In today’s rapidly evolving healthcare landscape, nursing practice must be grounded in robust theoretical frameworks. Chatham University’s Doctor of Nursing Practice (DNP) program recognizes this need through its course NUR 700: Structure and Application of Contemporary Nursing Knowledge. This course focuses on theory selection and critical analysis, equipping students with the skills necessary to apply nursing theories to practice effectively. This article delves into the significance of theory selection in nursing, the process of critical analysis, and how these concepts align with the program’s Student Learning Outcomes (SLOs).
The Importance of Theory Selection in Nursing
Nursing theories provide a foundation for practice by offering frameworks that guide clinical decision-making, enhance patient care, and promote evidence-based practices. Selecting an appropriate theory is crucial, as it shapes the nursing approach and informs the development of interventions.
In NUR 700, students learn to identify various contemporary nursing theories, evaluate their relevance to specific clinical situations, and choose the most applicable one for their practice context. This process fosters a deeper understanding of the underlying principles of nursing and encourages critical thinking, which is essential for advanced practice nurses.
Critical Analysis of Nursing Theories
Critical analysis involves examining the strengths and weaknesses of nursing theories and assessing their applicability to real-world scenarios. In NUR 700, students engage in critical discussions about various theories, considering factors such as:
- Relevance: Does the theory address current nursing challenges and align with contemporary healthcare needs?
- Applicability: Can the theory be effectively applied in different practice settings?
- Empirical Support: Is there sufficient evidence to support the theory’s claims and concepts?
- Cultural Competence: Does the theory consider the diverse backgrounds and needs of patients?
By analyzing these aspects, students enhance their ability to select theories that not only resonate with their values and beliefs but also contribute to improved patient outcomes.
Aligning with Student Learning Outcomes (SLOs)
NUR 700 supports several Student Learning Outcomes (SLOs), specifically SLO 2, 3, 5, and 6:
- SLO 2: Integrate nursing theory with clinical practice to improve patient outcomes.
- SLO 3: Evaluate the role of theory in the advancement of nursing knowledge and practice.
- SLO 5: Demonstrate leadership skills in applying nursing theories to guide evidence-based practice.
- SLO 6: Collaborate with interdisciplinary teams to implement theoretical frameworks in patient care.
Through theory selection and critical analysis, students develop a comprehensive understanding of how nursing theories can inform clinical practice, leading to enhanced patient care and professional growth.
NUR 700 Theory Selection and Critical Analysis
Assignment Overview
In this assignment, you will explore, identify, and critically analyze a theory that can serve as a framework for guiding the future actions outlined in the Ways of Knowing assignment. Additionally, you will reflect professionally on your critical analysis, detailing how exposure to this theory may alter an individual’s perspective on their experiences, professional role, and future directions in their work. Note that the content from this assignment could be utilized as a draft for a discussion related to “Theory” in Chapter 3 of the final capstone document.
Assignment Guidelines
To begin, select a theory that can either be borrowed from other disciplines or is rooted in the field of nursing. After selecting the theory, you will address each of the following components in a written scholarly paper. The items reflect the processes necessary for creating a comprehensive description of a theory, as discussed in Chapter 8 of Chinn and Kramer.
- Introduction
- Start with an introduction that includes:
- A brief and concise overview of your professional experience and future actions discussed in the Ways of Knowing assignment.
- A statement that articulates the purpose of the assignment (e.g., “The purpose of this assignment is to…”).
- Start with an introduction that includes:
- Theory Description
- Name the selected theory and indicate whether it is borrowed or originates from nursing.
- Identify the author of the theory and the date it was established. Use primary resources instead of secondary ones.
- Purpose of the Theory
- Provide a descriptive summary of the theory’s purpose, specifically addressing the contexts and situations in which it is useful. Clearly link the theory’s purpose to the future actions identified in the Ways of Knowing.
- Concepts of the Theory
- Summarize the key concepts within the theory (terms or groups of terms representing objects, properties, and/or events). Clearly relate these concepts to the future actions identified in the Ways of Knowing.
- Definitions in the Theory
- Offer clear definitions for each identified concept, ensuring that definitions are presented conceptually within the context of the theory.
- Relationships in the Theory
- Describe the interconnections among the concepts associated with the theory.
- Structure of the Theory
- Provide a detailed description of the theory’s structure (choosing from examples on page 195 of Chinn and Kramer) and explain how you reached this conclusion.
- Assumptions in the Theory
- Describe the assumptions associated with the theory, distinguishing between factual and value assumptions. Discuss how exposure to different assumptions may foster new perspectives and encourage innovative thinking beyond conventional practices.
- Application to Professional Practice
- Summarize your critical analysis findings, discussing how the theory can guide the future actions identified in the Ways of Knowing.
- Conclusion
- Conclude your paper with a brief summary of the key points. Ensure that no new information is presented in the conclusion.
Scholarly Writing Guidelines
- Adhere to doctoral-level expectations for grammar, spelling, and APA writing style. Proofread your work thoroughly.
- Your paper should be double-spaced, with one-inch margins, and include:
- A title page and a reference page (Note: all in-text citations and sources listed on the reference page should follow APA 6th edition formatting).
- Times New Roman 12 pt font throughout the document.
- Page numbers and a running head.
- Subject-level headings formatted according to APA 6th edition standards.
