Introduction:

The Metaparadigm of Nursing identifies what is and what is not a nursing theory.  The readings for this week will expand on the Metaparadigm of Nursing and assist in linking nursing theories with the profession of nursing.

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TASK:

 

Link the theory you developed in Weeks 2 and 5 with the Metaparadigm of Nursing.  Each of the elements of the Metaparadigm should be represented in your theory. Revise your theory if necessary to include each of the components of the Metaparadigm.

• Length: A minimum of 250 words, not including references
• Citations: At least one high-level scholarly reference in APA from within the last 5 years

 

 

MY WEEK 2 THEORY

Exploring concepts includes performing formal linguistics to establish the defining attributes. Concept analysis helps illuminate ambiguous concepts in theory and generate new ideas to provide an approach to evaluating data (Alligood, 2021). Cognitive learning theory is used in the learning environment to equip learners with skills they require for effective learning (Winn et al., 2019). It involves understanding how individuals work and how information is processed. According to cognitive learning theory, different learning processes (Concept A) can be described (Proposition) by evaluating mental processes first (Concept B). The theory emphasizes information processing by the brain and the learning process through internal information processing.

        

Identifying concepts in cognitive learning theory helps explain mental processes. Understanding different learning processes help identify internal and external factors for producing learning in an individual. Concept B involves evaluating mental processes that emphasize an individual’s response to a stimulus. Unlike behaviorism, cognitive learning theory emphasizes that internal mental processes can be analyzed scientifically. Thus, it focuses on thought processes beyond the behavioral factors. In a nutshell, the concepts provide that one must understand internal mental processes to determine specific behavioral factors.

       

  The identified concepts can be applied differently in a traditional learning environment. Thus, one can better understand how to reinforce learning and development programs. These terms can help one frame and refine the learning and development of the strategy. Analyzing internal mental processes must be scientific, meaning it ignores other factors that influence behavior. Notably, these terms have many practical applications, for example, demonstrating how an individual’s mind is the deficit of autism. Building cognitive skills allow learners to develop their behavior based on previous knowledge and ideas.

 

References

 

Alligood, M. (2021). Nursing theorists and their work (10th ed.). Mosby.

Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying cognitive learning strategies to enhance learning and retention in clinical teaching settings. MedEdPORTAL. Published. https://doi.org/10.15766/mep_2374-8265.10850

 

 

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MY WEEK 5 THEORY

Caring for patients with end-stage renal conditions requires integrating models that will reduce the adverse effects of the disease on the patient’s physical, psychological, and emotional wellbeing. Loss of health and the inability to perform other life-sustaining functions increase hopelessness and early mortality. The options for treatment for patients suffering from chronic renal diseases include lifesaving procedures like hemodialysis and kidney transplant. However, renal patients face multiple restrictions which inhibit their general wellbeing.

Hemodialysis nurses play a significant role in the healthcare system. Sometimes, developing humanistic approaches poses psychological and philosophical challenges based on the subjective dimensions and fundamental nursing theories like human becoming, human caring, and humanistic nursing care (van der Sluijs, 2021). The nursing presence concept gives a personal significance to the patient and helps in the healing process as it is a critical component of care interventions that give positive outcomes (Mohammadipour et al., 2017). Therefore, applying Schwartz-Barcott and Kim’s hybrid model of nursing presence as a CTE model whose “being with” role in patient care entails building assurance, relationship building, holistic care, and patient-centered problem solving is essential. Consequently, acts like smiling, emoting positive energy, silence with a patient, mindful meditation, and active listening reinforce the establishment of relationships that profoundly impact the healing process. Accordingly, empirical studies indicate poor levels of communication between nurses and patients as only 32.8% of the nursing care was attributed to direct nursing care while the remaining 67.2% were from other types (Mohammadipour et al., 2017). This leads to poor patient satisfaction as caring behavior is considered crucial in patient satisfaction.

Another theoretical model proposed by Moshki et al. (2020) is Pender’s health promotion model for chronic renal patients. The HPM model, which is centered on Bandura’s social learning theory, helps nursing care staff promote patients’ health status by emphasizing motivation and adopting healthy behaviors. As such, the model is helpful in reducing disease risk factors and promoting healthy lifestyles. In conclusion, integrating CTE models in nursing care reduces adverse outcomes for chronic renal disease patients and positively contributes to the healing process.

 

References

Mohammadipour, F., Atashzadeh-Shoorideh, F., Parvizy, S., & Hosseini, M. (2017). Concept development of “Nursing presence”: Application of Schwartz-Barcott and Kim’s hybrid model. Asian nursing research, 11(1), 19-29.

Moshki, M., Mohammadipour, F., Gholami, M., Heydari, F., & Bayat, M. (2020). The evaluation of an educational intervention based on Pender’s health promotion model for patients with myocardial infarction. International Journal of Health Promotion and Education, 1-13.

van Eck van der Sluijs, A., Vonk, S., van Jaarsveld, B. C., Bonenkamp, A. A., & Abrahams, A. C. (2021). Good practices for dialysis education, treatment, and eHealth: A scoping review. Plos one, 16(8), e0255734.