you will write your theoretical framework. For this section of your paper, you must specifically identify and address two independent theories or conceptual models that relate directly to your change project in addition to the Plan-Do-Study-Act (PDSA) cycle. Keep in mind that your theoretical framework provides the structure for your change project. Think of it as a frame for a new home that is being built. The framework is what guides and directs your change project. Basically, it will help make sense of your change project. Make sure to describe how you will apply these theories and models to your change project.

  

Assignment: Application: Leadership Concept
Analysis Group Paper

This week you will begin a group paper that you will develop over the next few weeks. By Day 3 of this week, you will be placed in a collaborative group and provided with a work area for your group (See the Groups area below Week 11 in the left-hand navigation bar. If you do not see your team area by the end of Day 3, contact your Instructor.)

Before you begin to work with your group, read the information below describing the paper. Then join your group, introduce yourself, and begin work on selecting a topic.

To prepare:

· Review the Peer Evaluation Form for important information on how this assignment is graded.

· Identify a group facilitator.

· Within your group, select a topic relevant to interprofessional leadership and the health care field on which to focus your group paper. The following are some potential topics for your group to consider: 

o Matrix organizations

o Accountable care organizations

o Horizontal and vertical organizations

o Role conflict and ambiguity

o Employee recruitment and selection

o Interpersonal relationships in the C-suite of organizations (the relationships between the CEO, CFO, and CNO)

o Resistance to change

o Succession planning

o Whistle blowing

o “Just” culture

o Team Stepps

· When your group has selected a topic, the group facilitator will submit the topic to the Instructor for approval on the Discussion Board in the Week 5 Group Project Topic Forum.

· Conduct research on your topic using the Walden Library and other credible sources.

To complete:

As a group, write a 3- to 5 (page count does not include title and reference page) page paper that includes the following:

· Section 1: Introduction

· Section 2: Significance of the topic (based on literature that speaks to the relevancy of the concept selected in terms of interprofessional leadership)

· Section 3: Review of the literature related to the concept that the group selects (current best practices, positive or negative impact on leadership or health care organizations, etc.)

· Section 4: Application to nursing (e.g., implications or consequences for nursing leaders)

· Section 5: Conclusion

All group members are expected to collaborate fully on this project, and your group paper should demonstrate an original and thoughtful application of the ideas presented in the Learning Resources and the research literature.

Please reply to this discussion with one reference.  

 

The theory-practice gap in nursing is the idea that there is a distinct divide between our current knowledge base and the utilization of that knowledge into the discipline of nursing practice.  The struggle to close this nursing theory-practice gap stems from factors such as a lack or inability to use theory in practice due to a deficiency of belief, knowledge, understanding, or application of theoretical concepts to guide nursing practice (Butts & Rich, 2015).  Venes (2009) describes the term theory as “a statement that best explains all the available evidence on a given topic.  If evidence that contradicts the theory becomes available, the theory must be abandoned, modified, or changed to incorporate it” (p. 2300).  Complicating the learning of theory, theorists often use abstract meanings and multiple interpretations when defining rules and procedures that apply to the clinical setting (Saifan, AbuRuz, & Masa’deh, R., 2015).  Comprehending nursing theories is often an obscure venture when the consensus among modern nursing theorists varies.  Perhaps this disconcertion, coupled with a more demanding need for a basic set of clinical skills, is the reason why traditional nursing practice favors medical knowledge as a guide instead of a theory-first approach.  According to Saifan, AbuRuz, and Masa’deh (2015), “this view was originated from the ability of clinical education to provide students with real-life events that enable them to develop, apply and evaluate their own understanding of concepts being studied” (p. 20).  However, even the most modern clinical educations have contentions as they cannot fully prepare nurses for the inconstant variables and complexity of the real-world practice domain. 

            There is a delicate balance between learning theory and preparation for clinical practice in nursing education.  Too much early focus on theory may leave nurses lacking in essential clinical competencies; a trend that would undoubtedly be detrimental to patient health outcomes. But, failure to address theory in a nurse’s education may not allow the clinical nurse to conceptualize patterns and experiences into research and theory thereby hindering the advancement of nursing practices. 

            I believe that theory is vital to fully recognizing and understanding how and why we pursue the advancement of better nursing practices.  However, it cannot be understated that there is a primary necessity for the development of clinical competence in gaining critical thinking and decision-making skills to achieve the desired patient outcomes for practicing nurses.  These clinical nursing skills are what purposes most nurses with providing health care services.  This actuality cannot overshadow the importance of introducing theory as part of the nursing curriculum.  Planting the early seeds of theory and the associated concepts in nursing education helps to later bridge the theory-practice gap through the merging of experienced clinical knowledge to a growing theoretical understanding in the evolution of the expert nurse. 

