The purpose of this assignment is to a) identify a nursing theory, b) analyze the importance of the selected theory to the nursing profession, c) summarize key concepts and relationships among the concepts of the selected nursing theory, d) present views of the selected theory on areas of specialization, and e) communicate ideas in a clear, succinct and scholarly manner.
Course Outcomes
Through this assignment, the student will demonstrate the ability to:
• (CO#1) Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions, comprehensiveness, and utility to advanced nursing. (PO1)
• (CO#3) Communicate the analysis of and proposed strategies for the use of a theory in nursing practice. (PO3, 7,10)
• (CO#4) Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO4, 7)

Due Date: Sunday 11:59 PM MT at the end of Week 2
Total Points Possible: 100
REQUIREMENTS:
Description of the Assignment
In this 5-6 page paper (not including the title or reference pages in the page count), the introduction contains a few statements about nursing theory in general, identification of
one nursing theory to be used in this paper, and the sections of the paper. The selected nursing theory can be from any of the three types of theories:
• grand theory (e.g., Roy adaptation model),
• middle-range theory (e.g., Benner’s model of skill acquisition),or
• practice theory (e.g., Im’s theory on the pain experience of cancer patients).
Note: the theories named here are examples only; students may choose any nursing theory.

1. The first section of the paper is a description of the importance of nursing theory, in general.
2. Key points and inter-relationships of those points of the selected theory are summarized. Biographical or historical information about the selected nursing theory or the nurse theorist is not included.
3. The selected nursing theory’s views or ideas about nursing leadership, nursing education, health policy, or nursing informatics (only one of these specializations) are discussed briefly, using two examples from real life to illustrate the views. Real-life examples come from a student’s own practice or from the scholarly literature.
4. The paper is concluded by presentation of insights gained (what was learned) about nursing theory through writing the paper.

Criteria for Content
• Introduction includes general comments on nursing theory (such as a definition of nursing theory and past exposure or experience with nursing theory), the name of the selected nursing theory, and the sections of the paper. A heading is not used.
• Section one contains an analysis of the importance of nursing theory, in general, to the nursing profession. For example, one might address why nursing theory is studied and how nursing theory impacts the profession and patient care.
• Section two is a summary of key concepts and relationships among the concepts of the selected nursing theory. Remember to state the name of the theory again. Avoid biographical and historical information about the theory or theorist. At a minimum, include reasons for selecting this theory, the purpose(s) of the theory, key concepts, relationships among key concepts, and how this theory addresses nursing’s metaparadigm. Students are not limited to these areas.
• Section three presents a discussion of how the selected nursing theory views nursing leadership, nursing education, nursing informatics, or health policy, along with 2 real-life examples illustrating the views. If the selected theory does not explicitly discuss the chosen specialization, a possible view of the specialization can be proposed. Remember that real-life examples come from a student’s own practice experiences or from the scholarly literature. Keep each example succinct (about 1 – 3 paragraphs).
• Section four is the conclusion. In the conclusion, ideas and understandings about nursing theory learned from writing the paper are shared.

Criteria for Format and Special Instructions
1. This assignment must be submitted to Turnitin, as required by the Turnitin policy. Check with the Instructor for more information.
2. The textbook required for this course may not be used as a reference for this assignment.
3. A minimum of 2 (two) scholarly references must be used.
4. Title page, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section or topic of the paper.
5. The paper (excluding the title page and references page) should be at least 5 pages. Points will be lost for not meeting these length requirements (too short or too long)
6. Ideas and information that come from readings must be cited and referenced correctly.
7. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.

Week 3 Assignment

Application: Using the Data/Information/Knowledge/Wisdom Continuum

Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.

Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.

To prepare:

• Review the information in Figure 6-2 in Nursing Informatics and the Foundation of Knowledge.
• Develop a clinical question related to your area of practice that you would like to explore.
• Consider what you currently know about this topic. What additional information would you need to answer the question?
• Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
  • Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
  • Once you have identified useful databases, how would you go about finding the most relevant articles and information?
  • Consider how you would extract the relevant information from the articles.
  • How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?

To complete:

Write a 3- to 4-page paper that addresses the following:

• Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific. Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.
  • Identify the databases and search words you would use.
  • Relate how you would take the information gleaned and turn it into useable knowledge.

Your paper must also include a title page, an introduction, a summary, and a reference page.

Readings

• American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.).Silver Springs, MD: Author.
  • “Metastructures, Concepts, and Tools of Nursing Informatics”

    This chpater explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

• McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
  • Chapter 6, “Overview of Nursing Informatics”

    This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

  • Chapter 7, “Developing Standardized Terminologies to Support Nursing Practice”

    This chapter explores the need for consistent nursing terminology. The authors also detail the different approaches to developing terminology.

• Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.
  Retrieved from the Walden Library databases.

  In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

• Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.
  Retrieved from the Walden Library databases.

