NURS 8114 Applying Interdisciplinary Theories to Nursing Practice
NURS 8114 Applying Interdisciplinary Theories to Nursing Practice
NURS 8114 Applying Interdisciplinary Theories to Nursing Practice
The assigned theory to me is the Health Belief Model. The Health Belief Model (HBM) hypothesizes that health-related behavior depends on the combination of several factors, namely, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy. The health belief model explores the client’s readiness to change, the client’s perception toward needing to change, and the clients perceived benefits to the health change.
The selected nursing practice issue is the issue of medication errors. In my organization, medication errors in one such area where technology specialists works closely with nurses, physician and other health care stakeholders. My organization use technology and all the records are shared on computer systems. The technology specialists have trained all the nurses extensively about the use of technology platform (McGonigle & Mastrian, 2017). However, there is still a culture where nurses would pass on some patient information verbally when the change the shifts. There is a need of the intervention of 100% use of technology system like Bar Code Management System (BCMS) with process-based change like bedside shift reporting and health belief model can be used here.
As per the Health Belief Model (HBM), there are six key components or constructs. The first one is the Perceived Susceptibility- It is the degree to which the person feels the seriousness of the health problem. It helps to predict the behaviour and the individual needs to perceive the risks personally as it helps to motivate the behaviour through preventive interventions. There is a need to increase the awareness level of nurses about medication errors and make the aware about the effects of medication errors as per perceived susceptibility. Another dimension of health belief model that is appliable here is the perceived benefits- It is referred to as the positive outcome that the population believes will result from the action. Here the individual must accept that any action will help to decrease the severity. For health organization, it is important to communicate the benefits of interventions to key stakeholders including nurses.
References
Edberg, M. (2015). Essentials of health behavior: Social and behavioral theory in public health. (2nd ed.). Jones and Bartlett Publishers.
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Increasing effective communication with Simulation Theory
It is said that some learn from books and some learn by doing. In nursing, this remains true. While one can master the art of practice by the book, another needs the practical application to understand and apply. Effective communication continues to be an area for improvement. Simulation theory offers all an opportunity to increase their knowledge about the practical application of effective communication in practice.
Effective communication remains one of the leading causes of medical errors and patient harm. According to Davis (n.d., as cited by Agarwal, 2009) communication is,
The transfer of information and understanding from one person to another person. It is a way of reaching others with facts, ideas, thoughts and values. It is a bridge of meaning among people so that they can share what they feel and know. By using this bridge a person can cross safely the river of misunderstanding that sometimes separates people. (p.1)
Learning new ways to communicate effectively will ultimately lead to better patient care. Simulation exercises are a tool that allows for practice and implementation of ways to communicate effectively.
Simulation theory, as described by Koukourikos et al. (2021), “is a technique for replacing or completing real-life experiences with guided experiences” (p. 15). Simulation theory implies that learning by doing remains an acceptable way of gaining knowledge in areas for practical application. For simulation theory to prevail as an advanced way of education, the applications of simulation theory must then be examined for efficiency concerning the practical clinical issue addressed (Josephsen, 2015). Once efficiency is established, a course of simulation related to the clinical problem may commence. According to the National League of Nursing, “Simulation is valued for its ability to provide realistic, context-rich experiential learning in a safe environment” (n.d.). Addressing effective communication in a guided environment that focuses on implementing open, honest, and corrective communication is a plan for increasing
effective communication. Josephsen (2015) found that “simulation design is based on multiple elements of input that require integration in which the learners must form or select an appropriate schema to guide problem solving and task completion” (p. 262). Which, when put into practice, increases understanding and decreases miscommunication. Allowing one to learn based on evidence in a guided simulation provides the learner with a firm foundation on which to apply to practice.
In conclusion, using the simulation theory concerning effective communication will decrease misunderstandings when utilized. Increased effective communication potentially will increase the satisfaction of the patient and the caregivers.
