Theory NSM

 Please briefly share how do the four components of the metaparadigm in the study you selected align with the NSM? 

Running head: THEORY OF INTERPERSONAL CARE 2

THEORY OF INTERPERSONAL CARE 2

Theory of Interpersonal Relations

Sandra Jayussi

Chamberlin University

Nursing theories are used in nursing research as well to understand the use of theories in the provision of patient care in different nursing fields. The theory of Interpersonal relations was developed by Hildegard Peplau who was focusing on the benefits of creating a strong relationship between nurses and patients to foster interpersonal relations which comprise of four major elements; person, environment, health, and nursing. The basics of the theory are that nurses’ interactions play a major role in influencing patients’ well-being and experience through interactions and communication habits (Dias et al,2019). For the development of the theory, the four concepts work best. The person represents the patient and the surrounding immediate family and friends who ensure the physical, spiritual, emotional, and social needs of the person are met. The environment is the surrounding that affects the patient through internal and external influences. Health reflects the quality and general well-being of the patient and the access the patient has towards healthcare. The fourth paradigm, nursing is the application of knowledge and skills by the nurse in caring for the patient.

The nursing research study on the effect of support groups interventions used by caregivers to patients with heart failure to discover the outcomes when used with a nursing theory fully influences the purpose of the research. The case study uses support groups such as caregivers to determine the impact of the health of the patients. The experimental research with 69 support group team with 35 under control and 35 of them under intervention. The interceding group took part in meetings and data was collected from both the intervention and the control team periodically. Findings had it that caregivers in the intervention team had same scores in terms of depression levels while the intervention team had lower burden scores than the control group except that of objective personal care. The burden of the caregivers that offer support to patients with heart failure reduced significantly as the time progressed from 3 months to 6 months. Therefore, conclusions were made that extended support of patients with heart failure requires more time to ensure depression and burden among the caregivers minimizes while personalized are is perfected (Barutcu & Mert,2016).

According to research, heart failure incidence rate increases annually as well as its mortality and morbidity rate. More than 5.8 million patients have heart failure in the U.S with some percentage of older people affected. To ensure personalized care for patients nursing theories are applied that meet the nursing paradigm. Among the concepts of the paradigm is patients who are heart failure patients, nursing is the practice applied by caregivers with the help of other health providers to meet quality care and ensure the quality of life of the patients. The research conducted identified that the environment influenced the level of care. This is because some of the caregiver’s occupational practices led to a reduced level of care, burden, and depression rates are high among the support group teams. This reflects the environment in which the patients are exposed to with caregivers whose mental status is affected is high to affect the quality of care and hence slow recoveries.

Additionally, time affected the quality of care of the patients as well as the interaction between the support group caregivers and the patients. According to the theory of interpersonal relations, a good relationship between nurses and patients fosters the recovery process through a better understanding of personalized care with enough time to monitor the impact on the recovery process. This explains the impact of nursing theories on the health of the patient which covers the nursing paradigm concepts also.

References

Barutcu, C. D., & Mert, H. (2016). Effect of support group intervention applied to the caregivers of individuals with heart failure on caregiver outcomes. Holistic nursing practice, 30(5), 272-282.

Dias, J. S., Rocha, L. P., Carvalho, D. P. D., Tomaschewski-Barlem, J. G., Barlem, E. L. D., & Dalmolin, G. D. L. (2019). Construction and validation of a tool to assess nursing interpersonal relations. Revista brasileira de enfermagem, 72, 408-413.

DNPDiscussion Guidelines

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.

Due Date

The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT. Please note that the late assignment policy does not apply to the collaborative discussions.

Discussion Criteria

Review the discussion criteria:

Application of Course Knowledge

· The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.

Engagement in Meaningful Dialogue

·

The student responds to a student peer and course faculty to further dialogue.

· Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.

· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.

· The peer response must occur on a separate day from the initial posting.

· The peer response must occur before Sunday, 11:59 p.m. MT.

· The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

· Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.

· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.

· The faculty response must occur on a separate day from the initial posting.

· Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.

· This response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

Integration of Evidence

· The student post provides support from a minimum of at least three (3) sources which may include assigned readings, or weekly module content, or outside scholarly sources. The scholarly source when used is: 1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years, and 4) an in-text citation. The student initial response to the graded discussion must include at least 1 source. Responses to peer and/or faculty, citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards then apply.

· It is important that student utilizes support from the literature that is grounded in the literature providing sources relevant to the discussion posting. One source may come from the online weekly content.

· Scholarly Sources

· Two (2) scholarly sources should be used in the discussion board assignments across the week.

· These include peer-reviewed publications.

· Textbooks are not considered scholarly sources. However, in some assignments, support from textbooks may be used on a limited basis when accompanied with additional scholarly sources if specified in the assignment guidelines or with instructor approval.

· Scholarly sources may be present in the weekly readings and students may choose to utilize these.

· Wikipedia, Wikis, .com website or blogs should not be used.

· Sources should be no more than five years old unless they are historical or seminal references or approved by your instructor.

· Literature Sources:

· Grey literature is scholarly but not peer-reviewed. These resources can be used but do not meet requirements for peer-reviewed sources.

· Refer to the assignment guidelines to determine which grey literature sources (e.g., professional organization website, white papers) are appropriate to be used for discussions or assignments and would constitute receiving full credit for using this resource in the paper or discussion.

· Government reports are actually part of the grey literature – they are not peer reviewed and the government’s main purpose is not the publication of literature.

· Internet resources on dissertations, a form of grey literature, provide additional views on the scholarly level of this literature

· Papers written for Chamberlain College of Nursing should be the student’s original work and contain no more than one short quotation for every three pages or as designated in the assignment guidelines. Quotations should be avoided if possible.

(Chamberlain Guidelines for Writing Professional Papers, 2020)

Professionalism in Communication

· The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

Wednesday

Participation

Requirement

· The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.

Total Participation Requirement

· The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.

Rubric

Participation

0 points

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday.

A zero is the lowest score that a student can be assigned.

Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality.

* Using APA style and formatting, in text citations are included for all sources. Matching references are included for all in-text citations. Due to the formatting constraints of Canvas, references included in the discussion must include complete information. Canvas will not allow a hanging indent; it is not required.

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