Overview of the Project

This course project requires you to complete a group task. As a group, you are required to submit a presentation on the theorist assigned to your group. Your final presentation is due in Week 4.

Group Formation

You will be organized into three groups, each of which will be assigned a nursing theorist. The theorists to be studied include, but are not limited to, Madeline Leininger—Transcultural Nursing Theory, Nola Pender; the Health Promotion Model, and Patricia Benner; From Novice to Expert, the Skill Acquisition ModelIf your group would like to study a different theorist, seek permission from your instructor. Each group will conduct a literature review to obtain material related to the assigned theorist and the model. The material should include research conducted in the theory or model, with clinical examples. Nursing Theorist

Click here to download a document that provides guidelines for the literature review.

Project Deliverables

The Project Deliverables include the following:

1. Packet of Materials

Each group will prepare a packet of materials that will be posted to the DQ section in Week 4 for peer critique and submitted to the W4: Assignment 2 Dropbox. The purpose of this packet is to support your PowerPoint Presentation. The packet should include a detailed outline of the presentation and a one-page summary of each of the five relevant articles on or about the theory. Also include any handouts, such as charts, diagrams, or definitions, which will facilitate understanding of the PowerPoint presentation and the theory itself. This packet should be submitted as a single document that contains the outline, summaries, and any additional handouts, charts, etc. Nursing Theorist

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2. Power Point Presentation

Presentations will be made via PowerPoint and will be uploaded by the assigned due date.

Your presentation should have:

• A brief overview of the theorist’s background.
• Discussion of the theorist’s view of the four basic metaparadigms and two concepts unique to the theory.
• The basic theoretical assertions or propositions.
• An analysis and a critique of the model with a focus on elaboration of the theory’s implications for nursing practice, nursing education, and nursing research.

Click hereto download the Theory Critique template.

Please note: It is expected that each one of you will download and read each presentation, and will include relevant material about each theorist in your individual concept papers.

Working Ahead

In Week 1, your group will be assigned the theorist on whom you have to make the presentation. Your final group presentation is due in Week 4. However, it is recommended that in Week 2 you submit the work you have done on the project up to that point to the facilitator when necessary. The facilitator feedback will help you revise and refine the work already completed and apply the facilitator recommendations to the yet-to-be completed part of the project. Nursing Theorist

For ease of completion, it is suggested that in Week 1, you begin your literature search on the theorist and provide a brief overview of the theorist’s background. You could also complete a 1-page summary for each  of the five articles related to the theory and theorist, the top of the page should have the complete reference in APA format. In Week 2, you can focus on providing your findings on the theorist’s view of the four basic metaparadigms . In Week 3, you can concentrate on providing the basic theoretical assertions or propositions and you can conduct an analysis and a critique of the model with a focus on elaboration of the theory’s implications for nursing practice, nursing education, and nursing research. Click here to download the Peer Presentation Review Checklist Template.

Members of the group will be graded collectively. Grading of the presentation of the theory/conceptual model will be based on the following scale for each element:

Grading Criteria:	Maximum Points
Group Formation
Students formed effective groups and the group demonstrated signs of cooperation thereby facilitating the learning process.	6
Project Deliverables
The packet of materials included a detailed outline of the presentation and a one-page summary of each of five relevant articles on or about the theory.	8
The selected articles reflected research into the historical perspective of the theory.	6
Selection of the articles reflected breadth of research into the theory and its utilization and evaluation.	6
Summary was articulate and included the entire article.	6
Summary clearly described the author’s perspective.	6
Editorial/personal response demonstrated critical thinking.	6
Articles included primary, secondary, and research sources.	6
The overview of the background of the theorist demonstrated critical thinking	6
The presentation discussed the theorist’s view of the four basic metaparadigms and two concepts unique to the theory.	6
The presentation discussed the basic theoretical assertions and propositions.	6
The theory critique provided a detailed description of the chosen model.	6
The theory critique elaborated on the theory’s implications on nursing practice, nursing education, and nursing research.	6
The theory critique incorporated all the elements recommended in the critique template.	6
The theory critique was comprehensive and highlighted the strengths and weaknesses of the chosen nursing model.	6
Presentation included all the specified components: a brief overview of the theorist’s background, discussion of the theorist’s view of the four basic metaparadigms and two concepts unique to the theory, the basic theoretical assertions or propositions, and an analysis and a critique of the model with a focus on elaboration of the theory’s implications for nursing practice, nursing education, and nursing research.	10
The presentation demonstrated focused research effort and good writing ability.	6
The presentation demonstrated understanding of the theory.	6
The presentation was comprehensive.	6
The presentation style was impressive and reflected organization and clarity.	6
Written responses are free of grammatical, spelling or punctuation errors. Citations and references are included and written in the correct APA Style.	10
The posted packet included handouts, such as charts, diagrams, or definitions, which facilitated understanding of the presentation and the theory.	6
Reviewed two presentations of peer groups using the criteria listed in the Peer Presentation Review Checklist Template and provided an objective and unbiased feedback to the group members.

