Question 3300

Question Initial postEach small group selects one major clinical practice challengeEach student will identify .Select this small group topic early, so all have time to respond.a different nursing theory that applies to this topic and how that theory affects your individualized assessment, targeted intervention, and measurable specific outcomes. At least 2 grand theories (e.g., Orem, Neuman, Johnson, King, Roy, etc.) and 3 middle range nursing theories (e.g., Benner, Pender, Leininger, Mishel, etc.) must be selected. Use the discussion board to state your selected theory ahead of time. WE WANT NO DUPLICATION OF THEORY TO OCCUR.Each student should provide a primary source article in which the theory is described and a current primary research study to support the importance of the major practice challenge (doesn’t have to test the theory selected). Your textbook may not be used as a primary source reference for theory.  For the initial posting, students need to include:Purpose of the theory, major concepts and relationship statements and usefulness.Describe the major concepts and relationship statements between concepts applicable to your group topic. Provide a succinct description of the theory (Prefer less than 1000 words).Include conceptual and operational definitions and specific linkages of concepts that are applicable to the relationship statements/propositions you plan to apply to your group’s selected topic. One or two relationship statements suffice. If the definitions of concepts are not provided or relationship statements not specifically stated by the theorist state this.Make sure the relationship statements and major concepts of your theory are paraphrased in your own words. To simply copy this information from one source to another does not allow faculty to assess your understanding of the assignment nor your ability to paraphrase information at a graduate level. This is true for all discussion post assignments this semester.Level of the theory (e.g., grand, middle, or practice)Specific intervention you plan based on the theory concepts and relationship statement(s) you select to apply to your group topic. Refer to Module 3: Session 4 Theory Driven InterventionDescribe specifically how your intervention fits with the theory guiding your intervention.How will you specifically measure the specific theory concept and assess if the planned intervention worked? Example: if your concept is self-efficacy, what scale will be used to determine if this was improved (e.g., may be a published scale that fits with your population or something you create).Need two references for each post that are in correct APA 7th edition format.One primary article or book that was written by the theorist that describes the theory.One current primary research article that supports the intervention you describe to address the topic selected. Example of a potential small group topic: Self-care management education intervention to reduce blood glucose in male patients between the ages of 18 and 25 who are newly diagnosed with type I diabetes. Possible theories to consider for this topic listed directly above. Students don’t have to select these if others are more appropriate.Orem – grand theoryRoy – grand theoryPender – middle rangeLeininger – middle rangeMishel – middle range Second postOnce this posting is made by each student, you must each respond to another student’s post.Provide two scholarly references to support your response. Examples of critical discussion include:Comparing your post and your peer’s post, how did theories differ in the guidance provided to design interventions and address the topic?Were there any major limitations with the theory selected by your peer?Each posting is to be in the Correct APA format.________________________________________________This is a follow up to another question I just submitted. I already submitted a question regarding the first post. I need assistance also with my ‘second post’. Below is the response I need to reply to.Topic: Pressure ulcer prevention and managementLydia Hall’s Care, Cure, Core Nursing Theory: middle-range theoryPurpose of the theory, major concepts, relationship statements, and usefulness.Lydia Hall’s Care, Cure, Core Theory is important in bringing about a holistic approach to patient care. It combines the physical, caring aspects of the nurse, the medical knowledge and other members of the health care team, as well as taking into account the patients’ feelings and their own goals so as to better come up with a plan to help the patient heal (Hall, 1969). Two of these aspects will not do too much good if the third option isn’t on board. Since Lydia Hall’s theory is a middle-range theory the concepts are more concrete. It consists of three, inter-related concepts that sometimes overlap depending on what stage of the healing process the patient is currently in.Pressure ulcers are a major problem in health care requiring a skilled level of care. In a double-blind peer reviewed article done by Sumarno (2019) it was reported that not much research has been done on applying a nursing theory to pressure ulcer prevention. Pressure ulcers can have a huge impact on pain, quality of life, length of hospitalization and social interaction which is why is it important to incorporate a nursing theory which takes a holistic approach to treat the patient as a whole and include their mental health in the healing process (Sumarno, 2019). Using the Care, Cure, Core Theory helps to do just that. Sumarno’s article suggested using a Braden Scale to assess skin integrity and having patient’s maintain good nutrition and hydration as well as using barrier creams and massage beds as needed for pressure ulcer prevention (Sumarno, 2019).Specific intervention plan:Name / phrase describing intervention: Pressure ulcer prevention and management in the elderly populationPurpose / foundation: The three C’s of Lydia Hall incorporate the patient, their mental health and finding out their own personal goals through effective communication by the nurse (core), the nurse and their caring ability towards the patient including taking care of the patient’s physical well-being (care) as well as the role that medicine plays in healing while also incorporating other health care professionals such as nutritionists and physical therapists into the health care team (cure). By inter-relating these three aspects of care we can better able prevent and manage pressure ulcers in patients through a holistic approach.What: The nurse should have prior knowledge on what a pressure ulcer is and how they come about. A brief pre- and post-test can be given to patients to assess current knowledge as well as knowledge retention after the educational session. Handouts or pamphlets can be given out with visual aides of different pressure ulcer stages to appeal to visual learners to help patients learn more about them. It can also detail the importance of nutrition, hydration, movement, padding bony prominences while lying in bed and keeping dry with barrier creams or other ointments if needed.Who: NurseHow: Mode of delivery should be face to face instruction and open communication as well as hand outs given on the education of pressure ulcer prevention. A pre and post test can be given to assess knowledge retention.Where: Either at a long-term care facility or at a hospital, depending on where the patient resides at the time of interventionWhen and How Much: A total of twenty minutes to complete the pre and post tests and forty minutes to go over the educational pamphlets. Comprehension of knowledge could then be reviewed in one month.Tailoring: Each case could be more or less personalized depending on how high risk the patient is for developing pressure ulcers. Additional pamphlets could be given to patients who are high risk or extra time spent going over the importance of pressure ulcer prevention.Outcomes: A survey could be conducted at the nursing home or hospital where this intervention is taking place to gather results of the number of patients with various stages of pressure ulcers before the educational session and one month after the education session after various pressure ulcer prevention techniques have been put in place. Or you could assess previous and current Braden Scale scores before the intervention and one month after to see if any improvements have been made. Reference:Hall, L. E. (1969). The Loeb Center for nursing and rehabilitation, Montefiore Hospital and Medical Center, Bronx, New York. International Journal of Nursing Studies, 6(2), 81-97., A. S. (2019). Pressure ulcers: the core, care and cure approach. British Journal ofCommunity Nursing, 24 (Sup12), S38-S42. (Links to an external site.) Reply Health Science Science Nursing NURS 8002 Share QuestionEmailCopy link Comments (0)

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