Reconstructing a Nursing Theory Based on Advanced Nursing Roles Essay

Reconstructing a Nursing Theory Based on Advanced Nursing Roles Essay
The theory of interest/selected is Dorothea Orem’s self-care theory. I chose this theorist because she focuses on empowering patients to take care of their health. The primary goal is to remain healthy and valuable in societies because societies are merit-based. Orem views nursing as “bridging the gap” for individuals. In healthcare, nurses assist individuals in meeting needs they cannot meet due to their deficits (Hartweg & Metcalfe, 2022. The concept of nursing is majorly based on this concept. For example, care plans for patients with musculoskeletal orders include bed baths, exercises, patient education, assistance with activities of daily living such as relieving, eating, and walking. Such activities are excluded when dealing with admitted patients due to labor and delivery. The theory also relates to the nursing process, which assesses the patient’s needs and attempts to fill in those gaps. In my opinion, the self-care theory best explains the reasons underpinning all nursing interventions. The essay analyzes the development of the self-care deficit theory from the historical context, syntax, testing, and evaluation.
Theory Analysis
Historical Context
I, Dorothea Orem, developed this theory because I believe nursing is a theory grounded on caring. Empowering patients is a powerful tool for promoting their health and preventing illness and health limitations. I developed this theory after finding out that some interventions carried out routinely are not beneficial to most patients due to their diversified needs. In my opinion, nursing provides specialized assistance to promote patient self-care. The specialized assistance includes activities like encouraging, compensating, protecting, and nourishing patients as they recover from illness and injury (Hartweg & Metcalfe, 2022). It also includes teaching them self-care to promote their health at home. However, nursing does not include performing activities that patients can do for themselves without deficits. From what was discussed, nursing provides ‘special’ care.
Syntax

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Humans are systems capable of developing means (self-care) to cope with physical and psychosocial life demands. When these means fail, they require self-care agencies (such as nursing) to meet these needs. Every patient comes to the hospital with different needs which need to be addressed holistically (Deng et al., 2021). Thus, there was a need to shift from routine care to individual-based care, which focuses on patient care deficits and addresses them appropriately (Hartweg & Metcalfe, 2022). Nursing provides the special care that produces patients responsible for their health. The nurse should promote recovery and patient care at home. Human agencies, including nursing, identify, transfer, ad develop different means for assessing and providing care. Thus, the professionals share responsibilities depending on their abilities (skills, knowledge, and practice scope). Thus, those are the core concepts underpinning my theory
Theory Testing
Major underpinnings of a theory need testing to ensure they are working. Xu et al. (2020) carried out a study to examine the effects of self-care deficit theory on the quality of life of older adults after sustaining hip fractures. The researchers conducted a randomized control trial using 130 older adults with hip fractures. Self-care model interventions were compared to traditional care, and the complications results, including pneumonia, urinary infection, and deep venous thrombosis pressure ulcers, were evaluated. The complications results from the study showed significant statistical difference (p<0.05) between the experiment and control groups. The education program based on the self-care model effectively improved self-efficacy in these older adults. In another study, Khatiban et al. (2018) tested the Self-care model to determine if applying it in trauma patients on chest tubes would improve self-care knowledge, attitudes, practices, and respiratory conditions. The education took place in three days, based on the self-care model. The results showed significant improvement in self-care compared to the control group. Hence, concepts of the theory can be successfully applied to improve patient health outcomes and self-efficacy. Theory Evaluation There are several key evaluation questions of concern for the theory. These questions are based on relevance (applies to the nursing field), effectiveness (costs and time), and efficacy (achieving the desired results). These questions are: is the theory relevant to nursing practice? Is the self-care theory effective? Does the self-care model improve healthcare efficacy? The theory explains the primary concept underpinning various nursing practices, such as the nursing process, hence its relevance and the broad application of the theory (Hartweg & Metcalfe, 2022). The theory also filters out activities that the patients can do for themselves, reducing healthcare costs and time wastage. It also helps avoid complications during care hence its effectiveness (Deng et al., 2021). Various research studies prove that the theory improves self-efficacy by improving the patient’s self-care knowledge. Hence the theory is relevant and highly effective (Hartwed & Metcalfe, 2022). Theory Evaluation in Practice The self-care theory is widely applied to improve patient outcomes and improve healthcare delivery processes. The theory is applied in patient education for patient empowerment during the care process. Maslakpak et al. (2018) applied the self-care model to prevent and manage diabetic foot ulcers, one of the major diabetes complications. The researchers found significant improvement in self-care means, ischemia, and wound infection between the two groups in the quasi-experimental study. According to Maslakpak et al. (2018), the theory can be utilized in