  This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

• Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

  The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

• Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.
  Retrieved from the Walden Library databases.

  This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

Media

• Laureate Education, Inc. (Executive Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.
  McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)

  The continuum of data, information, knowledge, and wisdom is used in the health care field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.

Optional Resources

• Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.
  Retrieved from the Walden Library databases.
• Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.
   

  Readings

  • American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.).Silver Springs, MD: Author.
    • “The Future of Nursing Informatics”
  • McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (Laureate Education, Inc., custom ed.). Burlington, MA: Jones & Bartlett Learning.
    • Chapter 14, “Improving the Human-Technology Interface”

      This chapter describes the human-technology interface and explores some of the problems that result from its usage. The author also reflects on methods for improving the interface.

    • Chapter 19, ”Telenursing and Remote Access Telehealth”

      This chapter explores the usage of telehealth in nursing practice. The authors examine the role of telehealth, along with potential issues that may arise in its usage.

  • Brewer, E. P. (2011). Successful techniques for using human patient simulation in nursing education. Journal of Nursing Scholarship, 43(3), 311–317.
    Retrieved from the Walden Library databases.

    This article identifies studies that have used human simulation as an effective instructional tool in nursing education. The article describes different strategies for incorporating human simulation into nursing education, and it also offers insight on improvements that could be made to current practices.

  • Guarascio-Howard, L. (2011). Examination of wireless technology to improve nurse communication, response time to bed alarms, and patient safety. Herd, 4(2), 109–120.
    Retrieved from the Walden Library databases.

    The author explains the results of a study on the outcomes of using wireless communication devices to improve patient safety by allowing nurses to communicate more quickly and easily with other nurses. The results indicate that this technology can increase the value of team nursing, improve response time, and increase patient safety, although there are some drawbacks and challenges associated with the devices.

  • Simpson, R. L. (2012). Technology enables value-based nursing care. Nursing Administration Quarterly, 36(1), 85–87.
    Retrieved from the Walden Library databases.

    This article describes how technology can be used to address problems in the U.S. health care system, such as lack of consistency and lack of effective treatment. The article explains the use of value-based care initiatives and outlines how nurses can use these initiatives to improve outcomes in treatment and research.

  • Vinson, M. H., McCallum, R., Thornlow, D. K., & Champagne, M. T. (2011). Design, implementation, and evaluation of population-specific telehealth nursing services. Nursing Economic$, 29(5), 265–272, 277.
    Retrieved from the Walden Library databases.

    Telehealth is defined as health services that integrate electronic information and telecommunications to improve health care access, outcomes, and costs. This article describes how a telehealth implementation project was designed, enacted, and evaluated, and it analyzes the results of that project.

  Media

  • Laureate Education, Inc. (Executive Producer). (2012c). Health care technologies. Baltimore, MD: Author.
    Retrieved from the Walden Library databases.

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.

PICOT Statement 

Revise the PICOT statement you wrote in the Topic 1 assignment.

The final PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions.

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement.

Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment.

Successful completion of this assignment requires that you provide a rationale, include examples, or reference content from the study in your responses.

Qualitative Study

Background of Study:

·         Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

·         How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.

·         Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

·         List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.

·         Were the purpose and research questions related to the problem?

Method of Study:

·         Were qualitative methods appropriate to answer the research questions?

·         Did the author identify a specific perspective from which the study was developed? If so, what was it?

·         Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include?

·         Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study.

·         Did the author evaluate or indicate the weaknesses of the available studies?

·         Did the literature review include adequate information to build a logical argument?

·         When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?

Results of Study

·         What were the study findings?

·         What are the implications to nursing?

·         Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?

Ethical Considerations

·         Was the study approved by an Institutional Review Board?

·         Was patient privacy protected?

·         Were there ethical considerations regarding the treatment or lack of?

Conclusion

·         Emphasize the importance and congruity of the thesis statement.

·         Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.

·         Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.

·         Integrate a summary of the knowledge learned.

Standardized Coding Systems

As a result of the fragmented nature of the health care system, professionals in various specialty areas of medicine have developed their own unique sets of terminology to communicate within that specialty. In the past, limited attention has been given to codifying practices in order for them to be understood and utilized across disciplines or through different information technology systems. The implementation of a federally mandated electronic medical records system, therefore, poses a challenge to nursing professionals and others who must be prepared to utilize standardized codes for the new system. Why are coding standards important for promoting consistent, high-quality care?

According to Rutherford (2008, para. 15), “Improved communication with other nurses, health care professionals, and administrators of the institution in which nurses work is a key benefit of using a standardized nursing language.” In this Discussion you consider the reasoning behind and the value of standardized codification.

