Discussion: Jean Watsons Caring Theory

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Discussion: Jean Watsons Caring Theory ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Jean Watsons Caring Theory a,Please find: 1, study material, 2, assignment description, 3, an example of discussion I found online in the attached file. Discussion: Jean Watsons Caring Theory (PLease read the study material carefully and have a general idea about concept analysis before u start to write, thank you) b, The reference paper has to be within 5 years, in APA style c, this is a discussion, it doesn’t need to be APA sytle, Just answer each question step by step is ok. d, The example is just for your reference, I don’t think the author answer the first question right, it should be the definition of the concept that I selected which is holistic care. attachment_1 attachment_2 attachment_3 In previous weeks, we discussed the nursing profession with consideration to philosophical and theoretical underpinnings. This week we will examine concepts, contextually, as the foundational building blocks of theories. Consider the following small segment from an interview of a small boy about to start school in the Midwest. Examiner: What do you do in a river? Boy: Run. Examiner: What do you wear in the winter? Boy: Shorts and sandals. Examiner to boy’s mother: I believe your son needs one more year at home prior to starting school. Discussion: Jean Watsons Caring Theory Boy’s mother: I’m wondering if perhaps you’re basing your decision on the last few answers my son has given to your questions. Perhaps it would help you to know we’ve recently moved here from the Southwest, where all he has seen are dry riverbeds that are parks and he owns no winter coat or sweater, because winters are so mild. The young boy was allowed to enter school. In the above scenario, river and winter are two concepts that might be considered to be known by all. Yet in the illustration, rivers and winter are totally dependent on context, in this case the geography and weather conditions. Foundations of Nursing Theory The same thing happens within nursing. Basic concepts, such as caring, pain, and therapeutic communication, provide the foundation for any nursing theory. Once the foundation is laid, consideration is given to the linkages among the various components of the theory. These linkages, or relational statements, provide meaning and structure to the theory. The relational statements describe and explain the function of each component of the theory (Asselin, 2011; Parker & Smith, 2015). As illustrated, concepts are foundational to any nursing theory (Parker & Smith, 2010). They also are key ingredients within the research process. When the primary investigator (PI) decides on the specific concepts to be studied, these concepts require both a theoretical and operational definition. Providing both definitions enables the PI to describe the concept usage within the study and exactly how it will be measured or operationalized. The question is: Are all concepts universal? In the opening scenario, we discovered that concepts can and do have multiple meanings for the same group of people. Within nursing, a concept analysis has become an accepted mechanism to assist in defining and operationalizing concepts that are considered to be known by all but are actually not clearly known (Parker & Smith, 2015). Discussion: Jean Watsons Caring Theory Consider what has happened in the past 40 years with regard to a patient’s right to die. In the mid-1970s, Karen Quinlan lapsed into a coma after a party, after which she needed artificial ventilation. In her vegetative state, she continued to need ventilatory assistance, and her parents eventually requested the removal of the ventilator. It was a nurse who questioned this, and the parents received a court order allowing the removal of the ventilator. Quinlan lived for an additional 9 years. Subsequently, this incident sparked much legal and ethical debate, so that by the mid-1990s, the American public assumed a right to all extraordinary measures, and the medical community needed a definition of a concept called medical futility. Though medical futility began to enter the literature in the mid-1990s, there was no clear definition or measure for this concept. Nurses (and other healthcare providers) could clearly explain the futility of continuing to use unsuccessful treatments, such as antibiotics or pain medication, but to remove such things as artificial ventilation was a level of care many were unable to clearly delineate. Eventually, a concept analysis was published that clearly defined medical futility, along with contributing factors and empirical indicators. The concept analysis clearly defined antecedents (what comes before) and the consequences of the concept (Parker & Smith, 2015; Walker & Avant, 2011). For medical futility, some of the antecedents were catastrophic events leading to irreversible total body failure, including such things as the absence of any voluntary responses, including breathing. The consequence of medical futility is death, but it is the physiological process, not an active intervention on the part of any healthcare provider, that leads to that consequence. Concept AnalysisA concept analysis is a structured process of examining a complex concept in order to determine a mutual understanding within an applied context. Concept analysis is used to make sense of concepts foundational to theory development. There are several different methods for conducting a concept analysis; however most methods share common process steps. Walker and Avant (2011) identify eight steps for conducting a concept analysis as follows: 1) Select a concept; 2) determine the aim or purpose of the analysis; 3) identify all uses of the