What is my experience with nursing theory?

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Nursing Theories: An OverviewSource Link: http://currentnursing.com/nursing_theory/nursing_theories_overview.html

Prompt:

What is my experience with nursing theory? Have I ever seen nursing theory in practice? How important do I think nursing theory is to nursing practice? What do I find most interesting about what I am learning about nursing theory? Is my mind and heart open to learning to see nursing from a different perspective?

Summary: The purpose of the Reflective Journal is to allow for analysis, synthesis and evaluation of nursing theory using guided questions. Reflection in Action has been referred to as a process that happens internally, privately or in isolation (Hill & Watson, 2011). Also, a useful definition of reflection has been referred to as the examination of an issue of concern, as a consequence of experience, creating clarity and meaning in terms of self, and which results in a change of perspective ( Boyd & Fales, 1983).

Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience, Journal of Humanistic Psychology, 23(2), 99-117.

Hill, M. & Watson, J. (2011). Creating a Caring Science Curriculum. New York, NY: Springer Publishing.

Implementation Strategies: How will you implement the proposed educational session?

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Topic: PREVENTING PRESSURE ULCERS 

develop a 600-850 word comprehensive outline that communicates the approved risk management topic. The outline is required to include a minimum of three objectives to discuss what your group considers to be key or core risk management elements that pertain to the point, or element, you selected to profile.

Required sections to include in your outline are listed below. If your topic requires additional sections, include them as well:

1. Introduction.

2. Objectives: Three objectives you intend to address in the proposed risk management educational session.

3. Rationale: Rationale for each objective (i.e., Why are these three objectives key or core to the risk management issue?).

4. Supportive Data: Data to support the need for the proposed educational session.

5. Implementation Strategies: How will you implement the proposed educational session?

6. Evaluation Strategies: What tools will you use to evaluate the proposed educational session?

7. Challenges and Opportunities: Ideas or suggestions about areas of focus regarding risk management the organization could or should address moving forward into the future?

A minimum of six citations from the literature or appropriate websites is required to support this statements.

Explain why members of these groups cannot advocate for themselves or why advocating for these groups would be beneficial.

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What is the difference between a group “at risk” for poor health and a group considered a “vulnerable” population? Provide an example of an “at risk” or “vulnerable population” group in the United States and one in another country (or immigrants within the United States).

  1. Explain why members of these groups cannot advocate for themselves or why advocating for these groups would be beneficial.
  2. What would you advocate for?
  3. Identify ethical issues that need to be addressed when working with these individuals.
  4. Provide information about the selected “at risk” group. How many individuals fall into this group and what are some issues they face.

How can community health nurses apply the strategies of cultural competence to their practice?

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How can community health nurses apply the strategies of cultural competence to their practice? Provide at least one example from each of the following four strategies: cultural preservation, cultural accommodation, cultural repatterning, and cultural brokering. What is a possible barrier to applying the strategy/example chosen? Use an example that is different than the postings of other students. This example should include an evidence-based article that addresses a cultural issue. Response should include an APA reference