Description of the Assignment

This assignment focuses on the importance of nursing theory within the profession.  Selecting one nursing theory (non-nursing theories are not allowed), the nursing theory will be presented by identifying the key concepts present within the theory.  The selected nursing theory will then be applied to ONE of the following professional nursing practice area:

• Nurse practitioner

Criteria for Content

1.     Introduction: 

The introduction requires the following information.

• Statements about nursing theory in general
• Identification of the ONE nursing theory (non-nursing theories are not allowed) selected by the student to be used within this assignment. The specific selected nursing theory may be from any of the three categories of nursing theory (i.e. grand, middle-range, or practice), but must be a specific nursing theory (i.e. Orem, Roy, Benner, etc.); a category may not be used.  NURSING THEORY
• Identification of the sections of the paper. 
• References from nursing literature are required.

2.     Importance of Nursing Theory:

This section requires the following information.

·       Present an analysis of the importance of nursing theory, in general, to the nursing profession. Each of the following questions are to be answered.

• Why should the study of nursing theory be included in a master’s program?
• How is nursing theory useful to the nursing profession?
• How can nursing theory be used to separate the nursing profession from other healthcare professions?
• What would be ONE concern regarding the use of nursing theory within the profession?

·       References from nursing literature are required. NURSING THEORY

3.     Summary of Selected Nursing Theory:

This section requires the following information.

• Present the name and author of the selected nursing theory (bibliographic and historical information about the theory or theorist is NOT included).  Identify when the nursing theory was initially published and the latest edition of the selected nursing theory.
• Provide a summary of the key concepts contained within the selected nursing theory.
• Provide a detailed description of how this nursing theory addresses each of the metaparadigms/ concepts (person, health, environment, and nursing profession) associated with nursing.  
• Identify why this nursing theory selected and its potential use within the student’s selected Master’s track (i.e.  education, leadership, informatics, healthcare policy, or nurse practitioner)
• References from nursing literature are required.

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4.     Application of Specific Nursing Theory to Selected Professional Nursing Practice area:

This section includes the following elements:

• Present a discussion of how the selected nursing theory defines and explains one of the following professional nursing practice areas:

• Education (e.g. undergraduate, staff development, etc.)
• Leadership (e.g. nurse executive, manager, leader, etc.)
• Informatics (e.g. data management, etc.)
• Healthcare policy (e.g. application to local, state, national, or global healthcare concerns, etc.)
• Nurse practitioner

• Present 2 (two) examples illustrating the above information.  Professional examples come from a student’s own practice experiences or from the scholarly literature. If the example is from the student’s experience, identify this as the source by using the first person in describing the example.
• Keep each example succinct (about 1 – 3 paragraphs). NURSING THEORY
• References from nursing literature are required.

5.     Conclusion:

This section includes the following elements:

• Summarizes presented information regarding theory in general and its use within the nursing profession

• Summarizes the selected nursing theory. 
• Presents self-reflection regarding what was learned from writing this assignment. 

Criteria for Format and Special Instructions

1.              A nursing theory was used.

2.              This assignment must be submitted to TurnItIn™, as required by the TurnItIn™ policy.  A Similarity Index of “blue” or “green” must be obtained.  A score in the blue or green range indicates a similarity of less than 24% which is the benchmark for CCN graduate nursing students.  Any other level of similarity index level requires the student to revise the assignment before the due date and time.  To allow sufficient time for revision, early submission of the assignment to TurnItIn™ is highly encouraged.  The final submission will be graded by faculty.  If a Turnitin™ report indicates that plagiarism has occurred, the Academic Integrity policy will be followed.

3.              A minimum of 4 (four) scholarly references must be used.  A dictionary, required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment.  References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.  For additional information regarding scholarly resources, please see “What is a scholarly source?” located in the Course Resource tab.  Information from .com websites may be incorrect.

4.              Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6^th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.

5.              The paper (excluding the title page and reference page) should be at least 5, but no more than 7 pages. Points will be lost for not meeting these length requirements. NURSING THEORY

6.              Ideas and information that come from scholarly sources must be cited and referenced correctly.

7.              Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

8.              PLEASE note:  Do not rely on .com sites to identify the nursing theory as they do not provide accurate information in all cases.

Preparing the Assignment

Criteria for Format and Special Instructions

9.              This assignment must be submitted to TurnItIn™, as required by the TurnItIn™ policy.  A Similarity Index of “blue” or “green” must be obtained.  A score in the blue or green range indicates a similarity of less than 24% which is the benchmark for CCN graduate nursing students.  Any other level of similarity index level requires the student to revise the assignment before the due date and time.  To allow sufficient time for revision, early submission of the assignment to TurnItIn™ is highly encouraged.  The final submission will be graded by faculty.  If a Turnitin™ report indicates that plagiarism has occurred, the Academic Integrity policy will be followed.

