Assignment Task:
Course Description:
The purpose of this course is the study and critique of the organization and development of nursing knowledge. During the course we will discuss and compare concepts and theories from nursing, humanities, and science with emphasis on their significance to the practice of professional nursing. Need Assignment Help?
Course Objectives:
Upon completion of this course, students will be able to:
1. Define and describe theory in relation to its multiple purposes and utility in advanced nursing practice.
2. Describe theory development.
3. Understand and engage in the process of concept formation.
4. Distinguish between models and theories in nursing.
5. Comprehend the major elements of conceptual models for nursing practice.
6. Discuss the significance of nursing models for development of a theoretical and scientific body of knowledge.
7. Use established criteria to analyze, evaluate, critique, and compare/contrast nursing theories/models.
8. Discuss the current status of theory development in nursing, and its relation to nursing practice and the development of nursing knowledge.
9. Evaluate selected nursing theories and models in terms of level of development, and utility relative to the current and future needs of nursing practice, education, administration, and research.
10. Analyze various leadership models and nursing practice models in the context of nursing practice for their impact on patient outcomes.
11. Use nursing and other appropriate theories and models, and appropriate ethical framework for nursing practice.
12. Applies technology and theory in the delivery of client care and intercedes between the client and technology.
Learning Outcomes:
1. Students will be able to recall nursing theory, different types of theories and their development, criteria of analysis, and application in nursing practice.
2. Students will be able to compare and contrast two theories as applied in nursing practice.
3. Students will be able to apply a nursing theory in nursing practice.
4. Students will be able to differentiate ideas in class discussions and group activities with regard to views on nursing theory, its relevance in their practice, and the rationale of their choice of nursing theory.
Course Requirements:
Required Didactic Textbooks and/or Course Materials
McEwen, M, and Wills, E.(2023).Theoretical Basis for Nursing. 6th ed., Wolters Kluwer,.
American Psychological Association, (2019). Publication Manual of the American
Psychological Association, (7th Ed.). Washington, DC: APA. ISNB#9781433832178.
The Psychological and Physiological Impact of End-Stage Renal Disease: A Contemporary Cognitive Behavioral Perspective
Introduction:
End-Stage Renal Disease (ESRD) represents the final, irreversible stage of chronic kidney disease (CKD), requiring dialysis or kidney transplantation for survival. This condition not only imposes immense physical burdens but also deeply affects the psychological well-being of patients. Depression and anxiety are common among individuals with ESRD, influencing treatment adherence and quality of life. Contemporary Cognitive Behavioral Theory (CBT) provides a valuable lens through which to understand and treat the psychological impact of ESRD. This paper will explore ESRD using CBT, integrating health and mental health theory, neurobiology, diversity, and treatment implications.
Description of End-Stage Renal Disease (ESRD):
ESRD occurs when kidney function declines to less than 15% of normal capacity, rendering the kidneys unable to adequately filter waste from the blood. Common symptoms include fatigue, fluid retention, cognitive impairment, and emotional distress. According to the Centers for Disease Control and Prevention (CDC, 2023), over 785,000 Americans are affected by ESRD, with disproportionately high rates among racial and ethnic minorities. The chronic nature of the disease, combined with its demanding treatment regimen, often leads to significant psychological distress. Patients undergoing dialysis may experience isolation, hopelessness, and a reduced sense of autonomy, all of which contribute to poor mental health outcomes(Hedayati & Finkelstein, 2009.
Application of Contemporary Cognitive Behavioral Theory:
Contemporary CBT, rooted in the work of Aaron Beck and further developed to integrate neurobiological findings, emphasizes the relationship between thoughts, emotions, and behaviors (Beck & Haigh, 2014). In the context of ESRD, patients often experience negative automatic thoughts such as "I'm a burden," or "My life is over," which lead to feelings of hopelessness and withdrawal from daily activities (Cukor et al., 2007). These cognitive distortions can exacerbate depression and anxiety, reducing motivation to adhere to treatment (Hedayati & Finkelstein, 2009). CBT targets these maladaptive thought patterns through cognitive restructuring, helping patients identify and challenge irrational beliefs (Beck & Haigh, 2014). Behavioral strategies, such as activity scheduling and problem-solving, are also used to increase engagement and enhance coping. Contemporary CBT's incorporation of mindfulness and emotion regulation techniques makes it especially relevant for ESRD patients, who face ongoing stress and uncertainty (Beck & Haigh, 2014).
