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NSG 5002 Week 2 Theory Development – Barrier and Stimulants

NSG 5002 Week 2 Theory Development – Barrier and Stimulants

NSG 5002 Week 2 Theory Development – Barrier and Stimulants

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Development of a theoretical body of knowledge, unique to the nursing domain, is directly proportional to equivalent strides taken in the area of research. Effective integration of theory and practice is essential for the survival and growth of the nursing profession. NSG 5002 Week 2 Theory Development – Barrier and Stimulants. To continue the cycle of meaningful advancements, researchers need to identify barriers and overcome them. Along with this, they also need to take note of factors that stimulate the process of theory development. Let’s examine how knowledge has played a crucial role in setting obstacles in the path of theory development on the one hand and, on the other, how it has facilitated the development of nursing theories.

How did knowledge act as a barrier to the process of theory development? NSG 5002 Week 2 Theory Development – Barrier and Stimulants How did knowledge act as a stimulant in the process of theory development?
Use of the knowledge of other disciplines was long seen as superior to that developed by nurses. Knowledge breeds knowledge; existing theory now provides impetus for further refinement and development.
Other disciplines, such as sociology, psychology, and physiology, prepared their students to do research in nursing and develop theories for nurses, rather than encouraging nursing to prepare its own students to do research and theory development. Old paradigms are challenged by new ones as they are influenced by social factors, factors in healthcare, and practice changes.
The National League for Nursing (NLN) requirement for colleges and universities often resulted in the development of curricula with esoteric content. The new worldview is less mechanistic, more congruent with women’s views of science and nurses’ views of health; it is more wholistic and ecological.
The knowledge base developed was unrelated to practice and was far removed from preparing students to be change agents in practice. Nurses are trained to observe record, analyze, and solve problems, and this unique source of knowledge has provided research efforts that are, finally, far more based in the practice realm than ever before.
The academic focus was on conceptual models as a way to develop theories and theoretical thinking, and often lost sight of the reason to conceptualize in the first place, that is, the underpinnings of nursing practice and patient care. NSG 5002 Week 2 Theory Development – Barrier and Stimulants Nurses spend long hours with patients and family, and are better able to identify and understand patterns of phenomena, rather than perceive health and nursing as a series of isolated incidents.
Development of conceptual models and theories was encouraged as a way to justify and define the status of nursing as a profession, and required the existence of theories. The move toward the development of middle-range theories, rather than grand theories and conceptual models, has allowed nurses involved directly in the provision of care to ask practice-based questions, do research to answer those questions, and develop new information on a more manageable scale.

Group Project Communication – Group Project 1

This is where you will communicate with your group members for your assigned Nursing Theorist Group Project.

Article 2 Review

Hegge, M. (2013). Nightingale’s environmental theory. Nursing Science Quarterly, 26(3), 211–219. https://doi.org/10.1177/0894318413489255

In this article the author examines Nightingale’s life and how her experiences eventually lead to her environmental theory. Nightingale started her life in a wealthy family, which gifted her higher education (Hegge, 2013). Despite her privileged life she saw the despair of poverty that affected many of those around her. Nightingale felt a calling to help these people and wanted to become a nurse, but her family strongly disapproved of her choice (Hegge, 2013). However, Nightingale was determined to help those less fortunate. She then started to recruit other women to become nurses as well to help those less fortunate. Through her endeavors Nightingale started to compose her ideals that nature was the driving factor of health (Hegge, 2013). Nightingale began to really solidify her ideals during her time on the front lines.  When Nightingale first arrived at the battlefront the environment was unsanitary; there were rats , filth, and injured men riddled with disease everywhere (Hegge, 2013). Besides offering a cleaning healing environment, Nightingale also brought hope to these soliders; she would walk all the cots with her lamp every night to check on all of her patients (Hegge, 2013). After the war Nightingale took her ideals to India. While establishing a military presence in the area, Nightingale reformed the barracks just as she did before. She took a filthy environment and cultivated an environment and cleanliness (Hegge, 2013). NSG 5002 Week 2 Theory Development – Barrier and Stimulants

Nightingale worked her entire life to better humanity. During her life’s work she created the environmental theory nurses still use today. This theory brings necessities to patients, which promotes better outcomes.

 

References

 

Hegge, M. (2013). Nightingale’s environmental theory. Nursing Science Quarterly26(3), 211–219. https://doi.org/10.1177/0894318413489255