Linking of Nursing Concepts - Essay Example

? Linking of Nursing Concepts Linking of Nursing Concepts The nursing profession is faced by a myriad of problems throughout the world and therefore, there is the need for continuous and elaborate medical education. As it is evident in a majority of the nations, nursing faculty faces acute shortage in terms of staffing. Additionally, this field is faced with the problem of consumer health literacy. The outcome of such a backlog of difficulties results in piling up of pressure on the professionals to deliver high quality care. Knowledge transfer in terms of education continues to be a pillar in the field of nursing for many years. Generally, in today’s modern health systems, education for both the professionals and the patients plays a critical in the nursing faculty. As Carpenter and Bell suggested, teaching is a vital, teaching is a major characteristic of the nurse’s role. With the emerging trends in healthcare, there is the need for nurses to be accountable in terms of quality care delivery to patients. Therefore, these professionals must demonstrate the extent of the knowledge and skills acquired not only to their peers but also to the patients (Bastable, 2008 p.94). Imperative to note is that these professionals are obliged to teach and assist others while at the same time learn within the healthcare settings. Within the nursing fraternity in a majority of the states are nurse practice acts (NPA) in whose scope include teaching as a nursing responsibility. By the stipulated legal mandate of these acts, it is expected that nurses provide high quality instructions for the wellbeing of consumers and diseases management. In undertaking this role of information and knowledge dissemination, nurses are able to achieve their professional goal in provision of safe, cost-effective and high quality care. For quality assurance purposes various organizations and agencies have to abide to the mandates stipulated by healthcare accreditation bodies. Such mandates elaborate the forms of care, treatment regimens and services offered to patients with different conditions. Another legal perspective in nursing education has been enshrined in the patient’s bill of rights. In this law, nurses provide complete and up to date information with regard to diagnosis, cure and prognosis in an understandable manner to patients (Bastable, 2008 p.116). Patient education in nursing as a profession majorly focuses on increasing the client’s confidence for managing of self. Effective teaching by the nurses has a lot of potential in boosting client satisfaction, ensuring continuity of self care, quality of life improvement, reduction in health complications and enhance adherence to treatment. On their part, the nurses achieve job satisfaction as educators as they forge and promote therapeutic interrelationships with patients, increased patient nurse independence and accountability boost. The education process in nursing can be likened to the nursing process itself which covers examination, planning, implementation and finally evaluation o the outcomes (Bastable, 2008 p.98). The art of practicing nursing at a higher level requires a thorough understanding of theory and ability to effectively apply the theory in provision of quality healthcare services to patients. The position of theory in the field of nursing has been perceived to be worthless for many years. This has led to the culmination of a situation termed theory-practice gap. Therefore, specialized knowledge at it is a fundamental aspect in other disciplines is also important in nursing. In order to have a deep understanding of this subject, nurses must acquire formal study in nursing comprising of precise philosophical and theoretical aspects. Additionally, the nurses must master the competencies and abilities to employ the knowledge in provision of healthcare to humankind. The carrying out of nursing duties is an intentional and premeditated act that is guided by nursing science and other knowledge sources. This practice is ultimately intended for assistance to the entire society and persons affected by various diseases (McKenna & Slevin 2008 p. 89). The momentous nature of nursing acts can be chosen from the ever unpredictable situations basically focusing on interrelationships. Therefore, each individual nurse is responsible for his or her own practice in a fundamental way. The mandate encompassed in professional nursing practice is also the liability of the nurse. Usually operational in an accountable manner, nursing professional bodies stipulate the expectations of all nurses within their various spheres of influence. In summary, the art of carrying out nursing is predominantly dependent on personal and professional values of any nurse (McKenna & Slevin 2008 p. 109). Another theoretical aspect of nursing is that of specialized care delivery. Human care can be elaborated as a situation whereby a person gives and receives help with basic human wants, wellbeing during illness and at old age. Nursing practice entails the delivery and provision of specialized care which is deemed to be only achievable via professionals. The delivery or provision of care to individuals is dependent on the recipient or designee of the individual. On the basis of evidence available following diagnosis, the recipient of the care should be able to decide on the next intervention and prognosis. In such situations, individual nurses recommendations may vary depending on the most valued evidence. However, such interventions are always justifiable depending on the evidence. In this regard, consumer education within the nursing faculty remains paramount for its advancement in the ever changing health dynamics (Bastable, 2008 p.108). Theory production in nursing is critical considering the growing nature of the nursing field. However, this body of knowledge must be reliable and subjected to frequent updates and modifications with refutations addressed efficiently. The theoretical knowledge in nursing subjected to testing must be continuously produced while if it is for research and public information, it should act as a guiding principle. Nursing practice should be conducted while putting into consideration the best available evidence. On this note, and specifically on theoretical aspect, nurses should have a critical perspective in evaluation. Nursing can be termed as an art termed as praxis which ideally means knowledge in action or living theory. Questions on the applicability of such theory into nursing practice have been addressed by many professionals leading to the term situation-producing theory. This kind o theory is one which seeks to guide and inform in the nursing practice. Theory is necessary in nursing because it can expound, predict or even lay out how the nursing practice can be unfolded (McKenna & Slevin, 2008 p.174). Nursing models have been clearly elucidated as a compilation of the philosophies, principles, understandings and the goals of the nursing discipline. It is extremely imperative that these models act as a guide to education, practice and research in nursing. These representations express the fundamental nature of nursing and serve as dependable sources of the aspect of nursing since time immemorial. The use of standardized language in nursing in various models is important in maintaining uniformity and efficiency in healthcare provision. Conceptual models in the area of theory advancement in nursing are critical in the nursing discipline. As earlier discussed, the nursing theory can be termed as situation theory that depends on one’s state. Alongside other nursing models, exploration an integration of these models can be helpful in development of prescriptive knowledge. In the nursing process, evaluation and analysis are important components which should be updated. The assessment of nursing theory can be done in full range with the intention of advancing nursing practice by using middle-range theory as a model. This will ultimately lead to the development of nursing as a rational discipline containing lucid chunk of knowledge (Fitzpatrick & Whall, 2005 p.167). The field of nursing has witnessed tremendous growth in terms of scientific research with reference to both qualitative and quantitative aspects. Qualitatively, there have been uproars in advancement of nursing science. This is because a majority of the research studies undertaken by contemporary nurse researchers who are academically qualified have employed non-nursing methodologies. By conducting essential and clinical scientific research putting into consideration the historical and philosophical aspects, knowledge in nursing practice can be enhanced. Additionally, qualitative and quantitative research with evaluation based strategies, the effectiveness and values of nurses can be attainable with subject to healthcare provision. The current nursing practice involves use of sophisticated and comprehensive services which pose major challenge to the professionals in service delivery. Therefore, this trend may force the nurses to acquire up-to date knowledge and skills from other disciplines in order to effectively impact positively to humankind. Cody (2006) denotes that the nurse scholars will engage in integrated research practice undertakings by employing nursing methodologies in testing and application of conceptual representations of nursing. In conducting such research, these scholars advance nursing science because they attempt to elucidate improved healthcare provision and delivery systems (Cody, 2006 p.106). References Bastable, S. (2008). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. New York: Jones and Bartlett. Cody, W. (2006). Philosophical and Theoretical Perspectives for Advanced Nursing Practice. Sudbury, MA: Jones and Bartlett. Fitzpatrick, J., & Whall, A. (2005). Conceptual Models of Nursing Analysis and Application. New Jersey: Pearson Prentice-Hall. McKenna, H., & Slevin, O. (2008). Vital Notes for Nurses: Nursing models, Theories and Practice. Oxford: Blackwell. Read More