NRS 430 Topic 3 CLC – Nursing Theory and Conceptual Model Presentation

The theory explains that nurses should intervene in patient care by helping them to make independent decisions based on their autonomy. The theory advances that all people have the ability to care for themselves if given right information and incentive. The model comprises of self-care, self-deficits and theory of nursing system.

According to Orem, Self-care emanates from actions that individuals freely and deliberately start and execute on their own to maintain life, health and wellness based on their environment. deficit occurs when one requires nursing due to incapacitation in providing self-care (Wills, 2019). The nursing system focuses on the interactions between nurses and patients as well as the wholly or partial compensatory nursing system and supportive-educative model that occurs in healthcare settings.

The efficacy of self-care theory is buoyed by diverse study findings which illustrates that health professionals leverage the model to lower costs, develop quality care interventions and allows faculty members to reduce the gap between theoretical aspects and practice for nursing students (Maslakpak et al., 2019). The model helps in enhancing patient outcomes and as it can be used to evaluate appropriate interventions for better results and maintenance of autonomy for patients.

The self-care model focuses on patient care and assists nurse practitioners to think and interact well with patients and colleagues. The framework is vital in development of nursing school curriculum and improving quality of nursing care for patients in different settings by leveraging interventions which are self-sustaining and initiated by patients or individuals in need of care. The self-care model’s primary objective is to ensure that an individual returns and maintains their former state of health and this allows providers to customize care interventions based on patients and their practice settings (Wills, 2019).

The Model’s Conceptual Framework includes three areas: Self-care, self-care deficits and Nursing Agency. Self care contains two aspects that comprise of self-care agency and self-care demands. The self-care agency advances that an individual can care for themselves based on their age, life experience, and sociocultural orientation health and accessible resources (Wazni & Gifford, 2017). The second concept is the therapeutic self-care demand which denotes to the totality of self-care where one performs actions to meet the self-care needs or requisites using acceptable approaches. The self-care requisites are things needed by individuals at al stages of life to care for themselves.

The universal self-requisites affect all people and are linked to life processes and maintenance of integrity of human structure and optimal functionality (Wazni & Gifford, 2017). These comprise of daily activities in life aimed at sustenance of sufficient intake of air, water, food, and having elimination processes. It also entails creating a balance among a host of activities that include rest, solitude and social interactions as well as hazards’ prevention to attain wellness and promote optimal human functioning.

Self-deficit implies that one cannot provide care for themselves due to various reasons. The deficit model illustrates the interaction between the self-care agency and the capability to conduct aspects self-care based on the expected requisites (Wills, 2019). The therapeutic self-care demands may not be satisfied when the agency dos not have the ability to initiate and carry out the respective interventions.

Nursing system comprise of three aspects that include wholly compensating model where an individual attains total care by care provision of the nurse, partly compensating where patients can care for themselves with support from nurses, and the supportive-educative where the nursing system focuses on providing education to individuals to enhance self-care (Bender, 2018). The implication is that the self-care model meets the conceptual framework as it shows that nurses should focus on assisting individuals attain better outcomes based on their abilities’ levels.

This is a Collaborative Learning Community (CLC) assignment.
This assignment is to be completed in a group, which will be assigned by your instructor. The presentation will be submitted and graded as a group assignment.
Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10?15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:

Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.
Explain how the nursing theory incorporates the four metaparadigm concepts.
Provide three evidence?based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance

Grading Rubric
Performance Category 100% or highest level of performance
100%
16 points Very good or high level of performance
88%
14 points Acceptable level of performance
81%
13 points Inadequate demonstration of expectations
68%
11 points Deficient level of performance
56%
9 points
Failing level
of performance
55% or less
0 points
Total Points Possible= 50 16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. Presentation of information was exceptional and included all of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was good, but was superficial in places and included all of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was minimally demonstrated in all of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in one of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in two of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

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• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information is unsatisfactory in three or more of the following elements
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations Presentation of information was exceptional and included all of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information was good, but was superficial in places and included all of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information was minimally demonstrated in the all of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in one of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in two of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in three of the following elements
• Applies principles, knowledge and information and scholarly resources to the required topic.
• Applies facts, principles or concepts learned scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.
10 Points 9 Points 6 Points 0 Points
Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count)
The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)
Responses are substantive and relate to the topic. Demonstrated all of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion. Demonstrated 3 of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion. Demonstrated 2 of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion. Demonstrated 1 or less of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.
8 Points 7 Points 6 Points 5 Points 4 Points 0 Points
Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
Error is defined to be a unique APA error. Same type of error is only counted as one error. The following was present:
• 0-3 errors in APA format
AND
• Responses have 0-3 grammatical, spelling or punctuation errors
AND
• Writing style is generally clear, focused on topic,and facilitates communication. The following was present:
• 4-6 errors in APA format.
AND/OR
• Responses have 4-5 grammatical, spelling or punctuation errors
AND/OR
• Writing style is somewhat focused on topic. The following was present:
• 7-9 errors in APA format.
AND/OR
• Responses have 6-7 grammatical, spelling or punctuation errors
AND/OR
• Writing style is slightly focused on topic making discussion difficult to understand.
The following was present:
• 10- 12 errors in APA format
AND/OR
• Responses have 8-9 grammatical, spelling and punctuation errors
AND/OR
• Writing style is not focused on topic, making discussion difficult to understand.
The following was present:
• 13 – 15 errors in APA format
AND/OR
• Responses have 8-10 grammatical, spelling or punctuation errors
AND/OR
• Writing style is not focused on topic, making discussion difficult to understand.
AND/OR
• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:
• 16 to greater errors in APA format.
AND/OR
• Responses have more than 10 grammatical, spelling or punctuation errors.
AND/OR
• Writing style does not facilitate communication
0 Points Deducted 5 Points Lost
Participation
Requirements Demonstrated the following:
• Initial, peer, and faculty postings were made on 3 separate days Failed to demonstrate the following:
• Initial, peer, and faculty postings were made on 3 separate days
0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:
• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. Demonstrates one or less of the following.
• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.