Assignment: Nursing Development Meeting PPT
Assignment: Nursing Development Meeting PPT
Assignment Nursing Development Meeting PPT
Nursing is a very highly regulated profession. There are over 100 boards of nursing and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations, and overwhelming to consider various benefits and options offered by each.
Both boards of nursing and national nursing associations have significant impacts on the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations. You will also share an analysis of your state board of nursing.
The field of nursing has undergone tremendous changes over the last couple of decades. Since Florence Nightingale proposed her famous theories, the nursing profession has become more evidence-based and theoretically oriented. As such, the profession expects practicing nurses to have their individual views regarding how they should practice nursing. At the center of the personal philosophy of nursing espoused by nurses exists a theoretical underpinning that they practice. Importantly though, the definition of the environment and an individual within the care setting plays an important role in the determination of the above. Therefore, the present paper will examine the central philosophy of care of the author by reflecting on the core elements of their personal philosophy of nursing.
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Central Belief about the Individual Person
Florence Nightingale introduced her theories, which have influenced the nursing profession tremendously. She suggested the use of interpersonal tools such as advocacy to enhance patient caregiving. As such, as a practicing nurse, I view individual patients as having likeness to God. The fact that they are the images of the Almighty God behooves us to treat them fairly and equally during care. In other words, I believe that an individual person deserves to be treated the same way you would like to be treated. This phenomena aligns with the instructions from the Bible that we need to love our neighbors as we love ourselves since they were wonderfully and fearfully made in the image of God. Thus, the fact that they are sick does not negate their likeness to God and neither does it prevent us from treating them with respect, compassion, and ensuring their safety at the workplace. Therefore, an individual person, even if they are sick and do not have money, deserve to be accorded the necessary care.
Moreover, through her grounded theory, Florence Nightingale calls for enhanced social relationships and human interactions between patients and nurses. The evolution of patient advocacy has improved over the last couple of years and the patient-nurse bonding has evolved into a central standard of practice in the contemporary healthcare (Davoodvand, Abbaszadeh, & Ahmadi, 2016). Being cognizant of this, I ensure that I create a healthy patient-nurse bonding to ensure that they receive the best of care from me in a manner similar to how God would want them to be treated. By doing this, I will also recognize and understand an individual patient’s hopes, expectations and experiences within the continuum of care.
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Varied nurses have multifarious worldviews that influence their practices. As an individual, my worldview is that we are each created uniquely in the image of God and as such, their treatment should reflect it by holistically looking at care. Thus, as a practicing nurse, it becomes pertinent that I treat every patient at all levels including the physical, emotional and physical realms. This worldview has influenced me to adopt Watson’s Theory of Human Caring in practice. Using Watson’s Theory of Human Caring, I always employ a holistic perspective when caring for patients. Indeed, during practice, I always employ Watson’s carative factors, whch are foundational to his theory, juxtaposed with the existing reductionist, biophysical model at the time of care (Pajnkihar, McKenna, Štiglic, & Vrbnjak, 2017). By incorporating the carative factors, I not only perform tasks when treating a patient but also offer professional nursing care.
Further, the theory also influences my approach to patients in several ways. As mentioned before, the nurse-patient bond has undergone remarkable change over the last couple of decades. During my provision of care, I offer supportive, corrective, and protective spiritual, societal, mental, and physical environment. Additionally, I also ensure that I promote transpersonal teaching-learning during care to ensure that a patient becomes autonomous during their stay at the hospital (Labrague et al., 2017). Also, I consider the spiritual aspect of care as very fundamental to healing. Thus, I make certain that I allow for the spiritual-existential-phenomenological forces. By employing these carative factors, I ensure that my patients are treated the way God would like them to be treated in a holistic manner.
As a nurse practitioner, the environment plays an important role in care. According to Nightingale, the environmental determinants of health are pervasive and pertinent to the diagnosis, assessment, evaluation, planning, intervention, and diagnosis of the components of the practice of nursing. During care, various environmental components that affect care play an important role. Whereas some illnesses do not have environmental etiology, these factors are still pertinent. The environmental factors of health fall within certain four widely acknowledged classes inclusive of psychosocial, biological, physical and chemical components. Thus, according to Roque and Carraro (2015), nurses have an important role in controlling environmental factors such as water and air quality, food, sanitation, cleanliness, pesticides, waste products, and chemicals. Thus, according to Nightingale, nurses need to ensure that the air within is as pure as the air without during the provision of care.
The Individual and the Environment
During the practice of nursing, it becomes difficult to ignore the interaction between the environment and the health of an individual. The environmental hazards mentioned above may occur naturally like ultraviolet light or radon, or manmade hazards such as gases and particulates that are released into the environment. The individual may thus be exposed to these environmental hazards at home, community, and work environments. After the interaction, adverse health outcomes that are related to the environment may entail childhood and worker lead poisoning, occupationally induced and childhood asthma, as well as repetitive motion injury (Lyckhage, Brink, & Lindahl, 2018). Thus, the interaction between an individual and the environment leads to the existence of health conditions, which is why a nurse practitioner should ensure that the environment is clean.
