NR 501 DeVry Week 4 Concept Analysis Paper NR 501 DeVry Week 4 Concept Analysis Paper NR501 ? NR 501 DeVry Week 4 Concept Analysis Latest Purpose This assignment provides the opportunity for the student to complete a concept analysis of a concept found in a nursing theory using an identified process. The assignment fosters analytical thinking related to the selected concept as well as application within the profession. Course Outcomes Through this assignment, the student will demonstrate the ability to: ? (CO#1) Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions, comprehensiveness, and utility to advanced nursing. (PO1) ? (CO#3) communicate the analysis of and proposed strategies for the use of a theory in nursing practice. (PO3, 7, 10) ? (CO#4) ? Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO4. 7) Due Date?Sunday 11:59 PM MT at the end of Week 4 Total Points Possible: 250 Points CLICK HERE TO ORDER YOUR NR 501 DeVry Week 4 Concept Analysis Paper Requirements Description of the Assignment This assignment presents a modified method for conducting a concept analysis of ONE concept found in a nursing theory. The source of the concept for this assignment must be a published nursing theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application within the model and alternative cases. Non-nursing theories may NOT be used. The paper concludes with a synthesis of the students new knowledge about the concept. The scholarly literature is incorporated throughout the analysis. Only the elements identified in this assignment should be used for this concept analysis. Criteria for Content 1. Introduction The introduction substantively presents all following 4 (four) elements: ? Identifies the role of concept analysis within theory development, ? Identifies the selected nursing concept, ? Identifies the nursing theory from which the selected concept was obtained, and ? Names the sections of the paper. 2. Definition/Explanation of the selected nursing concept This section includes: ? Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required), and ? Information about the concept as discussed by the theorist from the selected nursing theory is substantively presented. A substantive discussion of this section with support from nursing literature is required. 3. Literature review This section requires: ? A substantive discussion of at least 6 (six) scholarly nursing literature sources on the selected concept. ? Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Support from nursing literature is required. Please Note: Primary research articles about the selected nursing concept are the most useful resource for the literature review. 4. Defining attributes For this section: ? A minimum of THREE (3) attributes are required. A substantive discussion of this section with support from nursing literature is required. Explanation:?An attribute identifies characteristics of a concept. For this situation, the characteristics of the selected nursing concept are identified and discussed. 5. Antecedent and Consequence This section requires the identification of: ? 1 antecedentof the selected nursing concept, and ? 1 consequenceof the selected nursing concept. A substantive discussion of the element with support from nursing literature is required. Explanation:?An antecedent is an identifiable occurrence that precedes an event. In this situation, an antecedent precedes a selected nursing concept. A consequence follows or is the result of an event. In this situation a consequence follows or is the result of the selected nursing concept. 6. Empirical Referents This section requires the identification of: ? 2 (two) empirical referents of the selected nursing concept. A substantive discussion of the element with support from nursing literature is required. Explanation:?An empirical referent is an objective ways to measure or determine the presence of the selected nursing concept. 7. Model Cases 1 model case is created by the student and discussed substantively by demonstrating within the case each of the following areas: ? Definition, ? All identified attributes, ? Antecedent, ? Consequence, and ? Empirical referent or Measurement Information from selected nursing theory is applied to the created model case. A substantive discussion of the element with support from nursing literature is required. Explanation:?A model case is an example of the hypothetical individual who demonstrates all of the attributes, antecedents, consequences, and referents noted previously in this assignment. 8. Alternative Cases This section requires: ? The identification of 2(two) alternative cases correctly created and presented. The two required alternative cases are: ? Borderline (absence of one or two of previously identified attributes of the selected nursing concept. ? Contrary (demonstrates the complete opposite of selected nursing concept) Applies information from selected nursing theory. Explanation:?Alternative cases represent the opposite of the model case. For this assignment, two alternative cases are required. These are: ? Borderline case which is a created case where one or two of the previously identified attributes are missing. ? Contrary case which is a created case that demonstrate the complete opposite of the selected nursing concept. 9. Conclusion This section requires: ? Summarization of key information regarding: o Selected nursing concept, o Selected nursing theory, and o Application of concept analysis findings to advanced nursing practice. ? The concluding statements include self-reflection on the new knowledge gained from conducting a concept analysis. Preparing the Assignment Criteria for Format and Special Instructions 1. The paper (excluding the title page and reference page) should be at least 8, but no more than 10 pages. Points will be lost for not meeting these length requirements. 2. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6thedition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. 3. The source of the concept for this assignment must be a published nursing theory. Non-nursing theories may NOT be used. 4. A minimum of 6(six) scholarly references must be used. Required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. A dictionary maybe used as a reference for the section titled ?Definition/Explanation of the selected nursing concept?, but it is NOT counted as one of the 6 required scholarly nursing references. For additional assistance regarding scholarly nursing references, please see ?What is a scholarly source? located in the Course Resources tab. Be aware that information from .com websites may be incorrect and should be avoided. References are current ? within a 5-year time frame unless a valid rationale is provided and the instructor has approved them. 5. Ideas and information from scholarly, peer reviewed, nursing sources must be cited and referenced correctly. 6. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. 7. PLEASE note: Do not rely on .com sites to identify the nursing theory as they do not provide accurate information in all cases. Possible Concepts: The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is NOT allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance. ? Behavioral system ? Adaptation ? Boundary lines ? Comfort ? Caring ? Compassion ? Empowerment ? Engagement ? Homeostasis ? Leadership ? Noise ? Meaningfulness ? Open system ? Modeling ? Palliative care ? Pain ? Resources ? Pattern ? Self-care ? Transaction 

ADDITIONAL INFORMATION;