Health and Mental Health Integration:
The relationship between physical illness and mental health is bidirectional (Hedayati & Finkelstein, 2009). Patients with ESRD frequently experience depression, which in turn can negatively affect physical health outcomes such as dialysis adherence and dietary management (Cukor et al., 2007). The Health Belief Model (HBM) and the Theory of Reasoned Action help explain these behaviors. For instance, patients who perceive ESRD as highly threatening and believe that treatment will be effective are more likely to adhere to medical recommendations (Kimmel, 2001). Conversely, cultural beliefs, stigma, and a lack of perceived control can hinder health-promoting behaviors (Kimmel, 2001). Integrating psychological care into nephrology settings can improve overall health outcomes by addressing both mental and physical aspects of ESRD (Hedayati & Finkelstein, 2009).
Neurobiology:
ESRD has significant neurobiological implications. Uremic toxins, which accumulate in the bloodstream due to impaired kidney function, can cross the blood-brain barrier and affect cognitive function and mood regulation (Hedayati & Finkelstein, 2009). Patients often report memory loss, difficulty concentrating, and mood swings (Kimmel, 2001). Chronic stress associated with ESRD activates the hypothalamic-pituitary-adrenal (HPA) axis, leading to elevated cortisol levels that further disrupt immune function and neurotransmitter balance (Cukor et al., 2007). Neurobiological studies have shown that depression in ESRD is linked to dysregulation of serotonin, dopamine, and norepinephrine, which are critical for mood stabilization (Hedayati & Finkelstein, 2009). Inflammation and oxidative stress, both prevalent in ESRD, are also implicated in the pathophysiology of depression and anxiety (Cukor et al., 2007). These findings underscore the importance of integrating neurobiological considerations into psychological treatment (Beck & Haigh, 2014).
Diversity Considerations:
Diversity factors significantly influence the experience and treatment of ESRD. African Americans are three times more likely than whites to develop ESRD, due in part to higher rates of hypertension and diabetes, as well as socioeconomic disparities (CDC, 2023). Low-income individuals often face barriers to accessing consistent dialysis, mental health services, and nutritious food (Kimmel, 2001). Gender differences also emerge, with women more likely to report depression and men less likely to seek psychological help (Cukor et al., 2007). Cultural beliefs may influence how ESRD and mental health are perceived, potentially leading to underreporting of symptoms or reluctance to engage in therapy (Kimmel, 2001). Language barriers can further complicate communication and trust between patients and providers. A culturally competent approach is essential for addressing these disparities and promoting equitable care (Hedayati & Finkelstein, 2009).
Treatment:
Effective treatment of ESRD-related psychological distress requires a multidisciplinary approach (Cukor et al., 2007). CBT offers a structured, evidence-based method for addressing depression and anxiety in this population (Beck & Haigh, 2014). Cognitive restructuring techniques help patients identify and challenge negative thoughts related to illness and disability (Hedayati & Finkelstein, 2009). Behavioral activation encourages re-engagement with meaningful activities, combatingthe lethargy and isolation common in ESRD (Cukor et al., 2007). Mindfulness and stress reduction techniques can help patients manage uncertainty and improve emotional regulation (Beck & Haigh, 2014). Pharmacological interventions, such as selective serotonin reuptake inhibitors (SSRIs), may be appropriate for patients with moderate to severe depression (Hedayati & Finkelstein, 2009). Collaboration among nephrologists, nurses, social workers, and mental health professionals ensures comprehensive care (Kimmel, 2001). Psychoeducation, support groups, and telehealth options can also enhance access and adherence, especially in underserved communities (CDC, 2023).
Conclusion:
End-Stage Renal Disease presents profound challenges that extend beyond physical health, encompassing significant psychological and social dimensions (Kimmel, 2001). Contemporary Cognitive Behavioral Theory provides a valuable framework for understanding and addressing the mental health needs of ESRD patients (Beck & Haigh, 2014). By integrating cognitive restructuring, behavioral activation, neurobiological insights, and culturally informed care, clinicians can offer holistic and effective treatment (Hedayati & Finkelstein, 2009). Addressing the mind-body connection is essential for improving quality of life and health outcomes in this vulnerable population (Cukor et al., 2007).
References:
Beck, A. T., & Haigh, E. A. (2014). Advances in cognitive theory and therapy: The generic cognitive model. Annual Review of Clinical Psychology, 10, 1-24.
Centers for Disease Control and Prevention. (2023). Chronic Kidney Disease in the United States, 2023.
Cukor, D., Coplan, J., Brown, C., et al. (2007). Depression and anxiety in urban hemodialysis patients. Clinical Journal of the American Society of Nephrology, 2(3), 484-490.
Hedayati, S. S., & Finkelstein, F. O. (2009). Epidemiology, diagnosis, and management of depression in patients with CKD. American Journal of Kidney Diseases, 54(4), 741-752.
Kimmel, P. L. (2001). Psychosocial factors in dialysis patients. Kidney International, 59(4), 1599-1613.