diabetes foot care to lower medical costs and amputation risks. Saeedifar et al. (2018) applied the theory to manage pain in women who have arthritis. Self-care behavior in rheumatoid arthritis is a vital pain management factor, and the self-care model helped provide empowering education on rheumatoid self-care. The study results showed significant effectiveness in pain reduction among these women with rheumatoid arthritis. Khademian et al. (2020) applied the theory in hypertensive patient education to improve their self-efficacy and quality of life. The mean scores for the quality of life were significantly higher in the experiment group than the control after six and eight weeks. Still, the self-efficacy means had no statistical significance. The studies show considerable significance in the theory application. It is widely applicable to patient education to improve self-care, management, efficacy, and quality of life. Conclusion Orem’s self-care deficit theory/ self-care model is essential in improving nursing practice. As discussed above, the theory’s primary concept is patient empowerment and postulates that nurses and other healthcare providers are agencies that provide the care which patients cannot provide themselves. It also entails enhancing patients’ self-efficacy and self-care ability. Thus, the model is widely applied in education programs with high degrees of success. As seen above, the theory can be used as a care planning tool and patient education framework. Healthcare leaders should leverage the theory for patient care planning to improve patient self-efficacy, self-management, and quality of life. References Deng, Q., Kang, L., Zhu, S., Luo, W., Qing, J., Zhong, S., Wu, Y., Lu, J., & Dong, H. (2021). Effects of nursing based on Orem’s self-care model on self-care efficacy, quality of life, and adverse emotions in patients with advanced lung cancer. American Journal Of Translational Research, 13(4), 2983. https://www.ncbi.nlm.nih.gov/pubmed/34017465 Hartweg, D. L., & Metcalfe, S. A. (2022). Orem’s Self-Care Deficit Nursing Theory: Relevance and Need for Refinement. Nursing Science Quarterly, 35(1), 70-76. https://doi.org/10.1177/08943184211051369 Khademian, Z., Ara, F. K., & Gholamzadeh, S. (2020). The effect of self-care education based on Orem’s nursing theory on quality of life and self-efficacy in patients with hypertension: a quasi-experimental study. International Journal Of Community-Based Nursing And Midwifery, 8(2), 140. https://dx.doi.org/10.30476/IJCBNM.2020.81690.0 Khatiban, M., Shirani, F., Oshvandi, K., Soltanian, A. R., & Ebrahimian, R. (2018). Orem’s self-care model with trauma patients: a quasi-experimental study. Nursing Science Quarterly, 31(3), 272-278. https://doi.org/10.1177/0894318418774876 Maslakpak, H. M., 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. https://doi.org/10.1007/s13410-017-0570-5 Saeedifar, E. S., Memarian, R., Fatahi, S., & Ghelichkhani, F. (2018). Use of the Orem self-care model on pain relief in women with rheumatoid arthritis: a randomized trial. Electronic Physician, 10(6), 6884. https://dx.doi.org/10.19082/6884 Xu, X., Han, J., Li, Y., Sun, X., Lin, P., Chen, Y., Gao, F., Li, Z., Zhang, S., & Sun, W. (2020). Effects of Orem’s self-care model on the life quality of elderly patients with hip fractures. Pain Research and Management, 2020. https://doi.org/10.1155/2020/5602683 BUY A PLAGIARISM-FREE PAPER HERE   MN502M4-4: Reconstruct a nursing theory based on advanced nursing roles. PC-5.1: Use language that is clear, concise and organized. Introduction Theories are constructed and developed by nursing theorists to describe and explain phenomena in nursing. Nursing science and development of the profession of nursing relies on this process to expand the understanding of what nursing is and what nursing does. The purpose of this competency assessment is to explore how a theorist explains their philosophy and thoughts and then develops their theory based on testing and use in practice. An evaluation of the theory will make clear its usefulness to nursing practice, leadership, and/or education. Directions In this assessment, you are going to explore how a nurse theorist of your choice created their theory. You will become the theorist immersing yourself in the writings from the earliest mentioned to the most current literature. Writing in the voice of the theorist (taking on the persona of the theorist), you will create the theory through the following four stages. In the first stage, theorizing occurs. This is where you, as the theorist, identify the concepts of what nursing is and is not. Perhaps you questioned what ideas were guiding those in nursing practice and then started to question your role. You started asking yourself, “Where am I in nursing, and where the profession is going? Is there some overarching understanding that guides the professional in their practice?” This is where you recognize that a theory is needed. In the second stage, syntax is developed. This is where you will define the terms, explain relationships between the terms, and examine their expansion. Syntax development is an evolution. Consider, for example, Jean Watson. She starts by defining the word “caring.” Within the last several years, she has refined her terminology changing the term caring to caritas and identified the relationships between terms. This demonstrates a growth and maturation from decades of research she and other scholars did to produce the theory of caring. The third stage is theory testing. Here, scholars and researchers consider whether this theory helps answer questions that arise in nursing. This is where your theory is examined and tested in research studies. For example, graduate nursing students request to use the tool you developed while testing your theory in an area of nursing. The fourth and last stage is evaluation. This is where the theory is used in practice with the goal of improving healthcare. It is evidenced in the development of policies, procedures and best practice standards that have evolved from theory implementation. Assessment Details 1. Begin your paper with an introductory paragraph that describes why you chose this theorist. First person voice (I, me, etc.) is acceptable in this paper. 