References

Butts, J., & Rich, K. (2015). Philosophies and Theories for Advanced Nursing Practice. (2nd ed.). Burlington, MA: Jones & Bartlett Learning.  

Saifan, A., AbuRuz, M., & Masa’deh, R. (2015). Theory practice gaps in nursing education: a qualitative perspective. Journal of Social Sciences / Sosyal Bilimler Dergisi, 11(1), 20–29. https://doi.org/10.3844/jsssp.2015.20.29

Venes, D. (2009). Taber’s cyclopedic medical dictionary. Ed. 21, illustrated in full color / Philadelphia: F.A. Davis.

Write a 185-word message in which you:

1-Describe your past experience collaborating with others on a team project or assignment. Include any challenges that you experienced working with a team.

2-Identify your strengths and limitations regarding team work.

3-Address what you like most about working with a team. 

4-Briefly share what you know about theory and its relation to quality care.

  

Assignment : Practicum Journal: Voluntary and Involuntary Commitment

PMHNPs may find themselves working in a wide variety of settings—each having their own unique challenges and inherent legal issues. For instance, what do you do in your state of practice when you are providing a therapy/treatment session and a client reports active suicidal ideation? What do you do if you are covering inpatient psychiatric consults and are called to see a patient in the ICU who overdosed on prescription medication requiring intubation? What do you do if you are a PMHNP on an inpatient unit and a client who admitted themselves on a voluntary basis suddenly states that they have decided to sign themselves out of the hospital so that they can go home to kill themselves? These are just some of the legal questions that PMHNPs must know the answers to specific to their state of licensure/practice.

In this Assignment, you investigate your state’s laws concerning voluntary and involuntary commitment. You also analyze a case to determine if the client is eligible for involuntary commitment.

Scenario for Week 7 Case:

You are a PMHNP working in a large intercity hospital. You receive a call from the answering service informing you that a “stat” consult has been ordered by one of the hospitalists in the ICU. Upon arriving in the ICU, you learn that your consult is a 14 year old male who overdosed on approximately 50 Benadryl (diphenhydramine hydrochloride) tablets in an apparent suicide attempt. At the scene, a suicide note was found indicating that he wanted to die because his girlfriend’s parents felt that their daughter was too young to be “dating.” The client stated in the suicide note that he could not “live without her” and decided to take his own life. Although he has been medically stabilized and admitted to the ICU, he has been refusing to talk with the doctors or nurses. The hospital staff was finally able to get in touch with the clients parents (using contact information retrieved from the 14 year old’s cell phone). Unbeknown to the hospital staff, the parents are divorced, and both showed up at the hospital at approximately the same time, each offering their own perspectives on what ought to be done. The client’s father is demanding that the client be hospitalized because of the suicide, but his mother points out that he does not have “physical custody” of the child. The client’s mother demands that the client be discharged to home with her stating that her son’s actions were nothing more than a “stunt” and “an attempt at manipulating the situation that he didn’t like.” The client’s mother then becomes “nasty” and informs you that she works as a member of the clerical staff for the state board of nursing, and if you fail to discharge her child “right now” she will make you “sorry.” How would you proceed?

Learning Objectives

Students will:

• Evaluate      clients for voluntary commitment
• Evaluate      clients for involuntary commitment based on state laws
• Recommend      actions for supporting parents of clients not eligible for involuntary      commitment
• Recommend      actions for treating clients not eligible for involuntary commitment

To Prepare for this Practicum:

• Review      the Learning Resources concerning voluntary and involuntary commitment.
• Read      the Week 7 Scenario in your Learning      Resources.
• Research      your state’s laws concerning      voluntary and involuntary commitment.

The Assignment (2–3 pages):

• Based      on the scenario, would you recommend      that the client be voluntarily committed? Why or why not?
• Based      on the laws in your state, would the      client be eligible for involuntary commitment? Explain why or why not.
• Did      understanding the state laws confirm or challenge your initial recommendation regarding involuntarily committing      the client? Explain.
• If the      client were not eligible for involuntary commitment, explain what actions you may be able to take to support the      parents for or against voluntary commitment.
• If the      client were not eligible for involuntary commitment, explain what initial actions you may be able to take to begin treating the client.