NR 501 Week 7 Assignment Theoretical Framework to Support Evidence-based Practice: PowerPoint Presentation
NR 501 Week 7 Assignment Theoretical Framework to Support Evidence-based Practice: PowerPoint Presentation
NR 501 Week 7 Assignment Theoretical Framework to Support Evidence-based Practice: PowerPoint Presentation
INTRODUCTION
Models and theories have been shown be important in Psychiatric Mental Health nursing like other nursing specialities. These theories are key in determining the basis of behaviors and to help make appropriate plans for initiatives and interventions. It is important to note that while some of these theories have fully been developed, others are still developing (Smith, 2019). The implication is that carefully chosen, these theoretical models or theories give an appropriate context for evidence-based practice regarding particular issues in the psychiatry field. This means that a specialist has to choose the right theory which is relevant to the issue in question. Therefore, this presentation explores a theory relevant to psychiatric mental health nursing.
THEORY IDENTIFICATION
Developed by Dorothea Orem, the self-care deficit nursing theory interconnects concepts that allow practitioners to look at specific phenomenon in different angles. The theory is key in as it helps in guiding and improving practice. This theory has three interrelated parts including the theory of nursing system, the theory of self-care deficit and the theory of self-care (Ali, 2018). The self-care part of the theory entails various activities that a person starts and sustains to help in well-being, health and life maintenance. The theory asserts that there are various universal requisites for health care. They include maintaining a sufficient use of water, food and air, providing care related to elimination process, striking a balance between rest and work and between social interaction and solitude. The others include human functioning promotion and preventing hazards to human life and well-being.
As earlier indicated, there are various theories and theoretical frameworks that can be applied in psychiatric mental health nursing. One of the most relevant theories include Orem’s Self-Care Deficit Nursing theory. This theory is built on six major assumption, two of them include, individuals should be self-reliant and responsible for their care and that nursing is a form of action (Ali, 2018). This theory has three interrelated parts which include the theory of nursing system, the theory of self-care deficit and the theory of self-care. This theory is relevant to the psychiatric mental health nursing since a nurse specialist can offer care to a mental health patient incapable of their own self-care. Such a care can be offered at the right time to the patient to ensure that the patient recovers quickly and experience better outcome.
Struggling to Meet Your Deadline?
Get your assignment on NR 501 Week 7 Assignment Theoretical Framework to Support Evidence-based Practice: PowerPoint Presentation done on time by medical experts. Don’t wait – ORDER NOW!
Meet my deadline
ISSUE OF CONCERN
One of the major issues in my area of specialty is hospital readmissions. Patients with mental health challenges are more prone to readmissions than other groups of patients. Indeed, recent data show that one patient in seven among those with mental health problems are readmitted within one month of discharge, making the problem a worrying one. (Rammsbottom & Farmer) While some of the contributors of the readmission rates are institution based, others are patient based and usually impacted by the home environment. As such, hospital readmissions have been used as one of the quality improvement indicators as it can reflect what the organization could be doing right or wrong. Therefore, various intervention should be used in addressing the issue. Possible interventions can be based on Orem’s theory to help improve the patient’s capacity of self-care and ensure that the rates are reduced.
THEORY AS FRAMEWORK
As earlier stated, the Orem’s theory can be applies as a framework upon which to base a proposed evidence-based practice intervention that can be used in controlling or reducing readmission rates among patients with mental health challenges (Smith, 2018). Among the applicable EBP interventions are education offered to patients during discharge and screening patients to identify those at highest risk of readmission. The Orem’s theory can be applied in determining what should be done to individual patients depending on the personal factors and home factors specific to individuals. In the end, the chosen strategies help in regulating the individual functioning to help improve the rates of the readmissions.
Orem’s theory has various concepts that can offer a framework for the proposed patient education intervention. This education can be carried out to patients and their family members during discharge. One of the concepts in the theory is that people are distinct individuals. The implications is that the education delivery performed should take individual differences and preferences into consideration (Smith, 2018). Another aspect is that self-care and behavior is learned and since self care and behavior is key to these patients, the educational content is designed in such a way that it enhances patient learning and that they will sustain activities that improve their condition. Therefore, this theory allows for identification of the self-care deficits among these patients and appropriate strategies are used in overcoming them.
NR 501 Week 7 Assignment Theoretical Framework to Support Evidence-based Practice: PowerPoint Presentation References
Ali, B. H. I. (2018). Application of Orem self care deficit theory on psychiatric patient. Annals
of Nursing and Practice, 5(1), 1-3.