concept; 4) determine and define attributes; 5) identify a model case; 6) identify borderline, related, contrary, invented, and illegitimate cases; 7) identify antecedents and consequences; and 8) define empirical referents (p. 160). According to Walker and Avant (2011) the first step of concept analysis is to select a concept of interest. For example, a nurse leader wants to learn about transformational leadership. The leader selects the concept of empowerment to analyze in order to build on his or her understanding of the transformational theory. The next step is to consider the aims of the analysis. For the nurse leader, the aims of the concept analysis is to gain a broader understanding of leadership styles and how the concept of empowerment plays an integral link to better nursing satisfaction and retention, as well as being a transformational leader. The leader also can consider whether there are purposes in nursing practice for the analysis of the concept of empowerment. The nurse leader might want to differentiate between jargon, casual use, and scientific discourse on the concept (Walker & Avant, 2011). Ways to identify all the uses of a concept include using dictionaries, colleagues, thesauruses, and the scholarly peer reviewed literature. It is important for the nurse leader to keep an open mind at this point and avoid the limitation of only one perspective on the concept of empowerment (Walker & Avant, 2011). The nurse leader should go beyond healthcare resources and explore scholarly literature for various domains of knowledge and professions. If the nurse leader finds many uses and a lot of variation of empowerment, the nurse leader may need to reflect again on the aims and purposes of the concept analysis to identify a specific focus. The next step in concept analysis is to define the attributes as characteristics or descriptors. This is one of the most important parts of the analysis. The nurse leader can take notes on attributes or the various concept uses of empowerment—attributes that capture his or her attention and are geared toward transformational leadership, such as self-actualization, enablement, and promoting influence. The nurse leader’s goal is to nail down a minimum set of attributes to be able to distinguish this concept from similar concepts (Walker & Avant, 2011). Discussion: Jean Watsons Caring Theory A model case illustrates or exemplifies the concept, including demonstration of all defining attributes (Walker & Avant, 2011). In this step of the analysis, the nurse leader is aiming for an example that clearly shows the concept of empowerment, without confusing or distracting elements. For example, the nurse leader can identify a model case to illustrate the concept of empowerment by demonstrating how nurses of an acute-care unit have been engaged in making decisions related to various supplies used on the unit versus those decisions made by senior leadership. Discussion: Jean Watsons Caring Theory Regardless of the preferred method of concept analysis, the building of cases further illustrates the utility of a specific concept. A common case that is used is the model case, which exactly illustrates the concept in usage. Other types of cases are: similar (parallel or similar, not identical), illegitimate (uses the concept in an exact opposite or contrary manner), and imaginary (using the concept in a new and unusual way). Initially, learning how to construct cases to further illustrate a concept can seem forced or even difficult, but it really becomes a fun exercise, which ultimately provides clarity and meaning (Parker & Smith, 2015; Walker & Avant, 2011). An antecedent takes place or precedes an instance of a concept. The outcomes or results of an instance of a concept are the consequences. A defining attribute cannot be an antecedent or a consequence of the target concept (Walker & Avant, 2011). At this point, the nurse leader must consider situations, events, environments, or other contexts that must exist before the concept of empowerment can be present. What must exist before attachment occurs? For instance, nurses must feel safe in their environments, their voice counts, and senior leadership will listen before being able to feel the influence of empowerment. The outcomes or results of an instance of a concept are the consequences. The nurse leader has reached the final step. How is the concept of empowerment measured? How do you demonstrate the concept exists or is present? An empirical referent serves as a way to establish this existence. This is done through measuring the defining attributes. Often, the attributes and referents are the same thing. With more abstract concepts, defining attributes are more abstract and harder to capture empirically. For the nurse leader, empowerment can be empirically measured through nurse satisfaction levels, retention rates, and vacancy rates. As stated in Week 1, the nursing profession has its own body of knowledge and language. Concepts provide the foundation for theory development. Concept analysis is a structured process used to gain insights and new perspectives, to define or clarify a concept for mutual understanding, to provide meaning to a nursing theory, and to provide a framework for application of a concept to practice. Concept is a powerful tool that assist in providing clarity for our nursing practice. As stated by Melnyk and Fineout-Overholt (2011) and McEwen and Willis (2014), concept is one of the vehicles used to demonstrate to others key components of our profession. Although a concept analysis may appear cumbersome to use at times, the ultimate goal is a shared language among nurses. Discussion: Jean Watsons Caring Theory Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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