Discuss logical and creative thinking in the analysis and application of a theory to nursing practice

Introduction

Theories are a way of organizing knowledge about something. They have been used for thousands of years, but only recently have they been applied to nursing practice. Theories can be broken down into two main types: logical and creative thinking. Logical thought processes are concerned with the systematic steps that are taken to address a problem. The major assumptions of logical thinking include deductive reasoning and include belief that there is one set of facts or one best solution to a problem. Deductive reasoning has been defined as “the process of validly deriving conclusions from premises”. Inductive reasoning allows for more flexibility in moving between generalized theories and specific research data which may lead to new solutions or answers.” Creative thinkers welcome challenges because they see challenges as interesting and enjoyable puzzles to solve.” Many times, questions being asked are not necessarily pointed in right direction but rather may generate new questions as result(“

Logical thought processes are concerned with the systematic steps that are taken to address a problem.

Logical thought processes are concerned with the systematic steps that are taken to address a problem. They are based on deductive reasoning, which involves deriving conclusions from premises. This method of reasoning allows for only one conclusion, but it’s still useful because it helps us make decisions about what we think is true and what isn’t.

Deductive reasoning requires that you have enough information about your topic or subject matter to be able to come up with valid conclusions about it. For example: If you know something about computers (like how they work), then using deductive logic would allow you to draw some conclusions based on this knowledge base. The computer itself follows rules of logic; therefore when we use our knowledge of computers as part of our logical thinking process, we can derive certain facts from those rules (i.,e., if there is electricity running through our wires).

The major assumptions of logical thinking are based on deductive reasoning and include the belief that there is one set of facts or one best solution to a problem.

The major assumptions of logical thinking are based on deductive reasoning and include the belief that there is one set of facts or one best solution to a problem.

• Deductive reasoning is based on the belief that there is one set of facts or one best solution to a problem.

• Logical thinking often uses inductive reasoning, where you make generalizations from your observations and experiences into theory, which can be tested against new information later on.

Inductive reasoning allows for more flexibility in moving between generalized theories and specific research data.

Inductive reasoning is a form of reasoning that uses observation and experience to draw general conclusions. It is used to develop theories or hypotheses, test them against data, and/or make predictions. Inductive reasoning can be used in conjunction with deductive reasoning (e.g., how does this theory relate to other theories?) or alone (e.g., what would happen if I tried this?). The process starts with an observation about something you’ve seen or experienced yourself; then you try to hypothesize an explanation for why the thing happened based on the information you have access to at that moment; finally you test your hypothesis by collecting additional information from different sources for example, talking with people who have experienced similar situations as yourself or designing experiments so that there’s enough variety among participants’ experiences so as not guarantee any single outcome will result from any given set-up (and thus invalidating any one particular conclusion).

Creative thinking usually starts with a problem or question and then proceeds by testing various solutions or answers against the defined problem statement with no preconceived notions about what will or will not work.

Creative thinking is a process of discovery, problem solving and finding new solutions to old problems. The key to creative thinking is that it starts with a problem or question and then proceeds by testing various solutions or answers against the defined problem statement with no preconceived notions about what will or will not work.

Creativity involves the ability to generate ideas that are different from those already known; this includes inventing new things rather than imitating existing ones (Kolodner & Kolodner, 2007). Some researchers claim that creativity does not require any special talents but rather depends on having an open mind in which one can experiment with different ways of doing things (Norton et al., 2011).

Creative thinkers welcome challenges because they see challenges as interesting and enjoyable puzzles to solve.

Creative thinkers welcome challenges because they see challenges as interesting and enjoyable puzzles to solve. They are not afraid of the unknown, or of failure. They are open-minded, willing to try new things in order to achieve their goals and can take risks when necessary (i.e., change jobs).

Creative thinkers don’t try to limit themselves by limiting their thinking; instead they value flexibility over rigidity, curiosity over complacency and individuality over conformity. They also have a strong desire for autonomy which means that they enjoy being able to make decisions for themselves without having anyone else tell them what needs doing first!

Many times, the questions being asked are not necessarily pointed in the right direction but rather, new questions arise as a result of answering previous questions.

Many times, the questions being asked are not necessarily pointed in the right direction but rather, new questions arise as a result of answering previous questions. In order to answer a previous question, it may be necessary to ask others. This can lead to further inquiries that could not have been answered without first understanding what has already occurred. For example:

• If a nurse has just received an injury from falling down stairs and is now experiencing pain on her leg, she may want to know if her condition will get worse with time or if she should try other therapies such as ice packs or heat treatments before seeing her doctor tomorrow morning (which will likely require another trip outside).

• If someone asks why there aren’t more nurses working today at work and school openings are few and far between due to budget cuts among other factors like high unemployment rates among college graduates who need jobs now before they lose their eligibility for financial aid programs offered by colleges throughout America where they studied nursing classes full-time while earning Associate Degrees

Both logical and creative thinking can be helpful in analyzing theory to guide nursing practice.

Logical thinking is an extension of linear thinking. Linear thinkers are concerned with the systematic steps that are taken to address a problem and may draw upon deductive reasoning (i.e., logic). The major assumptions of logical thinking include:

• There is one set of facts or one best solution to a problem

• A person’s knowledge can be reduced to mental images or concepts; these images or concepts can be classified as true or false according to their correspondence with reality

Conclusion

In conclusion, logical and creative thinking are both important aspects of theory-based nursing practice. Both types of thought processes have their strengths and weaknesses but they are two sides of the same coin. The challenge for nurses is to develop a balance between the two in order to be more effective in analyzing theory and applying it to practice at a time when there is so much uncertainty about what will work best for patients.