Theoretical Basis for Practice
Written by student Chet McCauley
Fawcett’s definition of theory (as cited in Fawcett, Watson, Neuman, Walker, & Fitzpatrick, 2001) states that theory is “a set of relatively concrete and specific concepts and the propositions that describe or link those concepts”(p. 117). Chism (2013) adds that nursing theory is a set of connected concepts that describe, predict, or explain certain phenomena consistent with nursing’s perceptions. Nursing theory guides the practice of nurses as they seek to understand the patient as well as their illnesses while planning interventions to assist them in maintaining health. Many nurses are not interested in nor do they see relevance in theory to their practice. It is often viewed as impractical and meaningless for a profession that historically concentrated its thoughts on practice rather than philosophical thought. However, according to Zaccagnini and White (2011), this view of nursing practice is a philosophical view. Therefore, this author can conclude that theory influences nursing practice despite thoughts to the contrary from individual nurses. Theory defines the individual nurse’s practice as well as assists to form the framework of nursing science. The Doctor of Nursing Practice (DNP) and advanced practice nurses (APNs) understand this concept. They enquire about the beliefs, values, and ideas that define and shape nursing practice (Zaccagnini & White, 2011). Thus, APNs/DNPs utilize nursing theory and theories from other disciplines to develop and evaluate innovative practice approaches (Chism, 2013).
Humans attempt to explain the workings of the universe by rigorously and systematically investigating phenomena then explain the phenomena in the form of theory. It is the purpose of the DNP, therefore, to incorporate theories from diverse disciplines to create relevant nursing theory and practice (Chism, 2013). As APNs/DNPs utilize nursing theory as the framework for their practice, they fulfill professional obligations to provide higher quality care to patients while advancing nursing practice, accountability, and autonomy (Zaccagnini & White, 2011). According to Chism (2013, the application of theory to practice enables the APN/DNP “to address patient-centered clinical problems, conceptualize quality improvement initiatives, or address organizational problems….” (p. 102). Therefore, the DNP is plays a pivotal role in narrowing the gap between practice and theory.
References
Chism, L. A. (2013). The doctor of nursing practice: A guidebook for role development and
professional issues. Burlington, MA: Jones & Bartlett Learning.
Fawcett, J; Watson, J.; Neuman, B; Walker, P.; Fitzpatrick, J. (2001). On nursing theories and
evidence. Journal of Nursing Scholarship, 33, 115-119.
Zaccagnini, M. E., & White, K. W. (2011). The doctor of nursing practice essentials: A new model
for advanced practice nursing. Sudbury, MA: Jones & Bartlett Publishers
If the gap between theory and practice is to be narrowed, then it seems most appropriate for advanced practice nurses/DNPs to ground their practice in theory.
After reviewing the unit readings, keynote, and the nursing theorist videotapes, actively participate in the class discussion.
Discussion
Initial post – Each student will:
Select a middle range or grand nursing theory for this discussion. Each student is to choose a different theorist.
Provide a succinct description of the interrelated concepts that distinguish the selected nursing theory.
Describe the take home points from the selected nursing theorist video tape found in the course. If a video not available for selected theorist, research the nursing theorist’s background and provide an overview.
Reflect on the theorist’s perspectives about persons, nursing, health, and environment (nursing metaparadigm).
Discuss how the selected theory will serve as an underpinning for student’s advanced nursing practice.
Your initial post is to be posted by due date to provide an opportunity for others to review and respond before the close of the discussion.
Cross post – In a cross post, each student will provide feedback to at least one student on his/her initial post(s). In this cross post, talk (write in first person) to your peer(s) about the influence of the particular theory on advanced practice. Compare and contrast your selected theorist perspectives against the theorist discussed by the other student.
Your initial post should be no longer than 500 words and crosspost no longer than 250 words.
Grading Rubric
Points
Criteria
1/1
Provide a succinct description of the interrelated concepts that distinguish the selected nursing theory.
