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Understanding Nursing theory
Order Instructions:
The purpose of this formal scholarly paper is to facilitate the student’s utilization, understanding, and application of a selected nursing theory that will inform their roles as advanced practice nurses and to continue their scholarly development.
Guidelines
You will choose one theory/model that we are covering in the course but it must be different than the one used for the group project. This means that you will need to “fast forward” and begin reading about the theories/models to be covered, as it is not possible to coverall theorists before the paper is due. Envision a theory-based model of advanced practice.
Provide a detailed description of the theory/model. Describe empirical evaluation and application to practice. Discuss the attributes and limitations of the theory/model.
Understanding Nursing theory
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How could the theory/model selected guide your practice? How would you like to work and provide theory informed practice with clients, what services would you offer? Weave together empirical and aesthetic ways of knowing along with ethical, personal, and emancipatory patterns as you illustrate how you would integrate this in your practice.
Paper: Descriptions and Requirements
For the paper there is a minimum of 6 required references: Chinn & Kramer textbook + textbook chapter on selected theorist in Smith & Parker + recent primary source + application in practice, research, or management by someone using that theory/model. All references must be current and fall within the past 15 years. The only exceptions will be for a theorist who has died. For example, Rogers died in 1994, and her seminal article appeared in Nursing Science Quarterly in 1992. This must be used as the primary source for her model. (Do not use Rogers’ 1970 book).
Understanding Nursing theory
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Stay as up-to-date as possible. Internet sites may be acceptable as additional sources of information provided they are primary sites, i.e., the theorist or the major organization formed for those using the theory/model manage the site; do not use secondary sites or Wikipedia. You are encouraged to read more widely and cite additional references beyond those required. No secondary sources for the theory/model, other than the chapters for required reading, will be accepted. If you are not familiar with Nursing Science Quarterly, become familiar with it. It is a major resource for current nursing theory content.
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Nursing Education Theory
Question 1
In the recent course, the core principles that have been applied are andrology. This aspect was developed by Malcolm Shepherd Knowles (1913-1997) which was used synonymously as adult education. The core aspect of andrology is that it is both an art and a science of adult learning (Iwasiw, Goldenberg, & Andrusyszyn, 2008).
This term is sometimes viewed to be equivalent to pedagogy, which is a Greek word that refers child leading (Kearsley, 2010). The principles of andragogy are based on four assumptions. To start with, it points out the issue of self-concept, which indicates that as a person matures, they shift from becoming dependent personality to being self-directed persons (Atherton, 2013).
Additionally, andragogy assumes that as human beings mature, they accumulate experience reservoirs, which become the resources of learning (Iwasiw, Goldenberg, & Andrusyszyn, 2008). Additionally, this increases readiness to acquire knew knowledge, which increases their developmental responsibilities. This also improves their orientation learning (Atherton, 2013).
This is because a nature person’s perspective continues to change by the adoption of immediacy application of the learnt knowledge rather than postponing of the knowledge, thus shifting the learning orientation from subject centeredness to that of the problem solved approach. Additionally, the matured adult gets the motivation to learn increases (Kearsley, 2010).
Nursing Education Theory
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The core principles of andragogy that have been observed in this course include the principle of planning and evaluation of the instruction given (Iwasiw, Goldenberg, & Andrusyszyn, 2008). Additionally, in this learning process, all experiences and mistakes are viewed as effective and form the basis of learning as it broadens an individual’s way of thinking (Atherton, 2013).
Additionally, the learning by the adults is important if it gives immediate relevance or benefits to person’s lives or their jobs (Kearsley, 2010). Additionally, the adult learning problem centred as compared to content oriented. This is effective way of interacting learning and improving the knowledge as well as critical thinking skills of the learner (Iwasiw, Goldenberg, & Andrusyszyn, 2008).
The effectiveness of this learning method is based by the fact that in each of the aspect being taught must be elaborated extensively giving the specific reasons behind the concept (Kearsley, 2010). Additionally, this learning process ensures that instructions are task oriented, thus ensuring that the concepts are understood rather that memorization as compared pedagogy (Atherton, 2013).
Additionally, this learning method puts into considerations the diversity of the learners, thus allowing integration of different materials and learning methods according to each person’s experiences (Kearsley, 2010). The learning method assumes that learning instructions is self-directed, thus the learners will enable them discover new knowledge without actually depending on other people (Iwasiw, Goldenberg, & Andrusyszyn, 2008).
Nursing Education Theory
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Question 2
There is high diversity in nursing career. This includes diversity in students, contents being taught and the tutors teaching these contents. The learning method chosen must be delicate enough to accommodate this diversity (Kearsley, 2010). The diverse learning theories include the Leon Festinger’s cognitive dissonance where the students are seeking to balance between their behaviour and their attitudes (Iwasiw, Goldenberg, & Andrusyszyn, 2008). This is often important where a person seeks to choose between the learning issues that are culturally competent from those that are not.
This method is not popular in nursing because it inhibits acquisitions of new ideas that conflict the persons attitudes or even behaviours (Atherton, 2013). Carl Rogers experiential learning theory focuses on the applied knowledge which improves (Kearsley, 2010), despite the popularity, this learning method is still not widely used in nursing process. This trend is similar to Albert Bandura social learning theory (Iwasiw, Goldenberg, & Andrusyszyn, 2008).
Nursing Education Theory
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The learning theory foundation for nursing course is the adult learning theory (Iwasiw, Goldenberg, & Andrusyszyn, 2008). This is because this learning theory incorporates the aspects of the other learning theories aforementioned (Atherton, 2013). Additionally, this learning theory integrates the use of case studies, simulations, role playing as well as self-evaluation by the students (Kearsley, 2010). The students are involved during the planning as well as evaluation. The learning methods promote learning activities based on experiences (Iwasiw, Goldenberg, & Andrusyszyn, 2008).
Additionally, this learning method puts into considerations the diversity of the learners, thus allowing integration of different materials and learning methods according to each person’s experiences (Kearsley, 2010). The learning method assumes that learning instructions is self-directed, thus the learners will enable them discover new knowledge without actually depending on other people (Atherton, 2013). This helps in promoting the nursing processes principles of leadership and cultural competence.
This method also increases the student’s attentions, through the incorporation of modelled events as well as the use of observation characteristics (Iwasiw, Goldenberg, & Andrusyszyn, 2008). This learning method ensures that knowledge is retention through use of symbolic learning and improvement of motor reproduction, thus ensuring that self-reinforcement. This learning method integrates other learning methods which ensures that the student attention, motivation, memory, behavioural frameworks and cognitive abilities (Iwasiw, Goldenberg, & Andrusyszyn, 2008).
