Topic: Science-Based Theory

Objective:

1. Evaluate science-based theories utilized in the nursing discipline.

2. Assess potential applications of science based theories in nursing practice, research, and theory development.

Discussion Question: 8 DQ 1

Which science-based theories do you think are the most useful to advanced practice nurses, and why?

Trajectory Model of Nursing

Anselm L. Straus nominated the trajectory model of nursing as an applicable tool for managing patients that are suffering from illnesses. Patient care integration in health centers is a core priority for advanced practice nurses whose chief role is the provision of quality care to patients. It is conjoint with the reinforcement of continuity of care, coordination of accessibility to health, and strengthening the link between primary and secondary care. All these facets of health are organized via a trajectory from the time a patient exhibits signs and symptoms of ailment until the patient dies or recovers. The trajectory model of nursing is a practical middle-range explanatory theory that nurses and physicians can trust in arresting patients’ conditions with specific regard to the stage of disease advancement when patients are admitted into care.

Straus postulates that most illnesses take an eight-phase trajectory. The pre-trajectory phase occurs as a disease develops in a patient without any symptom. The trajectory onset stage is the second one, and it occurs after symptoms begin emerging. Nurses and physicians have the best opportunity to suppress diseases and treat patients at this stage. Jones and Close (2015) claim that better understanding, management, and alleviation of diseases would be harnessed if patients accessed care immediately following the first symptoms of health deterioration. However, it is rarely the case since most patients try to self-medicate and only seek professional care when they are well into the later stages and prognosis infers unlikely paths to easy recovery.

The subsequent phases are the crisis, acute, and unstable stages. Most patients seek nursing and physician intervention after they have progressed to these stages. For health workers to effectively control diseases, they first need to identify the scenario and take appropriate action. The trajectory theory is practical since it has a measured and approved schedule that determines the procedures and medication that should be taken at any one of these stages with the hope of alleviating suffering, arresting the disease, and nursing patients back to health. Longpré and Dubois (2017) postulate that patients may attribute differing paths once patients are taken into professional care. Subsequent to drug and procedure administration, patients may stabilize, relapse, or worsen. In the best-case scenarios, patients stabilize and nurses can treat other patients. Alternatively, patients can fall into the unstable condition and plummet to the terminal phases. The fatal phases are the downward phase and, ultimately, the dying phase.

Although the trajectory theory does not provide specificity in describing diseases, it provides a normal curve that is followed by almost all diseases. Pursuant to its accurateness in highlighting probable trajectories, it provides guidance on the likelihood of patient outcomes once admitted in hospitals. Nurses will find the trajectory theory useful in determining subsequent courses of action while executing their duties.

Discussion Question: 8 DQ 2

Explore various science-based theories. Select two theories to describe to your peers. How is each of these theories relevant to application for a DNP-prepared nurse.

Medical theories drive professional development and allow healthcare providers to offer personalized treatment to the patients. The medical field depends on evidence-based practice and patient-oriented treatment that allow medical practitioners to improve the quality of healthcare. To prove this point, it would be important to offer some specific examples of scientific concepts and theories that are actively used within the educational and practice spheres of medicine. Even though the interactions between science and medicine are not absolute, the two concepts are in alignment most of the time.

There is a litany of science-based theories that easily be related to DNP-prepared nurses. All nurses should be aware of these theories, but doctorate-level nurses should know how to properly apply them in a healthcare setting. One of such theories is the Gate Control Theory of Pain. Pain management may be daunting to some nurses, which is why DNP-prepared nurses should know how to synthesize the concept in ways that allows learners to take advantage of the theory (“The Gate Control,” 1978). A DNP-prepared nurse should also know the basics of the Germ Theory of Disease. The theory focuses on managing preventable infections and other related diseases (Millican, 1882). Therefore, the nurse need to pass this knowledge to other professionals to make sure that they follow infection control procedure.

A scientific mindset is not always the best answer when it comes to nursing. However, it is the correct way of proceeding and thinking in most instances. Even though a human element should always be present in nursing care, medical professionals should use proper medical theories to provide a reliable diagnosis.

The general theory of nursing developed by Orem and cultural care diversity and universality theory developed by Leininger are examples of science-based theories and can be applied to a DNP-prepared nurse. The general theory of nursing comprises three interconnected theories including self-care, self-care deficit, and nursing systems. This theory emphasizes diagnosis, nursing system design, and nursing systems production and management in the nursing process (Sitzman & Eichelberger, 2010). Thus, since the role of the DNP-prepared nurse revolves around the elements of emphasis in general theory of nursing, it makes this theory applicable. The cultural care diversity and universality theory recognized the importance of cultural understanding in nursing practice (Smith & Parker, 2015). Every culture consists of various beliefs, traditions, values, and perceptions and thus as a DNP-prepared nurse, it is critical to understand the cultural differences since it affects their role. It’s essential for the DNP to evaluate their own beliefs, tradition, values, and perceptions and become aware that others’ differences.  Thus, this theory encourages the DNPs to know the different cultural backgrounds and diverse influences that affect their role (Smith & Parker, 2015).

Assignment

Interview a person in a formal position of leadership within your organization (e.g., a supervisor, a manager, a director). Begin your interview with the following questions:

What is your role as a health care team member?

How do you define professionalism and how does professional responsibility influence your work?

Do you consider yourself a steward of health care? Why or Why not?

Is it important to you that leaders exercise professional advocacy and authenticity as well as power and influence when working with colleagues? Why or why not?

In 500-750 words, summarize your interview and share your impressions of the leader’s responses.

Compare and contrast responses provided by your peer (in Professional Identity and Stewardship – Part I: Peer Interview assignment) with those provided by the leader. Share your impressions of their differences and similarities.

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 grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin.

GRADING RUBRIC BELOW –

1

Unsatisfactory 0-71%

0.00%

2

Less Than Satisfactory 72-75%

75.00%

3

Satisfactory 76-79%

79.00%

4

Good 80-89%

89.00%

5

Excellent 90-100%

100.00%

80.0 %Content

70.0 %Detailed Summary of Leader Interview

Summary of leader interview is not provided or is incomplete.

Summary of leader review is unclear or inconsistent with professionalism and the role of stewardship.

Summary of leader interview is clear but one of the four components of the interview is lacking.

Summary of leader interview is provided with detailed explanation of each component of professionalism, stewardship, advocacy and authenticity.

Comprehensive summary of leader interview is provided with detailed explanations of each component of professional identity and a thoughtful discussion of the interviewer’s perceptions of the interview experience.

10.0 %Compares and contrasts the peer responses, from Professional Identify and Stewardship-Part 1, with those provided by the leader. Shares impression of differences and similarities.

No comparison and contrast of peer responses with those provided by the leader are provided.

Comparison and contrast of peer responses with those provided by the leader and student’s impression of those differences and similarities are not adequately addressed.

Comparison and contrast of peer responses with those provided by the leader and student’s impression of those differences and similarities meet the basic expectations of the assignment as indicated by the assignment instructions.

Comparison and contrast of peer responses with those provided by the leader and student’s impression of those differences and similarities demonstrate a clear understanding of roles, professionalism, stewardship, and advocacy as it applies to leadership.

Comparison and contrast of peer responses with those provided by the leader and student’s impression of those differences and similarities demonstrate a clear understanding of roles, professionalism, stewardship, and advocacy as it applies to leadership, while demonstrating higher level thinking as indicated by evidence of reflective thought.

15.0 %Organization and Effectiveness

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

5.0 %Paper Format (Use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

100 %Total Weightage