Culture and Caring Theories

A family nurse practitioner (FNP) is an advanced practice registered nurse (APRN) whose role includes the provision of care in primary or specialty settings to patients (Dlamini et al., 2020). FNPs operate autonomously or under physicians. They are also licensed to carry out private practice providing family and speciality care. The FNP role is, therefore, more centred on the entire family’s health and provides care services to patients of all age groups, from infants to geriatric patients, within the family care settings. FNPs in family or speciality care are tasked with defining family health issues and health risks and developing family-focused care interventions to improve the health outcomes of individuals and the entire family. The FNPs work closely with patients and have a closer, stronger, and personal relationship with them.

Notably, various nursing cultures and caring theories guide nursing practice, especially in the family nursing role. The Watson Human Caring Theory resonates the most with the FNP role. The Watson Human Caring Theory notes that “humans cannot be treated as objects and that humans cannot be separated from self, other, nature, and the larger workforce.” In developing her theory, Jean Watson emphasized the interpersonal processes between a caregiver and the care recipient. Watson’s Theory of Human Caring views human beings as the centre of care provided. It defines how transpersonal relationships contribute to healing the care recipient and the care provider(Rani, 2019).

The Watson Theory of Human Caring Theory is based on the nursing process essential for care decisions and seven assumptions that integrate with nursing care at all levels. According to the theory, caring and related care practices are central to nursing, while caring compliments are curing. The theory also assumes that the effectiveness of can be demonstrated and practised only interpersonally. In contrast, the effectiveness of the care is central to promoting individual and family health. Other assumptions of Watson’s theory that integrate with the nursing paradigm include the view that nurses should accept patients as they are and as they may become. The theory also includes the effects of the caring environment on the curing potential and the curative factors essential to the patient’s physical and mental satisfaction—emotional and spiritual needs(Rani, 2019).

As an FNP, I can identify with every part of Watson’s Theory of Human Caring. The theory emphasizes the importance of developing viable relationships between the caregiver and the care recipient through its concepts. This theory is essential in managing relationships within family care settings. Relationship management within healthcare settings creates an environment suitable for full patient engagement and supportive care provision. Therefore, Watson’s theory can help me understand ways to build caring relationships with all types of patients and influence their health outcomes.

Subsequently, applying Watson’s Theory of Human Caring can help health providers meet the CLAS standards to advance health equity. The CLAS Standards provide a framework to support the delivery of care services that are culturally and linguistically appropriate to all patients. The CLAS Standards also provide guidelines that help health providers deliver care services that the patients deem respectful and responsive to their cultural beliefs, preferences, and communication needs within the context of health. The curative factors in Watson’s Theory help care providers develop and maintain emotional, sensitive, positive relationships and attitudes regardless of the demands of the patients. The concepts of Watson’s Theory can be adopted in nursing practice and education to equip nurses with the skills necessary to achieve the CLAS standards. The theory has been noted to improve nursing students’ self-confidence, social-support seeking and stressing coping behaviours (Durgun Ozan et al., 2020). Research has noted that applying Watson’s theory concepts, such as the Caritas processes, the transpersonal caring relationship, and caring moments, enables nurses to provide a more comprehensive therapeutic experience for families and patients even in grief (Slade & Hoh, 2020).

References

Dlamini, C. P., Khumalo, T., Nkwanyana, N., Mathunjwa-Dlamini, T. R., Macera, L., Nsibandze, B. S., Kaplan, L., & Stuart-Shor, E. M. (2020). Developing and Implementing the Family Nurse Practitioner Role in Eswatini: Implications for Education, Practice, and Policy. Annals of Global Health, 86(1). https://doi.org/10.5334/AOGH.2813

Durgun Ozan, Y., Duman, M., Çiçek, Ö., & Baksi, A. (2020). The effects of clinical education program based on Watson’s theory of human caring on coping and anxiety levels of nursing students: A randomized control trial. Perspectives in Psychiatric Care, 56(3), 621–628. https://doi.org/10.1111/PPC.12477

Rani, U. (2019). Watson Human Caring Theory. Journal of Neuroscience, Psychology, and Economics, 5(1).

Slade, J. D., & Hoh, N. Z. (2020). Employing Watson’s Theory of Human Caring With People Experiencing Loss and Grief. International Journal for Human Caring, 24(1), 4–11. https://doi.org/10.20467/1091-5710.24.1.4

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Question

Week 6: Culture and Caring Theories (Orig Post Due Wednesday, Responses Due Sunday)
22 unread replies.22 replies.
Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources, as well as professional communication, are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.

Culture and Caring Theories

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 6
Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 4
Analyze theories from nursing and relevant fields with respect to the components, the relationship among the components, and their application to advanced nursing practice. (PO 1) Weeks 4, 6
Due Date: Sunday, 11:59 pm MT

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59 pm MT on Sunday (i.e., the student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59 pm MT.

Total Points Possible: 75

Requirements:

Discussion Criteria

Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The peer response must occur on a separate day from the initial posting.
The peer response must occur before Sunday, 11:59 p.m. MT.
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The faculty response must occur on a separate day from the initial posting.
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference and assigned readings or online lessons per discussion topic per week.
What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Contains references for sources cited
Written by a professional or scholar in the field and indicates credentials of the author(s)
Is no more than 5 years old for clinical or research articles
What is not considered a scholarly resource?
Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
Information from Wikipedia or any wiki
Textbooks
Website homepages
The weekly lesson
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
Can the lesson for the week be used as a scholarly source?
Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
Are resources provided from CU acceptable sources (e.g., the readings for the week)?
Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
Are websites acceptable as scholarly resources for discussions?
Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.
Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
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DISCUSSION CONTENT

Culture and Caring Theories

Culture and Caring Theories

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