, making discussion difficult to understand.
AND/OR
• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:
• 16 to greater errors in APA format.
AND/OR
• Responses have more than 10 grammatical, spelling or punctuation errors.
AND/OR
• Writing style does not facilitate communication
0 Points Deducted 5 Points Lost
Participation
Requirements Demonstrated the following:
• Initial, peer, and faculty postings were made on 3 separate days Failed to demonstrate the following:
• Initial, peer, and faculty postings were made on 3 separate days
0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:
• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. Demonstrates one or less of the following.
• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

A Sample Answer 3 For the Assignment: NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

Title: NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

Kolcaba developed the comfort theory after conducting a conceptual analysis of the term in various disciplines such as medicine, nursing, psychology, and psychiatry. The theory is a middle-range theory that focuses on placing patient comfort as the main aspect of nursing care. To Kolcaba, nurses provide comfort to patient when they engage in holistic nursing (Coelho, Parola, Escobar-Bravo & Apóstolo, 2016).

Holistic comfort refers to the immediate strength that patients experience when their needs are met by nurses who are their caregivers. The comfort theory not only assumes that patients need comfort, but also that nurses have the ability to identify comfort needs and ensure that patients experience holistic comfort (Coelho, Parola, Escobar-Bravo & Apóstolo, 2016).

Comfort: this is a concept that strengthens patients and is achieved using comforting actions conducted by nurses during healthcare.

Intervening variables: Factors such as social support, finances, and prognosis that do not change during healthcare and healthcare providers have no control over them. They should be considered by nurses when determining interventions that lead to patient comfort.

Healthcare needs: the needs of patients in healthcare settings.

Enhanced comfort: A desirable outcome that occurs after nurses implement appropriate interventions to meet the comfort needs of a patient.

Institutional integrity: the wholeness, values, and financial stability of healthcare organizations at national, state, regional, and local levels. When nurses engage in comfort care, they promote institutional integrity.

Best practices: these are procedures and protocols developed by healthcare institutions for specific patients after assessments. Comfort needs are patient-specific hence best practices should focus on patient-centered care.

Best policies: Overall procedures and protocols developed by healthcare institutions for use in evidence collection. They should facilitate the identification of patients’ comfort needs (Coelho, Parola, Escobar-Bravo & Apóstolo, 2016).

The comfort theory proves the conceptual model because it encourages the determination of the healthcare needs of a patient and the use of comforting interventions to deal with these needs. In addition, the theory emphasizes on the need of considering intervening variables when providing comfort needs as a way of achieving enhanced comfort.

The comfort theory describes nursing as a process that should involve the identification of the comfort needs of a patient, determining and implementing the most appropriate care plans, and conducting evaluations to determine if the plans meet the comfort needs of the patients. Intervening variables are those that are not controlled by healthcare providers but they affect the patient’s comfort such as availability of social support or finances. It is important to consider these variables before determining effective interventions (Coelho, Parola, Escobar-Bravo & Apóstolo, 2016).

When patients are comfortable, they become satisfied with the care they receive. Since patient comfort involves taking care of their physical, spiritual, social, and environmental needs, comfort leads to good patient outcomes which is a crucial healthcare outcome. Patient satisfaction with care also leads to good reputations for healthcare organizations (Coelho, Parola, Escobar-Bravo & Apóstolo, 2016).

Types of comfort

According to the diagram, there are three types of comfort: relief, ease, and transcendence.

Relief: The feeling experienced when an individual’s specific comfort needs are met.

Ease: the state of being contented or calm.

Transcendence: a state where an individual has the ability to rise above pain problems.

Comfort occurs in four contexts: physical, environmental, psychospiritual, and sociocultural.

Physical: Comfort that pertains to bodily functions such as immune function, bodily sensations, and homeostatic mechanisms.

Environmental: Comfort that pertains to the external surrounding of the patient such as sound, light, odor, temperature etc.

Psychospiritual: Comfort that pertains to a patient’s internal self-awareness such as their identity, self-esteem, sexuality, and religion.