2. Write in the first person voice (I, me, our, etc.) as the theorist. For example: I, Dr. Jean Watson, found that caring was a core concept of how I viewed nursing. To me, caring is the essence of nursing. 3. As the theorist, use the four stages (theorizing, syntax, theory testing, and evaluation) to explain how your theory was developed and used in nursing. 4. In the first (theorizing) stage, provide the historical context that influenced the theorist’s thinking. 5. In the second (syntax) stage, describe the development of the concepts and statements. 6. In the third (theory testing), provide two (2) examples of research examining the theory. 7. In the fourth (evaluation), provide three (3) examples of how the theory has been used in practice and provide a brief evaluation of the theory. 8. Conclude your paper in either the voice of the theorist or your own voice with a summary of the important points. 9. Consult the Grading Rubric for this Assignment found in the course resources for further detailed expectations. Minimum Submission Requirements • This assessment should be a Microsoft Word document and contain 4–5 pages of content in addition to the title and reference pages. • Seven (7) credible sources of support are required. Use your textbook, the Library, and the internet for research. • Use APA 7th Edition for format and style. • Respond to the questions in a thorough manner, providing specific examples of concepts, topics, definitions, and other elements asked for in the questions. • Your writing should be well ordered, logical, and unified, as well as original and insightful. • Your submission should provide a clearly established and sustained viewpoint and purpose. • Your submission must be written in Standard English and demonstrate exceptional content, organization, style, and grammar and mechanics. • Review the writing resources for APA 7th edition formatting and citation found in Academic Tools. Additional writing resources can be found within the Academic Success Center. All competency criteria must be met to earn a B grade and pass this Course Outcome. A predefined number of mastery criteria must be met to earn an A grade, indicating mastery of the Course Outcome. See the CLA and Grade Criteria Chart below. BUY A PLAGIARISM-FREE PAPER HERE   MET NOT YET MET Theory Development: Theorizing      Competency     Describes the theorist’s background and experiences     Explains the theorist’s beliefs about nursing      Mastery     Contains two ideas about what nursing is / what nursing is not according to the theorist     Explains theoretical ideas     Theory Development: Syntax      Competency     Defines one concept / term     Explains the origin of the concept / term      Mastery     Explains two or more concepts / terms foundational to the theory     Relates the concepts / terms to the purpose of the theory     Theory Testing      Competency     Provides an example of how the theory was tested in a research study      Mastery     Provides two research articles as examples of how the theory was tested     Uses both quantitative and qualitative research studies in examining the theory     Theory Evaluation      Competency     Evaluated the theory using two common theory evaluation questions      Mastery     Evaluated the theory using three or more theory evaluation questions     Theory Evaluation: Use in Practice      Competency     Provided two articles as examples of the theory being used to improve practice      Mastery     Provided three or more articles as examples of the theory being used to improve practice.     Total Competency Criteria:     Total Mastery Criteria:       CLA and Grade Criteria Chart   CRITERIA CLA Score Grade Points Meets all competency criteria and 5-8 of mastery criteria 5 A 1000 Meets all competency criteria and 0-4 of mastery criteria 4 B 850 Meets 5-6 of competency criteria 3 Not Yet Competent* 0 Meets 3-4 of competency criteria 2 Not Yet Competent* 0 Meets 1-2 of competency criteria 1 Not Yet Competent* 0 Meets 0 competency criteria 0 Not Yet Competent* 0 No submission NA Not Yet Competent* 0   *Not Yet Competent grades convert to an F at term end   *If work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision without being scored. If the work submitted does not meet the minimum submission requirements by the end of the term you will receive a failing score.   Minimum Submission Requirements Minimum Submission Requirements MET NOT YET MET ·         Proper notification of any resubmission, repurposing, or reworking of prior work per the Purdue Global Student Coursework Resubmission, Repurposing, and Reworking Policy Resource. ·         This assessment should be a Microsoft Word document and contain 4-5 pages of content in addition to the title and reference pages.     ·         Seven (7) credible sources of support are required. Use your textbook, the Library, and the internet for research.     ·         Use APA 7th Edition for format and style.     ·         Respond to the questions in a thorough manner, providing specific examples of concepts, topics, definitions, and other elements asked for in the questions.     ·         Your writing should be well ordered, logical, and unified, as well as original and insightful.     ·         Your submission should provide a clearly established and sustained viewpoint and purpose.     ·         Your submission must be written in Standard English and demonstrate exceptional content, organization, style, and grammar and mechanics.     ·         Review the writing resources for APA 7th edition formatting and citation found in Academic Tools. Additional writing resources can be found within the Academic Success Center.             Struggling to meet your deadline ? 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