Ramsbottom, H., & Farmer, L. C. (2018). Reducing pediatric psychiatric hospital readmissions
and improving quality care through an innovative Readmission Risk Predictor
Tool. Journal of Child and Adolescent Psychiatric Nursing, 31(1), 14-22.
https://doi.org/10.1111/jcap.12203
Smith, M. C. (2019). Nursing theories and nursing practice. FA Davis.
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 501 Week 7 Assignment Theoretical Framework to Support Evidence-based Practice: PowerPoint Presentation
Purpose
Master’s prepared nurses actively engage in the process of translating nursing knowledge into practice, thereby establishing evidence-based approaches within the discipline. Throughout this process, a theoretical framework provides a meaningful context to guide and support the evidence-based practice. The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project within the MSN program.
Course Outcomes
Through this assessment, the student will meet the following Course Outcomes:
Apply nursing theory as a framework to guide the translation of knowledge and implementation of evidence-based practice in future professional settings. (CO #2)
Analyze theories from nursing and relevant fields with respect to the components, relationships among the components, and application to advanced nursing practice. (CO#4)
Total Points Possible
This assessment is worth 100 points.
Due Date
Submit your file(s) by 11:59 p.m. MT Sunday at the end of Week 7.
Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
Requirements
Criteria for Content
Review literature regarding issues or concerns within your selected area of advanced practice nursing.
Select a theory or model which is relevant to your selected area of advanced practice nursing and would offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified.
In a PowerPoint Presentation, address the following.
Introduction to the presentation
Identify and describe a theory or model, and explain its relevance to the selected area of advanced practice
Describe an issue or concern regarding the selected area of advanced practice, and explain its impact on health care outcomes
Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.
Conclusion to the presentation
References
Preparing the presentation
Submission Requirements
Application: Use Microsoft Word 2013â„¢ to create the PowerPoint presentation.
Length: The PowerPoint presentation must be 7 total slides (excluding title and reference slides).
Speaker notes are used and include in-text citations when applicable.
A minimum of three (3) scholarly literature sources must be used.
Submission: Submit your files.
Best Practices in Preparing the Presentation
The following are best practices in preparing this presentation:
Review directions thoroughly. NR 501 Week 3 Discussion: Steps of Concept Analysis
Follow submission requirements.
Make sure all elements on the grading rubric are included.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
Review the Creating a Professional Presentation Guidelines and Rubric.
Ideas and information that come from scholarly literature must be cited and referenced correctly.
A minimum of three (3) scholarly literature sources must be used.
Abide by CCN academic integrity policy.
NR 501 Week 7 Assignment Theoretical Framework to Support Evidence-based Practice: PowerPoint Presentation Grading Rubric Guidelines
Performance Category
10
9
8
4
0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
Evaluates literature resources to develop a comprehensive analysis or synthesis.
Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
Evaluates information from source(s) to develop a coherent analysis or synthesis.
Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
Demonstrates little or no understanding of the topic.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) without any interpretation/evaluation.
The posting uses information that is not valid, relevant, or reliable
No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
Information is not valid, relevant, or reliable
Performance Category
10
9
8
4
0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
Applies concepts to personal experience in the professional setting and or relevant application to real life.
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
Applies concepts to personal experience in their professional setting and or relevant application to real life
Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
Posts are superficial and do not reflect an understanding of the lesson content
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
5
4
3
2
0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
Exceeds minimum post requirements
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
Replies to a post posed by faculty and to a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Meets expectations of 2 posts on 2 different days.
The main post is not made by the Wednesday deadline
Does not reply to a question posed by a peer or faculty
Has only one post for the week
Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
Does not post to the thread
No connections are made to the topic
Minus 1 Point
Minus 2 Point
Minus 3 Point
Minus 4 Point
Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
2-3 errors in APA format.
Written responses have 2-3 grammatical, spelling, and punctuation errors.
Writing style is generally clear, focused, and facilitates communication.
4-5 errors in APA format.
Writing responses have 4-5 grammatical, spelling and punctuation errors.
Writing style is somewhat focused.
6-7 errors in APA format.
Writing responses have 6-7 grammatical, spelling and punctuation errors.
Writing style is slightly focused making discussion difficult to understand.
8-10 errors in APA format.
Writing responses have 8-10 grammatical, spelling and punctuation errors.
Writing style is not focused, making discussion difficult to understand.
Post contains greater than 10 errors in APA format.
Written responses have more than 10 grammatical, spelling and punctuation errors.
Writing style does not facilitate communication.
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread
The student answers the threaded discussion question or topic on one day and posts a second response on another day.
The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Don’t wait until the last minute
Fill in your requirements and let our experts deliver your work asap.
Start My Order