Sociocultural: Comfort that pertains to the interpersonal relationships of a patient including relationships with family and friends (Coelho, Parola, Escobar-Bravo & Apóstolo, 2016). 

The four metaparadigm concepts include nursing, patient, environment, and health. in the comfort theory, nursing practice should involve the intentional assessment of patients’ comfort needs as a way of determining the needs and developing strategies to meet these needs. The term patients refers to people in need of healthcare such as families, individuals, and members of the community (Krinsky, Murillo & Johnson, 2014).

Patients are greatly influenced by environmental factors. According to the comfort theory, the environment refers to external factors such as light, sound, and odor that influence the patient’s comfort.

Patients are said to be at god health when they have optimal functioning at physical, mental, and psychological levels. enhanced comfort promotes optimal functioning (Krinsky, Murillo & Johnson, 2014).

The comfort theory considers nurses as very important aspects of patient care, hence it supports nursing practice. the theory explains that nurses are in charge of assessing, identifying, and meeting the care needs of patients in any healthcare setting. The theory also encourages holistic comfort among nurses which implies that the theory views nurses as important professionals (Wensley, Botti, McKillop & Merry, 2017).

The comfort theory also supports patient-centered care which is a critical component of nursing practice. the theory encourages nurses to assess each patient individually and to determine the individual needs and interventions for the patients (Wensley, Botti, McKillop & Merry, 2017).

To successfully determine a patient’s comfort needs, nurses must develop a therapeutic relationship with their patients. nurse-patient relationships are critical in nursing practice because they transform patient experiences and ensure that the nurse, who is part of the patient’s environment, interacts well with the patient (Kornhaber, Walsh, Duff & Walker, 2016).

NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation References

• Coelho, A., Parola, V., Escobar-Bravo, M., & Apóstolo, J. (2016). Comfort experience in palliative care: a phenomenological study. BMC Palliative Care, 15(1). doi: 10.1186/s12904-016-0145-0
• Kornhaber, R., Walsh, K., Duff, J., & Walker, K. (2016). Enhancing adult therapeutic interpersonal relationships in the acute health care setting: an integrative review. Journal Of Multidisciplinary Healthcare, 9, 537-546. doi: 10.2147/jmdh.s116957
• Krinsky, R., Murillo, I., & Johnson, J. (2014). A practical application of Katharine Kolcaba’s comfort theory to cardiac patients. Applied Nursing Research, 27(2), 147-150. doi: 10.1016/j.apnr.2014.02.004
• Wensley, C., Botti, M., McKillop, A., & Merry, A. (2017). A framework of comfort for practice: An integrative review identifying the multiple influences on patients’ experience of comfort in healthcare settings. International Journal For Quality In Health Care, 29(2), 151-162. doi: 10.1093/intqhc/mzw158

A Sample Answer 4 For the Assignment: NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

Title: NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

I think it is interesting that you brought up the different nursing specialties like ICU. This made me curious as to how ICU’s got started. What I found was that the first ICU was established in 1953 by Dr. William McClenahan who acknowledged the need for a care environment that could better meet the fast-changing needs of critical patients (Romaine-Davis, 1999). By 1969, half of all non-profit hospitals in the U.S. had ICUs. This rapid growth of ICUs greatly expanded the need for critical care nurses throughout the country, driving higher numbers of nurses into critical care settings. In 1969, the AACN (American Association of Cardiovascular Nurses) was established by Norma Shepard, Penny Vaughan, and Vee Rice, to help educate new ICU nurses. The AACN developed core curriculum, standards of care, and a national examination to certify nurses’ knowledge and competency in critical care. In 1971, the AACN changed its name to the American Association of Critical-Care Nurses to reflect the diverse complexities of the critical care setting (American Association of Critical-Care Nurses, n.d.). Over the next few decades, critical care specialty certifications became available to help nurses maintain an up-to-date knowledge base and reinforce special knowledge, and skills required for critical care settings.