Assignment
Part 1: Culture and Caring Theories
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
• Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice.
• Examine broad theoretical concepts as foundational to advanced nursing practice roles.
• Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice.
Requirements:
Discussion Criteria
1. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
2. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
o Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
- A post of "I agree" with a repeat of the other student's post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
- The peer response?must occur on a separate day from the initial posting.
- The peer response must occur before Sunday,?11:59 p.m. MT.
o Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
- A post of "I agree" with a repeat of the faculty's post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
- The faculty response?must occur on a separate day from the initial posting.
3. Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.
o What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
- Contains references for sources cited
- Written by a professional or scholar in the field and indicates credentials of the author(s)
- Is no more than 5 years old for clinical or research articles
o What is not considered a scholarly resource?
- Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
- Information from Wikipedia or any wiki
- Textbooks
- Website homepages
- The weekly lesson
- Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
o Can the lesson for the week be used as a scholarly source?
- Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
o Are resources provided from CU acceptable sources (e.g., the readings for the week)?
- Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
o Are websites acceptable as scholarly resources for discussions?
- Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.
Preparing the Assignment
Which of the culture and caring theories most resonates with you for your practice as an NP? How does the theory integrate the nursing paradigm?? What parts of the theory do you identify with? How does the theory help to meet CLAS standards to advance health equity?
Part 2: Reflection on Learning
Write 1-2 paragraphs reflecting on?caring and culture in the NP role. Then save the reflection as a Word Document for submission later in the course. In week 8, you will submit all reflections as a single document.
This reflection is worth 5 points and the final reflection document in week 8 is worth 15 points.
You will need to post your reflection here before you are able to see other students' posts.
Provide one specific example of how you achieved the weekly objectives. What personal values, if any, were challenged this week?
What values can you reaffirm or want to reconsider after this learning?
Format your assignment according to the following formatting requirements:
1. The answer should be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
2. The response also includes a cover page containing the title of the assignment, the student's name, the course title, and the date. The cover page is not included in the required page length.
3. Also include a reference page. The Citations and references should follow APA format. The reference page is not included in the required page length.
References to use
Baker, V. (2018). Theories focused on health equity and health disparities. In J. B. Butts & K. L. Rich, Philosophies and theories for advanced nursing practice, 3rd ed. (pp. 393-416). Burlington, MA: Jones & Bartlett
Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services: A model of care. Journal of Transcultural Nursing, 13(3), 181-184.
Duffy, J. (2018).Theories focused on caring. In J. B. Butts & K. L. Rich, Philosophies and theories for advanced nursing practice, 3rd ed. (pp. 545-559). Burlington, MA: Jones & Bartlett
McCance, T. McCormack, B., & Dewing, J. (2011). An exploration of person-centeredness in practice. Online Journal of Issues in Nursing, 16(2). doi:10.3912/OJIN.Vol16No02Man01
McCormack, B., &McCance, T. (2006). Developing a conceptual framework for person-centred nursing. Journal of Advanced Nursing, 56(5), 472-479.
McCormack, B., &McCance, T. (2017). Person-centered practice in nursing and health care. Theory and practice (2nd ed.). Oxford: Wiley Blackwell.
McEwen, M., & Wills, E. (2014). Theoretical basis for nursing (4th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Nelson, S. (2018). Theories focused on interpersonal relationships. In J. B. Butts & K. L. Rich, Philosophies and theories for advanced nursing practice, 3rd ed. (pp. 267-316). Burlington, MA: Jones & Bartlett
Office of Minority Health. (n.d.) What is CLAS?
Purnell, L. (2018). Models and theories focused on culture. In J. B. Butts & K. L. Rich, Philosophies and theories for advanced nursing practice, 3rd ed. (pp. 565-599). Burlington, MA: Jones & Bartlett
Watson Caring Science Institute. (2018). Core concepts of Jean Watson's Theory of Human Caring/Caring Sciences.
Watson, J. (2008). Nursing: The philosophy and science of caring (rev. ed.), Boulder: University Press of Colorado.