1/1
Describe the take home points from the selected nursing theorist video tape found in the course. If a video not available for selected theorist, research the nursing theorist’s background and provide an overview.
1/1
Reflect on the theorist’s perspectives about persons, nursing, health, and environment (nursing metaparadigm).
1/1
Discuss how the selected theory will serve as an underpinning for student’s advanced nursing practice.
1/1
Provide feedback to at least one student on his/her initial post(s). In this cross post, talk to your peer(s) about the influence of the particular theory on advanced practice. Compare and contrast your selected theorist perspectives against the theorist discussed by the other student.
5/5
Total Points
Please note: Primary sources are to be used for references. Also, up to 1 point will be deducted for scholarship/APA errors
the above info is for the post and i need cross post to the following post as described above.
Johnson’s Behavioral System Model
Anna Hubbard
Dorothy Johnson’s Behavioral System Model (BSM) is considered to be a “grand theory”. Within this model, there are seven subsystems: 1) attachment and affiliation, 2) dependency, 3) elimination, 4) sexuality, 5) ingestion, 6) aggression, and 7) achievement. (George, 2010). According to George (2010), the attachment or affiliative subsystem is: “the first response system to develop in the individual.” (p.150). Johnson’s model is based on the premise that the subsystems affect each other and are interrelated. In addition, the subsystems carry out tasks and functions and maintain the wholeness of the BSM.
Dorothy Johnson was born in 1919 in Savannah, Georgia, the last of seven children. She graduated from a Junior college and received her BSN from Vanderbilt University. Ms. Johnson received her Master’s degree in Public Health from Harvard University in 1948. In addition to Public Health, Ms. Johnson’s area of expertise was in Pediatric nursing (Johnson & Webber, 2010). As a professor at the University of California, Los Angeles (UCLA), her passion for nursing education became the impetus for the development of her BSM. (Nursing Theorists, 2010)
In an in-depth interview conducted by Jacqueline Fawcett, Ms. Johnson explained her theory. Ms. Johnson developed the theory because she realized the importance of “developing knowledge for nursing” (Nursing Theorists, 2010). Johnson began with an in-depth research of Florence Nightingale’s work. Ms. Johnson envisioned man as a behavioral system, and her primary focus was person and his environment. Johnson believed that nursing compliments other disciplines; however, she postulated that nursing is a true discipline as it has: “its own distinctive contribution” (Nursing Theorists, 2010). According to the theorist, the BSM is a “conceptual model”. Nurses must understand that the theory is not concrete; rather one must consider that this theory is a way of looking at the patient.
According to Johnson, the BSM can be applied to the nursing metaparadigm of person, nursing, health, and environment. First, a person is a behavioral system. This system is orderly, repetitive, and organized, and can be explained and predicted (Nursing Theorists, 2010). Second, according to Johnson, nursing can utilize this model as “an analytic tool that leads to action.” (Nursing Theorists, 2010). Third, Johnson viewed health in this model as balance, stability, efficient, and effective (Parker, 2006). Finally, the BSM has a primary focus on person and his environment. (Nursing Theorists, 2010).
Although Johnson’s theory was initially developed in the 1950’s, the relevance to today’s practice is apparent. For example, Advanced Practice Nurses (APN) can utilize the model for discharge planning and patient education. APN’s must evaluate the impact of environment when prescribing discharge planning regimes. The client’s environment is paramount when prescribing wheelchairs, assistive devices, treatments, referrals, and medications. Through knowing the individual’s repetitive behavior, one can educate the patient in terms that are realistic. By providing discharge plans that are attainable and realistic, better patient outcomes can be achieved.
References
George, J. (2010). Nursing theories: The base for professional nursing practice. Upper Saddle, N.J.: Pearson.
Johnson, B. & Webber, P. (2010). Theory and reasoning in nursing. Philadelphia: Lippincott,
Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.
[order_calculator]