10.           A minimum of 4 (four) scholarly references must be used.  A dictionary, required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment.  References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.

11.           Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6^th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.

12.           The paper (excluding the title page and reference page) should be at least 5, but no more than 7 pages. Points will be lost for not meeting these length requirements.

13.           Ideas and information that come from scholarly sources must be cited and referenced correctly.

14.           Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. NURSING THEORY

PROFESSIONAL TRANSITION PREPARATION

Consider the following scenario:
Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP.

What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?  PROFESSIONAL TRANSITION PREPARATION

In this Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.

• Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.
• Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.
• Consider the following questions:
  • What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?
  • What challenges are you likely to encounter as you transition into a new role?
  • What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.
• Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.
• Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.
• Review the information in the Introduction to the Practicum (in this week’s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements. PROFESSIONAL TRANSITION PREPARATION
• Review the suggestions for developing effective learning objectives provided in the Learning Resources.
• Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:
  • Specific
  • Measurable
  • Attainable
  • Results-focused
  • Time-focused
  • Reflective of the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above)
• Select one or more practicum professional development objectives to focus on for this Discussion. (You may continue to hone these objectives as you work on this week’s Application Assignment.)
• Reflect on how you could achieve each objective through your Practicum Experience.

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By 02/28/2017 post a minimum of 550 words in APA format and least 3 references from the list provided below. Apply the level one headings as numbered below:

1)      An explanation of your professional aspirations and how you intend to use the Practicum Experience to promote career change and/or enhance your performance.

2)      Describe at least one objective to facilitate your professional growth, and explain the steps you could take to achieve the objective(s) during your Practicum Experience. Support your response with examples from the literature.

Required Readings

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Note: Retrieved from the Walden Library databases.

 “Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Note: Retrieved from the Walden Library databases.

 This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Note: Retrieved from the Walden Library databases.

 The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
Note: Retrieved from the Walden Library databases.

 “Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38. 
Note: Retrieved from the Walden Library databases. PROFESSIONAL TRANSITION PREPARATION

 The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.
Note: Retrieved from the Walden Library databases.

 In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

 Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

 This article addresses three domains of learning: cognitive, affective, and psychomotor.

University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

 This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

 This resource outlines elements of Bloom’s Taxonomy.

Required Media

Laureate Education (Producer). (2012a). Professional behavior in the practicum setting [Interactive media].
Note: Retrieved from the Walden Library databases.

 In this audio presentation, Dr. Jeanne Morrison discusses topics that demonstrate professional behavior in the practicum setting, such as dressing professionally, punctuality, and communication.

Laureate Education (Producer). (2012b). Professional best practices [Interactive media].
Note: Retrieved from the Walden Library databases.

 In this audio segment, Dr. Jeanne Morrison provides an overview of best practices and tips for students engaged in the Practicum Experience. She discusses what activities are included in practicum hours, the importance of staying in touch with your Preceptor, and strategies for dealing with stress.

Laureate Education (Producer). (2012c). Professionalism and the practicum experience [Interactive media].
Note: Retrieved from the Walden Library databases.

 What is the Practicum Experience all about? What are the roles of the Faculty Member and the Preceptor? In this media presentation, Dr. Jeanne Morrison discusses these and other critical aspects of the Practicum Experience. She also provides an overview of the professional demeanor expected of all students throughout the Practicum Experience. PROFESSIONAL TRANSITION PREPARATION

eveloping an Implementation Plan

 Max Points: 150

Details:

Consider the population in which the solution is intended, the staff that will participate, and the key contributors that must provide approval and/or support for your project to be implemented. These stakeholders are considered your audience.

Develop an implementation plan (1,500-2,000 words) using the “Topic 3: Checklist” resource. The elements that should be included in your plan are listed below: Developing an Implementation Plan

Method of obtaining necessary approval(s) and securing support from your organization’s leadership and fellow staff. –

Description of current problem, issue, or deficit requiring a change. Hint: If you are proposing a change in current policy, process, or procedure(s) when delivering patient care, describe first the current policy, process, or procedure as a baseline for comparison. –

Detailed explanation of proposed solution (new policy, process, procedure, or education to address the problem/deficit). –

Rationale for selecting proposed solution. –

Evidence from your Review of Literature in Topic 2 to support your proposed solution and reason for change.  – Separate

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Description of implementation logistics (When and how will the change be integrated into the current organizational structure, culture, and workflow? Who will be responsible for initiating the change, educating staff, and overseeing the implementation process?) Developing an Implementation Plan

Resources required for implementation: staff; educational materials (pamphlets, handouts, posters, and PowerPoint presentations); assessment tools (questionnaires, surveys, pre- and post-tests to assess knowledge of participants at baseline and after intervention); technology (technology or software needs); funds (cost of educating staff, printing or producing educational materials, gathering and analyzing data before, during, and following implementation), and staff to initiate, oversee, and evaluate change.

Prepare this assignment according to the guidelines found in the APA Style Guide. Developing an Implementation Plan