References
Agarwal, O. (2009). Effective communication-i. ProQuest Ebook Central.
https://ebookcentral.proquest.com
Josephsen, J. (2015, May). Cognitive load theory and nursing simulation: An integrative review. Clinical Simulation in Nursing, 11(5). 259-267.
http://dx.doi.org/10.1016/j.ecns.2015.02.004
Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I. V., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in Clinical Nursing Education. Acta informatica medica: AIM: journal of the Society for Medical Informatics of Bosnia & Herzegovina: casopis Drustva za medicinsku informatiku BiH, 29(1), 15–20.
https://pubmed-ncbi-nlm-nih-gov.ezp.waldenulibrary.org/34012208/
National League of Nursing (NLN). (n.d.). Simulation.
http://www.nln.org/professional-development-programs/simulation
NURS 8114 Applying Interdisciplinary Theories to Nursing Practice
Using the same practice issue from the Week 2 Discussion and an interdisciplinary theory you will be assigned, you will research your assigned theory for applications in addressing your practice issue. Although your focus is exploring one theory in depth, as you engage with colleagues, consider other theories that also apply to your practice issue. Learning from colleagues is particularly important and encouraged with this Discussion.
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To prepare:
- Your Instructor will assign you an interdisciplinary theory from among the following:
- Health Belief
- Health Promotion
- Change
- Disease Causation
- Transformational Leadership in Nursing and in Health Care
- Patient-focused Care/Patient-centered Care
- Problem-based Learning
- Simulation (Jeffries/NLN)
- Cultural Competence/Diversity
- Review the Learning Resources, with particular attention to information on your assigned theory.
- In addition, search the Walden Library for at least two scholarly articles published within the previous 5 years on your assigned theory. Identify examples and insight for applying this theory to your practice issue.
- Consider how to explain your assigned theory and its applications to nursing practice and the specific issue you are addressing.
Note: Your initial post is due by Day 3. Contact your Instructor if you have not received your assigned theory on Day 1.
With these thoughts in mind …
By Day 3 of Week 3
Post a brief description of your assigned theory and your practice issue. Then, explain how you would apply your assigned theory to your practice issue and explain your reasoning. Be specific and provide examples. Cite your sources in your post.
Read a selection of your colleagues’ posts.
Cultural Competence/ Diversity Theory
A central tenet of the theory is that it is important for the nurse to understand individual’s view of illness. Also, the focus is on recognizing and understanding cultural similarities and differences and using the information to positively influence nursing care and health (McFarland & Wehbe-Alamah, 2015). The United States is made up of people from different background, culture, and beliefs. Some of these cultural practices and beliefs might be different from what our cultural practice and beliefs are, and we must learn to respect their view while still making sure we are providing effective care to the patients. One must make sure that the care provided is designed to fit their cultural needs. One of the practice issues that we are having at my practice is increase in early readmission.
Cultural competence is the ability to collaborate effectively with individuals from different cultures; and such competence improves healthcare experience and outcomes. Measures to improve cultural competence and ethnic diversity will help alleviate healthcare disparities and improve health care outcomes in these patient populations (Nair & Adetayo, 2019). One of the reasons why there might be early readmission with people of different culture, is that the discharge planning is not tailored to fit their cultural needs. There are many cultural beliefs and practices that one might not agree with personally, but as healthcare providers we must be open minded to understand these differences so we can design the discharge plan that best suits the patients’ needs all around, hereby decreasing the risk of early readmission.
Providing education and hiring a diverse team are some of the ways to help with these cultural disparities in healthcare. Diversity encompasses age, culture, beliefs, customs, ethnicity, race, religion, gender, sexual orientation, gender identity, geographical location, educational background, and socioeconomic status, and these facets should be represented among faculty and staff. It is essential for nurses to understand the scope of diversity to seamlessly deliver quality healthcare across the continuum (Lightfoot & Quintana, 2017). When patient see someone, they can identify with taking care of them, it makes them feel less anxious about their care. It also allows the healthcare providers to relate and understand their cultural needs and able to build a discharge plan that suits their needs. Providing education to staff to create awareness will allow staff to pay closer attention to other cultures and their needs.
Reference
Bhat, A. M., Wehbe-Alamah, H., McFarland, M., Filter, M., & Keiser, M. (2015]. Advancing cultural assessments in palliative care using web-based education. Journal of Hospice and Palliative Nursing, 17(4), 348-354.
