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Posted: August 16th, 2022
Essay 6: Nursing Theories and Nursing Practice
Essay 6: Nursing Theories and Nursing Practice
Complete this week’s assigned readings, chapters 21 22 29 & 30 After completing the readings, post a short reflection, approximately 1 paragraph in length, discussing your thoughts and opinions about one or several of the specific theories covered in the readings.
As a reminder, no scholarly sources are required and students do not have to reply to a classmate’s original post. This post does not have an end date but please make an effort to complete your post before next week’s discussion post is posted and/or due in order to avoid falling behind. As a reminder, students do not have to use scholarly sources and do not have to respond to a classmate’s first post. This post doesn’t have a due date, but please try to finish it before next week’s discussion post is posted or due so you don’t get behind.
Smith, M. & Parker, M. (2014). Nursing Theories and Nursing Practice. (4th ed.).Philadelphia, PA: F. A. Davis Company. ISBN-13: 978-0-8036-3312-4 (Required)
Chapter 21 objectives
Describe katherine Kolcaba’s Theory of Comfort care.
2.Identify the theorists who influenced the development of Comfort theory.
3.Define the terms comfort, comforting care, comfort management, and comfort interventions from the perspective of Comfort Theory.
4.Discuss the meaning of Comfort Theory for practice.
5.Identify the different tools used to measure comfort.
6.Discuss the propositions of Comfort Theory and their application to practice.
7.Define the theoretical definitions of diagram concepts for the Comfort Theory.
Chapter 22. Objectives
Describe Joanne Duffy’s Quality-Caring Model.
2.Discuss the progression of the development of the Quality-Caring Model.
3.Discuss the role of the nurse in providing quality care using the Quality-Caring Model.
4.Identify caring-based nursing interventions.
5.Discuss the importance of caring relationships in nursing.
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6.Describe Duffy’s used of the term “feeling cared for.”
7.Explain recent changes in the model.
8.Describe how the model is being used in nursing practice and research.
Chapter 29 Describe the concepts of Barrett’s Theory of Power as Knowing Participation in Change.
2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.
3.Define power from within Barrett’s Theory of Power.
4.Discuss the conceptual manifestations of the dimensions of power.
5.Compare and contrast causal and acausal worldviews.
6.Differentiate power-as-freedom and power-as-control.
7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).
8.Define Health Patterning and how this is used in Barrett’s nursing practice.
9.Describe the focus and provide examples of Health Patterning Modalities.
Describe the concepts of Barrett’s Theory of Power as Knowing Participation in Change.
2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.
3.Define power from within Barrett’s Theory of Power. Essay 6: Nursing Theories and Nursing Practice
4.Discuss the conceptual manifestations of the dimensions of power.
5.Compare and contrast causal and acausal worldviews.
6.Differentiate power-as-freedom and power-as-control.
7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).
8.Define Health Patterning and how this is used in Barrett’s nursing practice.
9.Describe the focus and provide examples of Health Patterning Modalities.
Chapter 29 Describe the concepts of Barrett’s Theory of Power as Knowing Participation in Change.
2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.
3.Define power from within Barrett’s Theory of Power.
4.Discuss the conceptual manifestations of the dimensions of power.
5.Compare and contrast causal and acausal worldviews.
6.Differentiate power-as-freedom and power-as-control.
7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).
8.Define Health Patterning and how this is used in Barrett’s nursing practice.
9.Describe the focus and provide examples of Health Patterning Modalities.
Describe the concepts of Barrett’s Theory of Power as Knowing Participation in Change.
2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.
3.Define power from within Barrett’s Theory of Power.
4.Discuss the conceptual manifestations of the dimensions of power.
5.Compare and contrast causal and acausal worldviews.
6.Differentiate power-as-freedom and power-as-control.
7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).
8.Define Health Patterning and how this is used in Barrett’s nursing practice.
9.Describe the focus and provide examples of Health Patterning Modalities.
Chapter 29 objectives
Describe the concepts of elizabeth Barrett’s Theory of Power as Knowing Participation in Change.
2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.
3.Define power from within Barrett’s Theory of Power.
4.Discuss the conceptual manifestations of the dimensions of power.
5.Compare and contrast causal and acausal worldviews.
6.Differentiate power-as-freedom and power-as-control.
7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).
8.Define Health Patterning and how this is used in Barrett’s nursing practice.
9.Describe the focus and provide examples of Health Patterning Modalities.
Chapter 30 objectives
Describe marlaine Smith’s Unitary Theory of Caring.
2.Discuss the relationship between Smith’s Unitary Theory of Caring and Rogers’ Science of Unitary Human Beings, Newman’s Theory of Health as Expanding Consciousness, and Watson’s Theory of Transpersonal Caring.
3.Compare and contrast the terms “concept clarification” and “theoretical niches.”
4.Describe the five constitutive meanings identified by Smith.
5.Define creative emergence in the context of nursing practice.
6.Identify and discuss empirical indicators in both practice and research for each of the five constituent meanings identified in the Unitary Theory of Caring.
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