To prepare:

• Review the information in Nursing Informatics: Scope and Standards of Practice. Determine which set of terminologies are appropriate for your specialty or area of expertise.
• Reflect on the importance of continuity in terminology and coding systems.
• In the article, “Standardized Nursing Language: What Does It Mean for Nursing Practice?” the author recounts a visit to a local hospital to view its implementation of a new coding system. One of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). Consider how you would inform this nurse (and others like her) of the importance of standardized nursing terminologies.
• Reflect on the value of using a standard language in nursing practice. Consider if standardization can be limited to a specialty area or if one standard language is needed across all nursing practice. Then, identify examples of standardization in your own specialty or area of expertise. Conduct additional research using the Walden Library that supports your thoughts on standardization of nursing terminology.

Post on or before Day 3 an explanation of why nurses need to document care using standardized nursing languages and whether this standardization can be limited to specialty areas or if it should be across all nursing practice. Support your response using specific examples from your own specialty or area of expertise and using at least one additional resource from the Walden Library

Readings

• American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.).Silver Springs, MD: Author.
  • “Metastructures, Concepts, and Tools of Nursing Informatics”

    This chpater explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

• McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
  • Chapter 6, “Overview of Nursing Informatics”

    This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

  • Chapter 7, “Developing Standardized Terminologies to Support Nursing Practice”

    This chapter explores the need for consistent nursing terminology. The authors also detail the different approaches to developing terminology.

• Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.
  Retrieved from the Walden Library databases.

  In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

• Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.
  Retrieved from the Walden Library databases.

  This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

• Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

  The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

• Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.
  Retrieved from the Walden Library databases.

  This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

Media

• Laureate Education, Inc. (Executive Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.
  McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)

  The continuum of data, information, knowledge, and wisdom is used in the health care field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.

Optional Resources

• Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.
  Retrieved from the Walden Library databases.
• Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.
  Retrieved from the Walden Library databases.

NURS6351 Discussion Response #3: Ethical and Legal Parameters for Nurse Educators

Respond to the discussion #3 below using the following approaches:

1.    Respond by proposing strategies for minimizing and managing ethical challenges.

2.    Ask a probing question, substantiated with additional background information or research.

Discussion #3

As a role model for your learners under our charge, Nurse Educators must be cognizant of the behaviors that they exhibit. We understand that many of the ethical challenges in education are very similar to the challenges that we face in our nurse-patient encounters, so we have a cognitive framework to build from. As with our patients, our relationships with our students must be rooted in mutual respect and open communication in order for meaningful dialogue to progress.

In this vein, consider the nursing student who forgets to give a scheduled mediation on time, gives it late, then charts that it was given on time. This ethical lapse in judgement on the part of the student occurs often and must be dealt with by the nurse educator. Krueger (2014) completed a study of nursing student’s engagement in dishonest practices and reported that more than half of the students reported cheating in the clinical and classroom setting.

The real issue with this unethical behavior and its significance to your role as a nurse educator lies in the understanding that if this behavior is allowed to go unchecked, it can become normalized. Macale et al. (2017), performed a study on academic dishonesty among nursing students and the results show that students get accustomed to taking academically deceitful actions.

As nurses, historically, we have always been responsible and accountable to the patients. At the cornerstones of this framework are the cultural and social mores of honesty and fidelity towards the patient. In order to offer quality care to our patients, trust must first be attained. Johnstone, Rawson, Hutchinson, Redley, (2016) stated that the reinforcement of the moral imperative of trust is paramount to the successful attainment of successful nurse-patient relationship. As nurse educators, we must teach our students to understand, and master the processes that are used to foster trust, and understand the ramifications when this relationship of trust is broken.

To properly address this issue, the nurse educator must confront the offender as soon as possible and instruct them as to the severity of the issue, with its attenuate ethical dilemma of trust.  Enhanced training towards the offending student needs to address the moral imperative of cheating and the lack of trust.

As nurse educators, we need to emphasis to our students that trust is nursing core value, and should be fostered.   Rutherford (2014) found that Primary trust appears to be extended to the nurse by the patient unless the nurse does something to break or damage this covenant. As one of nursing’s important assets, trust should be valued highly and protected against erosion.

Reference

Johnstone, M., Rawson, H., Hutchinson, A. M., & Redley, B. (2016). Fostering trusting relationships with older immigrants hospitalized for end-of-life care. Nursing Ethics. doi:10.1177/0969733016664978

Krueger, L. (2014). Academic Dishonesty Among Nursing Students. Journal of Nursing Education.doi:10.3928/01484834-20140122-06

Macale, L., Ghezzi, V., Rocco, G., Fida, R., Vellone, E., & Alvaro, R. (2017). Academic dishonesty among Italian nursing students: A longitudinal study. Nurse Education Today, 50, 57-61. doi:10.1016/j.nedt.2016.12.013

Rutherford, M. M. (2014). The Value of Trust to Nursing. Nursing Economics, 32(6), 283-289.

Reminders:

1.    1 page only

1.    Put APA format citations

2.    At least 3 references (APA format)… Articles must be 2011 to 2016.