Nair, L., & Adetayo, O. A. (2019). Cultural competence and ethnic diversity in healthcare. Plastic and Reconstructive Surgery. Global Open, 7(5), e2219. https://doi.org/10.1097/gox.0000000000002219
Lightfoot, L. A., & Quintana, D. M. (2017). Embracing Diversity in Nursing to Improve Healthcare. INSIGHT into Diversity, 88(4), 56–58.
By Day 6 of Week 3
Respond to at least two colleagues on 2 different days. Choose colleagues who were assigned different theories than your own. Respond to their posts in one or more of the following ways:
- Critique their application of theory to their practice issue and either explain why you support their thinking or recommend a different theory to consider, which may be the theory you were assigned. Explain your thinking.
- Drawing on their explanation of their assigned theory, describe how this theory applies to your practice issue and explain your reasoning.
- Compare and contrast their assigned theory with your own for application to practice issues. Support your reasoning.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 3 Discussion Rubric
Post by Day 3 of Week 3 and Respond by Day 6 of Week 3
To Participate in this Discussion:
Week 3 Discussion
Modules 1–2 Assignment: Written Philosophy of Nursing Practice
You began this Assignment in Module 1 and will continue developing your philosophy of nursing practice in Module 2. This week, consider specific middle range nursing theories that align with or can stretch your thinking about nursing practice. Keep in mind your Assignment is due by Day 7 of Week 3.
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To prepare:
- Reflect on the current draft of your philosophy of nursing practice and how, or in what ways, your philosophy is grounded in science.
- Pay particular attention to the middle range theories you explore in the Week 2 Discussion and how these theories relate to the practice issue you identify.
- Consider how to integrate applications of nursing middle range theories (from the Week 2 Discussion or others) into your philosophy statement to strengthen or deepen how nursing science informs or guides your philosophy of nursing practice.
The Assignment (3–5 pages)
Continue to develop your written philosophy of nursing practice by identifying at least two middle range nursing theories that apply to your nursing practice and explaining how each theory supports your philosophy. Include at least two scholarly resources for this element of your philosophy.
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.
There is no submission due this week.
Submit your philosophy of nursing practice by Day 7 of Week 3.
What’s Coming Up in Week 3?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week you will take a broader look at applications of theory to nursing practice. You will also complete your written philosophy of nursing practice, which is due by Day 7. Plan your time accordingly.
Week 3 Discussion: Assigned Theories
For the Discussion next week, your Instructor will assign to you one of nine interdisciplinary theories for investigating applications to nursing practice. In responding to your colleagues’ posts, you are encouraged to choose colleagues who are assigned a different theory from yours. Refer to the Discussion “to prepare” section for the list of featured theories.
Note to the Course Instructor (click to expand/reduce)
Note to the Course Instructor: In preparation for the Week 3 Discussion, please assign each student one interdisciplinary theory from among the following:
- Health Belief
- Health Promotion
- Change
- Disease Causation
- Transformational Leadership in Nursing and in Health Care
- Patient-focused Care/Patient-centered Care
- Problem-based Learning
- Simulation (Jeffries/NLN)
- Cultural Competence/Diversity
The required Learning Resources in Week 3 provide a basic explanation of each theory. Students are also directed to search the Walden Library for at least two current scholarly articles that provide examples and insight for applying their assigned theory to a practice issue. Please make the theory assignments on or before Day 1 of Week 3, to ensure students have adequate time to prepare and post their initial response by Day 3.
Next Week
Week 3: Other Theories That Support Nursing Practice
The value of interdisciplinary learning is the beauty of drawing on knowledge and strategies from multiple fields. Imagine how ill prepared a nurse would be who only studied human systems. Patients are naturally more than a collection of systems. They have personalities and perspectives that are shaped by experiences, culture, and other factors that impact health and wellness. To know how to help the patient, understanding of these other factors, such as how cultural norms may influence disease prevention or the success of a treatment regimen, is crucial.
In the same way, the nursing middle range theories you examined in Week 2 are not the only theories that apply to and can guide nursing practice. Theories from other sciences, such as psychology and sociology, as well as from other fields, such as business, also have potential to support nursing practice.
This week you will explore a range of interdisciplinary theories through your Discussion with colleagues. You will also complete your module Assignment by considering how interdisciplinary theories may contribute to creating a philosophy of nursing practice that can be a beacon on your DNP journey.