Rubric for Evaluation
| Criteria | Points Possible |
| Introduction | 3 |
| – Overview of professional experience (2) | |
| – Statement of assignment purpose (1) | |
| Theory Description | 40 |
| – Name and type of theory, author, date (4) | |
| – Purpose summary and relevance (6) | |
| – Concepts summary and relevance (6) | |
| – Definitions for identified concepts (4) | |
| – Summary of concept relationships (4) | |
| – Description of the theory’s structure (4) | |
| – Clear description of assumptions (6) | |
| – Application summary (6) | |
| Conclusion | 2 |
| – Summary of key points (2) | |
| Scholarly Writing | 10 |
| – Grammar, spelling, APA style (5) | |
| – Formatting requirements met (5) | |
| Total Points Possible | 55 |
Theory Selection and Critical Analysis Essay Example
Name
Institution
Introduction
During my shift, I was briefed by the RN about a patient who was refusing vital signs and appeared mute upon presentation. The caregiver, visibly anxious and nearly in tears, provided collateral information regarding the patient’s behavior over the past month, which included refusing medication for blood pressure and psychotropic drugs. The patient is diagnosed with paranoid schizophrenia, a serious mental illness characterized by paranoia, bizarre behaviors, and poor eating habits, leading to a withdrawal from conversation. Upon reviewing the patient’s chart, I noted that their last medication refill occurred in September of the previous year, and they had not returned for follow-up appointments at the clinic for several months.
In mental healthcare, providers face challenges when patients with mental health conditions abruptly stop their medication or avoid seeking prescriptions altogether. This can be deeply frustrating for both loved ones and clinicians, especially when the disorder is treatable with the appropriate medication (Garcia-Cabrera et al., 2018). While avoiding medication may not always be the best choice, understanding the reasons behind patients’ decisions to discontinue treatment can help clinicians, community organizations, and family members collaborate to encourage healthier choices while respecting the autonomy of those struggling with mental illness (Garcia-Cabrera et al., 2018). This paper will select a theory relevant to the case scenario and present a critical analysis.
Lewin’s Change Theory
Lewin’s Change Theory, developed by Kurt Lewin in the 1940s, comprises three primary steps: unfreezing, changing, and refreezing (Kurt, 1947). Kurt Lewin, a German-American psychologist, is renowned as a pioneer in social, organizational, and applied psychology in the United States. He was born in Prussia in 1890 to a Jewish family and passed away on February 12, 1947. Lewin studied medicine at the University of Freiburg and later pursued biology at the University of Munich. He was appointed to the Psychological Institute at the University of Berlin in 1921. His change theory has become one of the most influential frameworks in management, providing a simplified understanding of the change process (Kurt, 1947).
Purpose of the Theory
The purpose of Lewin’s Change Theory in mental health is to initiate organizational change, making it essential for developing and implementing interventions that enhance medication adherence among patients (Belcher et al., 2017). Additionally, the theory serves as a valuable strategy for team-building, helping to shift provider attitudes towards patients who are not adhering to their treatment plans. It encourages providers to adopt approaches that foster positive interactions without diminishing the patients’ self-esteem. In this context, the theory aims to effect changes that will modify patient behavior and improve adherence to care plans.
Concepts of the Theory
Lewin’s Change Theory comprises three core concepts: driving forces, restraining forces, and equilibrium. Driving forces are factors that promote change, motivating the client toward medication adherence necessary for recovery from mental illness. Conversely, restraining forces are elements that counteract the driving forces, potentially including medication side effects or personal reasons for non-adherence (Sabin, 2016). These forces influence the state of equilibrium, which represents a balance between driving and restraining forces where no change occurs. The patient’s recovery is thus impacted by these opposing forces.
Definitions in the Theory
The definitions within Lewin’s Change Theory include behavior, which is described as “a dynamic balance of forces working in opposing directions” (Teguh et al., 2019). Equilibrium is defined as a state of no change due to the balance of driving and restraining forces. The change theory itself is identified as a three-stage model of change known as the “unfreezing-change-refreeze model.”
Relationships in the Theory
Lewin’s Change Theory informs several key relationships. It emphasizes the nurse-patient relationship, striving to establish a trusting bond that facilitates the initiation of change. It also highlights the connection between nurses and the organization, supporting adaptation and successful change implementation in clinical settings. Collaborative relationships among nurses foster positive attitudes toward understanding specific concepts through inquiry and teamwork (Salinas et al., 2019). Furthermore, relationships between nurse leaders and staff members are crucial during the suggestion and implementation of change.
Structure of the Theory
The theory comprises three components: unfreezing, changing, and refreezing. The unfreezing stage ensures that employees are prepared for change by recognizing its necessity and creating awareness. In this scenario, the RN recognized the need for medication adherence and encouraged the replacement of outdated behavioral patterns with new, positive behaviors. This is followed by the changing phase, during which the intended changes are executed. Finally, the refreezing stage ensures that the implemented changes become permanent.
Assumptions in the Theory
Lewin’s Change Theory encompasses several assumptions related to human nature’s conflicts and motivational processes, which form the basis for the model’s three stages (Teguh et al., 2019). These include:
- An individual or group performance is prone to regression unless measures are taken to institutionalize the improved performance level.
- There is a tension within a person whenever a psychological need or intent exists, and this tension is released when
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