View of Health
The view of health are varied depending on various studies. However, my personal view of health aligns with the definition offered by the World Health Organization that health is not merely the absence of a disease condition (Rinn, 2018). On the contrary, I believe that in addition to the above, health is also a state of complete mental, social, and physical wellbeing. Indeed, I believe that health espouses the capacity of an individual to adapt and then manage their physical, social, and mental challenges throughout their lifetime. Therefore, whereas the absence of disease is an important aspect of health, managing them ensures that health becomes a holistic affair.
Illness and Health
Health and illness have a certain level of consonance from empirical studies. As mentioned, health denotes a complete wellbeing of the social, mental, and physical aspects of an individual. However, the concept of illness denotes an improper functioning of the above aspects and consequently deviation from normality (Rovesti et al., 2018). Hence, the absence of the concepts of health as encompassed in the definition leads to the existence of illness. Whereas illness may not be as clear cut, the existence of the two phenomena discussed here leads to its presence in an individual.
Central Reason for the Existence of Nursing
Nursing professes caring as a central tenet of its practice. Various stakeholders in the nursing profession have supported the centrality of caring Jean Watson and Leininger developed theories that supported the primacy of caring in nursing (Cook & Peden, 2017). The aspect of caring as the central tenet of nursing also receives backing from the American Nurses Association, who posited that the provision of caring is an essential element of nursing, since it facilitates healing and health.
Therefore, one’s personal philosophy of nursing is important as it influences the quality if care offered by a practice nurse. Using Watson’s Theory of Human Caring, I believe that holistic care offered to a patient is important as it addresses all the aspects of an individual beyond the traditional treatment. This is in line with the caring as the central tenet of nursing as postulated by various theorists and nursing agencies.
Cook, L. B., & Peden, A. (2017). Finding a focus for nursing: The caring concept. Advances in Nursing Science, 40(1), 12-23.
Davoodvand, S., Abbaszadeh, A., & Ahmadi, F. (2016). Patient advocacy from the clinical nurses’ viewpoint: a qualitative study. Journal of medical ethics and history of medicine, 9, 5.
Labrague, L. J., McEnroe‐Petitte, D. M., Papathanasiou, I. V., Edet, O. B., Arulappan, J., & Tsaras, K. (2017). Nursing students’ perceptions of their own caring behaviors: a multicountry study. International journal of nursing knowledge, 28(4), 225-232.
Lyckhage, E. D., Brink, E., & Lindahl, B. (2018). A Theoretical Framework for Emancipatory Nursing With a Focus on Environment and Persons’ Own and Shared Lifeworld. Advances in Nursing Science, 41(4), 340-350.
Pajnkihar, M., McKenna, H. P., Štiglic, G., & Vrbnjak, D. (2017). Fit for practice: Analysis and evaluation of Watson’s theory of human caring. Nursing science quarterly, 30(3), 243-252.
Rinn, M. P. (2018). Environmental health, the patient’s point of view and expectations. Soins; la revue de reference infirmiere, 63(823), 34-35.
Roque, A. T. F., & Carraro, T. E. (2015). Perceptions about the hospital environment from the perspective of high-risk puerperal women based on Florence Nightingale’s theory. Revista gaucha de enfermagem, 36(4), 63-69.
Rovesti, M., Fioranelli, M., Petrelli, P., Satolli, F., Roccia, M. G., Gianfaldoni, S., … Lotti, T. (2018). Health and Illness in History, Science and Society. Open access Macedonian journal of medical sciences, 6(1), 163–165. doi:10.3889/oamjms.2018.056
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate scholarly resources
- Engage in meaningful dialogue with classmates
- Express opinions clearly and logically, in a professional manner
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.
Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
- You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
- You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
3. Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
4. Participation Guidelines
You must post at least three (3) times in each graded discussion. These three (3) posts must be on at least two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
5. Grading Rubric
|Discussion Criteria|| A|
Outstanding or highest level of performance
Very good or high level of performance
Competent or satisfactory level of performance
Poor or failing or unsatisfactory level of performance
|Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.|
|Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.|
|Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.|
|Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.|
|Minimally addresses the initial discussion question(s) or does not address the initial question(s).|
|Integrates evidence to support discussion. Sources are credited.*|
( APA format not required)
|Integrates evidence to support your discussion from:|
Sources are credited.*
|Integrates evidence to support discussion from:|
Sources are credited.*
|Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.|
Sources are credited.*
|Does not integrate any evidence.|
|Engages in meaningful dialogue with classmates or instructor before the end of the week.|
|Responds to a classmate and instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.|
|Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.|
|Responds to a classmate and/or instructor but does not further the discussion.|
|No response post to another student or instructor.|
|Communicates in a professional manner.|
|Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).|
|Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).|
|Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).|
|Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).|
Response to initial question: Responds to initial discussion question(s) by
Wednesday, 11:59 p.m. M.T.
|0 points lost|
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
Total posts: Participates in the discussion thread at least three times on at least two different days.
|0 points lost|
Posts in the discussion at least three times AND on two different days.
Posts fewer than three times OR does not participate on at least two different days.
* Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
|** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.|
|*** Scholarly source – per the APA Guidelines in Doc Sharing, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.|
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