1. Introduction 

The introduction substantively presents all the following elements: 

· Identifies the role of concept analysis within theory development.

· Identifies the selected nursing concept.

· Identifies the nursing theory that addresses the selected concept. 

· Names the sections of the paper.

· Scholarly support is required.

2. Definition/Explanation of the selected nursing concept

This section includes: 

· Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required).

· A substantive discussion of this section with support from nursing literature is required.

3. Literature review

This section requires: 

· A substantive discussion of at least 6 (six) scholarly nursing literature sources on the selected concept.

· Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion.

· Support from nursing literature is required.

Please Note: Primary research articles about the selected nursing concept are the most useful resource for the literature review.

4. Defining attributes

For this section:

· A minimum of THREE (3) attributes are required. 

· A substantive discussion of this section with support from nursing literature is required

Explanation: An attribute identifies characteristics of a concept.  For this situation, the characteristics of the selected nursing concept are identified and discussed. 

5. Antecedent and Consequence

This section requires the identification of:

· 1 antecedent of the selected nursing concept. 

· 1 consequence of the selected nursing concept.

· A substantive discussion of the element with support from nursing literature is required.

Explanation: An antecedent is an identifiable occurrence that precedes an event. In this situation, an antecedent precedes a selected nursing concept. A consequence follows or is the result of an event. In this situation a consequence follows or is the result of the selected nursing concept. 

6. Empirical Referents

This section requires the identification of:

· 2 (two) empirical referents of the selected nursing concept.

· A substantive discussion of the element with support from nursing literature is required.

Explanation: An empirical referent is an objective ways to measure or determine the presence of the selected nursing concept.

7. Construct Cases 

Explanation: hypothetical or real-life situations demonstrating the use or absence of the concept.

This section requires the creation of a model case, borderline case, and contrary case. 

· 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas:

o Definition

o All identified attributes

Explanation:  A model case is an example of a hypothetical or real-life situation that demonstrates all of the attributes noted previously in this assignment. 

· 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing.

· 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. 

Explanation: Borderline case is a created case where one or two of the previously identified attributes are missing. Contrary case is a created case that demonstrate the complete opposite of the selected nursing concept – all identified attributes are missing. 

8. Theoretical Applications of the Concept

· Discuss the purpose of a concept analysis in relationship to theory.

· Explain how the concept applies to the selected nursing theory.

· A substantive discussion of the element with support from nursing literature is required. 

9. Conclusion

This section requires:

· Summarization of key information regarding:

o Selected nursing concept.

o Selected nursing theory.

o Application of concept analysis findings to advanced practice nursing (specific to selected specialty track professional role and/or area of practice).

· The concluding statements include self-reflection on the new knowledge gained from conducting a concept analysis. (Self-reflection may be written in first-person.)

Preparing the Assignment

Criteria for Format and Special Instructions

1. The paper (excluding the title page and reference page) should be at least 6, but no more than 8 pages. Points will be lost for not meeting these length requirements.

2. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th 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.

3. The source of the concept for this assignment must be a published nursing theory. Non-nursing theories may NOT be used. 

4. A minimum of 6 (six) scholarly references must be used. Required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. A dictionary maybe used as a reference for the section titled “Definition/Explanation of the selected nursing concept”, but it is NOT counted as one of the 6 required scholarly nursing references. Be aware that information from .com websites may be incorrect and should be avoided.

5. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.

6. Ideas and information from scholarly, peer reviewed, nursing 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.

Possible Concepts: The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is NOT allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance. Please note: the concepts of incivility and civility are not allowed for this assignment.

  

· Adaptation

· Burnout

· Caring

· Comfort

· Compassion

· Compassion fatigue 

· Competence

· Cultural humility 

· Empowerment

· Engagement

· Health

· Leadership

· Meaningfulness

· Modeling

· Noise

· Pain

· Palliative care

· Quality of life 

· Resilience

· Self-care

· Sensory overload

· Situational awareness

Directions and Assignment Criteria

  

Assignment Criteria

Points

%

Description

 

Introduction 

10

4

The introduction substantively   presents all the following elements: 

· Identifies the role of concept   analysis within theory development.

· Identifies the selected nursing concept.

· Identifies the nursing theory that addresses the selected concept. 

· Names the sections of the paper.

· Scholarly support is required.

 

Definition/Explanation of Selected   Concept

25

10

This section   includes: 

· Defines/explains the concept using scholarly literature (a dictionary   maybe used for this section ONLY, and additional scholarly nursing references   are required).

· A substantive discussion of this   section with support from nursing literature is required.

 

Literature   Review 

35

14

This section requires: 

· A substantive discussion of at least 6 (six) scholarly nursing   literature sources on the selected concept.

· Themes, ideas, and/or facts about the   concept found in the reviewed sources are presented in an organized fashion.

· Support from nursing literature is required.

 

Defining   Attributes

25

10

For this section:

· A minimum of THREE (3) attributes are required. 

· A substantive discussion of this   section with support from nursing literature is required

 

Antecedent & Consequence

25

10

This section requires the   identification of:

· 1 antecedent of the selected nursing concept. 