Learning Objectives
Students will:
- Analyze interdisciplinary theories for applications to nursing practice
- Compare applications of interdisciplinary theories to nursing practice
- Explain philosophy of nursing practice
- Analyze factors that influence philosophy of nursing practice
- Recommend strategies for social change advocacy for the role of the DNP
- Analyze middle range nursing theories in relation to philosophies of nursing practice
- Analyze interdisciplinary theories in relation to philosophies of nursing practice
Learning Resources
Required Readings (click to expand/reduce)
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
Document: Handout: Writing a Philosophy of Nursing Practice (Word document
Required Media (click to expand/reduce)
Optional Resources (click to expand/reduce)
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8114_Week3_Discussion_Rubric
| Excellent90%–100% | Good80%–89% | Fair70%–79% | Poor0%–69% | |||
| Main Posting:Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. | 40 (40%) – 44 (44%)Thoroughly responds to the Discussion question(s).Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources. |
35 (35%) – 39 (39%)Responds to most of the Discussion question(s).Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of the post has exceptional depth and breadth. Supported by at least three credible references. |
31 (31%) – 34 (34%)Responds to some of the Discussion question(s).One to two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references. |
0 (0%) – 30 (30%)Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria.Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references. |
||
| Main Posting:Writing | 6 (6%) – 6 (6%)Written clearly and concisely.Contains no grammatical or spelling errors.
Adheres to current APA manual writing rules and style. |
5 (5%) – 5 (5%)Written concisely.May contain one to two grammatical or spelling errors.
Adheres to current APA manual writing rules and style. |
4 (4%) – 4 (4%)Written somewhat concisely.May contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 3 (3%)Not written clearly or concisely.Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
||
| Main Posting:Timely and full participation | 9 (9%) – 10 (10%)Meets requirements for timely, full, and active participation.Posts main Discussion by due date. | 8 (8%) – 8 (8%)Meets requirements for full participation.Posts main Discussion by due date. | 7 (7%) – 7 (7%)Posts main Discussion by due date. | 0 (0%) – 6 (6%)Does not meet requirements for full participation.Does not post main Discussion by due date. | ||
| First Response:Post to colleague’s main post that is reflective and justified with credible sources. | 9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settings.Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice setting. | 7 (7%) – 7 (7%)Response is on topic and may have some depth. | 0 (0%) – 6 (6%)Response may not be on topic and lacks depth. | ||
| First Response: Writing |
6 (6%) – 6 (6%)Communication is professional and respectful to colleagues.Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleagues.Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)Response posed in the Discussion may lack effective professional communication.Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited. |
0 (0%) – 3 (3%)Responses posted in the Discussion lack effective communication.Response to faculty questions are missing.
No credible sources are cited. |
||
| First Response: Timely and full participation |
5 (5%) – 5 (5%)Meets requirements for timely, full, and active participation.Posts by due date. | 4 (4%) – 4 (4%)Meets requirements for full participation.Posts by due date. | 3 (3%) – 3 (3%)Posts by due date. | 0 (0%) – 2 (2%)Does not meet requirements for full participation.Does not post by due date. | ||
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settings.Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice setting. | 7 (7%) – 7 (7%)Response is on topic and may have some depth. | 0 (0%) – 6 (6%)Response may not be on topic and lacks depth. | ||
| Second Response: Writing |
6 (6%) – 6 (6%)Communication is professional and respectful to colleagues.Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleagues.Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)Response posed in the Discussion may lack effective professional communication.Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited. |
0 (0%) – 3 (3%)Responses posted in the Discussion lack effective communication.Response to faculty questions are missing.
No credible sources are cited. |
||
| Second Response: Timely and full participation |
5 (5%) – 5 (5%)Meets requirements for timely, full, and active participation.Posts by due date. | 4 (4%) – 4 (4%)Meets requirements for full participation.Posts by due date. | 3 (3%) – 3 (3%)Posts by due date. | 0 (0%) – 2 (2%)Does not meet requirements for full participation.Does not post by due date. | ||
| Total Points: 100 | ||||||
Name: NURS_8114_Week3_Discussion_Rubric
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