NR-501 Week 8 Discussion Collaboration Café

This week reflects and discusses how we will use a current theory to support evidence-based change related to our practice as an advanced practice nurse. One must first know the nursing theory you’d like to use to help this change and complete a concept analysis. You must also be aware of your nursing philosophy. These items are necessary to utilize a nursing theory to change practice. I WILL CONTINUE THAT TREND since I have used Dorothea Orem’s Self-Care Deficit Theory in most of the class assignments.

Last week, I analyzed a primary concern within Nursing Education: figuring out the best time to educate families and transition them to becoming more independent with care. I will go into more detail about this topic. I care for children with many diagnoses, including brain and spinal cord injuries due to trauma, cancer, or illness. Most times, these patients become cognitively impaired due to their injury. Along with PT, OT, Speech, Psychologists, and the Rehab Medical Team, my job is to assess the patient’s self-care deficits and continuously work with them to reduce or eliminate them (Orem, 1991). Sometimes, patients and their caregivers are not emotionally ready to participate in the work that needs to be done due to the severity of the admission. To help self-care deficits morph into self-care abilities, patient and caregiver teaching is provided regarding physical activity at home, weight control, dietary intake, grooming, dressing, bathing, medication management, bowel and bladder management, breathing exercises, and sleep improvement. This is a lot of information and might overwhelm the patients and families. Suppose the timing of providing this education is not correct. In that case, it can lead to non-compliance, a lack of communication between patients, families, and providers, and the skill needed to provide care after discharge.

NR-501 Week 8 Discussion Collaboration Café

Through last week’s PowerPoint presentation assignment, I have examined Orem’s Theory as a framework for an evidence-based project to lead change to address the above issue. First, I realized that there is no perfect time to provide education. Education and teaching must be continued throughout the admission and executed in understandable ways for the patient and caregivers (Younas, 2017). Nurses and nurse educators should know their emotional state and ability to process the education (Younas, 2017). In my unit, there are weekly family meetings that occur, and this might be a great forum to provide education to the families. Typically, the patients do not attend unless they are older than 16 because it tends to be overwhelming for the kiddos. One provider from every role treats. It generally lasts 30 minutes, just long enough for everyone to provide information about progress and goals within their given areas (i.e., PT, OT, SLP, Psych, Medical, Nursing, SW, Learning, Child Life). If we increased the time of this meeting to an hour and allowed the patient to attend, that would enable us to focus on self-care deficits that warrant education and practice. We could also use various educational strategies such as individual counseling sessions, pamphlets with pictures, or videos (Riegel et al., 2020). Utilizing Orem’s 3-step process in caring for these patients will round out addressing the abovementioned problem (Orem, 1991). This will help increase autonomy, compliance, and skill level and decrease re-admissions.

I read an article about a facility implementing an Orem Self-Care Training Model for their patients. The study findings demonstrated improved quality of life in patients after the training (Hemati et al., 2017). According to Hemati et al. (2017), executing a self-care program could reinforce motivation and self-esteem in patients, improving their deficits and inabilities by assuming responsibility for self-care. In the future, I would love to bring this idea to my leadership team and attempt to change our practice of managing self-care deficits in our Rehab patients.

References

Hemati, Z., Shakerian, B., Shirani, F., Mosaviasl, F. & Kiani, D. (2017). Effect of the Orem self-care model on quality of life in adolescents with asthma. Journal of Comprehensive Pediatrics, 8(2), 15-24. https://doi.org/10.5812/compreped.59343

Riegel, B., Westland, H., Iovino, P., Barelds, I., Bruins Slot, J., Stawnychy, M., Osokpo, O., Tarbi, E., Trappenburg, J., Vellone, E., Strömberg, A., & Jaarsma, T. (2020). Characteristics of self-care interventions for patients with a chronic condition: A scoping review. International Journal of Nursing Studies, 14(4), 1-10. https://doi.org/10.1016/j.ijnurstu.2020.103713

Younas, A. (2017). A foundational analysis of Dorothea Orem’s self-care deficit theory and evaluation of its significance for nursing practice and research. Creative Nursing, 23(1), 13-23. https://doi.org/10.1891/1078-4535.23.1.13

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

NR-501 Week 8 Discussion Collaboration Café

In Week 7, you posted your Kaltura presentation to the Week 8 discussion area. This week, you will view
and comment on peer presentations. For full credit, view and comment on at least TWO peer
presentations. Your post should be substantive and professional and include
at least one scholarly resource.