· 1 consequence of the selected nursing concept.

· A substantive discussion of the   element with support from nursing literature is required.

 

Empirical Referents

20

8

This section requires the identification of:

· 2 (two) empirical referents of the selected   nursing concept.

· A substantive discussion of the   element with support from nursing literature is required.

 

Construct Cases

30

12

This section requires:

· 1 Model Case is created by the student and   discussed substantively by demonstrating within the case each of the   following areas:

o Definition

o All identified attributes

· 1 Borderline Case is created by the student in which   one or two of the previously identified attributes are missing.

· 1 Contrary Case is created by the student that   demonstrates the opposite of the selected nursing concepts. All identified   attributes of the concept are absent in this case. 

 

Theoretical Applications of the Concept

30

12

This section requires:

· Discussion of the purpose of a   concept analysis in relationship to theory.

· Explanation on how the concept   applies to the selected nursing theory.

· A substantive discussion of the   element with support from nursing literature is required. 

 

Conclusion

10

4

This section requires:

· Summarization of key information   regarding:

· Selected nursing concept.

· Selected nursing theory.

· Application of concept analysis   findings to advanced practice nursing (specific to selected specialty track   professional role and/or area of practice).

· The concluding statements include   self-reflection on the new knowledge gained from conducting a concept   analysis. (Self-reflection may be written in first-person.)

 

Paper Specifications

20

8

A nursing theory was used.

The source of the concept for this assignment was a published nursing   theory. Non-nursing theories may NOT be used. 

Paper meets length requirements of 6 to 8 pages

Minimum of 6 scholarly nursing references

A dictionary (except for Definition section), 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.

 

APA Format (6th edition)

10

4

Title page, running head, body of paper, and reference page must   follow APA guidelines as found in the 6th 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.

One deduction for each type of APA style error

Injury: volkmann’s ischemic contracture

Each student will upload a six-session of physical therapy on the injury that they presented in class. Each session should last for 1 hour. During each session, you are working on flexibility, range-of-motion, and strengthening of the muscles surrounding the injured area. List each exercise with how many sets and reps. 

**Must include pictures of rehabilitation for your injury.

Below is the template, use this template to make this PowerPoint. 

 

This is Quality & Safety Initiatives 

1. Can you describe a time when you encountered a patient safety issue or potential problem. 

2. How did you handle the situation?

3. What barriers did you encountered that influenced quality patient care? Safe patient care?

Suggested reading: Josie’s story: A mother’s  Crusade to make medical care safe by Sorrel King

This topic is Conflict Resolution and Fostering a Culture of Respect 

1. Kindly reflect on a time you had a conflict with a colleague of a different situation with a patient/family member. 

2. How did you resolve the conflict and what did you learn from the situation?

Change Model

To bridge the gap between scientific evidence and patient care we need an in‐depth understanding of the barriers and incentives to achieving change in practice.  Various theories and models for change point to a multitude of factors that may affect the successful implementation of evidence.  When planning complex changes in practice, potential barriers at various levels need to be addressed. The nature of the EBP, characteristics of the professionals and patients involved, the social, and organizational culture all should be taken into account when planning and executing the implantation phase of change.  Ultimately, unorganized change with no implementation science is little more than “expensive trial and error” (Nelson, 2015, p.1).

                                                         Benefit

Utilizing a theory, model, or framework will provide structure to the process of change.  A benefit of utilizing a theory of change model will aid in understanding why the implementation of the practice either succeeds or fails (Nilsen, 2015).  Nilsen 2015 clearly describes three reasons for the importance of following implementation science. The following aims are included in the article Making Sense of Implementation theories, models, and frameworks 2015, (1) describing and /or guiding the process of translating research into practice, (2) understanding and/or explaining that influences implantation outcomes and  (3) evaluating implementation (Nilsen, 2015, p. 2). After reading the weekly article assignment by Nilsen it is clear that there is a benefit of incorporating a change model outweigh the time and effort it took to include it?

                                                    Conclusion

A crucial factor in delivering high-quality patient care is the nursing implementation of evidence-based practice (EBP); nurses, more than the institutional leadership, play an integral role in the implementation of EBP on nursing units (Kueny, et al., 2015).  EBP allows nurses to make complex health care decisions based on findings from rigorous or high-quality research reports, clinical expertise, and patient perspectives.  According to Kueny et al., 2015, models for EBP implementation provide stepwise guidance; however, particular contextual factors act as facilitators or barriers to the process (p. 29).  Only through using implementation science to achieve EBP will what is learned from research be translated into making care safer.                     

                                                       References

Kueny, A., Shever, L. L., Lehan Mackin, M., & Titler, M. G. (2015). Facilitating the

implementation of evidence- based practice through contextual support and nursing leadership. Journal of healthcare leadership, 7, 29-39. doi:10.2147/JHL.S45077

Nilsen, P. (2015). Making sense of implementation theories, models and frameworks.

Implementation Science, 10(53), 1-13. https://doi.org/10.1186/s13012-015-0242-0.