Assignment: Map for Nursing (JACKIE NEW)

Assignment: Map for Nursing (JACKIE NEW)

Assignment: Map for Nursing (JACKIE NEW)

Using the Learning Resources as a guide and the theory you identified in this week’s Discussion, build a concept map that:

 Create a concept map demonstrating the linkages and interrelationships of the theoretical concepts. Include a clear problem and purpose statement. Express relational statements linking the concepts, literally and diagrammatically. You may use Microsoft Word, PowerPoint, or another software application of your choice; however, if you use a product that is not part of the Microsoft Office Suite you must be able to save it as a PDF or RTF file. (3 points)

 Include references from the literature to support your work. (2 points)

RESOURCES TO USE:

McEwin, M., & Wills, E. M. (2019). Theoretical basis for nursing. (5th ed.) Philadelphia, PA: Wolters Kluwer Health.Chapter 4, “Theory Development: Structuring Conceptual Relationships in Nursing”Chapter 4 discusses theory development and examines the components of theories: concepts, theoretical statements, assumptions, and model development. In addition, the interrelationship between theory, research, and practice is examined.
Chapter 6, “Overview of Grand Nursing Theories”Chapter 6 presents an overview of grand theories and how they have influenced nursing practice and research.
Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.Review Chapter 8, “Frameworks”
Cooper, E. (2009). Creating a culture of professional development: A milestone pathway tool for registered nurses. Journal of Continuing Education in Nursing, 40(11), 501–508.
Note: You will access this article from the Walden Library databases.
This article describes how a culture of professional development is found to have a positive impact on nurse retention and satisfaction, creating a culture of professional development.

Perkins, M., Jensen, P., Jaccard, J., Gollwitzer, P., Oettingen, G., Pappadopulos, E., & Hoagwood, K. (2007). Applying theory-driven approaches to understanding and modifying clinicians’ behavior: what do we know? Psychiatric Services, 58(3), 342–348. doi:10.1176/appi.ps.58.3.342
Note: You will access this article from the Walden Library databases.
This article provides an examination of theory-driven approaches for understanding a clinician’s behavior through the analysis of their attitudes, subjective norms, and perceived behavioral control.

Rushing, A. M. (2008). The unitary life pattern of persons experiencing serenity in recovery from alcohol and drug addiction. Advances in Nursing Science, 31(3), 198–2 10.
Note: You will access this article from the Walden Library databases.
This article discusses a research study that utilizes Newman’s grand theory as a part of its theoretical framework.

Veo, P. (2010). Concept mapping for applying theory to nursing practice. Journal for Nurses in Staff Development, 26(1), 17–22. doi: 10.1097/NND.0b013e3181cc2d6f
Note: You will access this article from the Walden Library databases.
This article explores the use of concept mapping as a tool used to apply theory into daily nursing practices.

Woods, N. F., & Magyary, D. L. (2010). Translational research: Why nursing’s interdisciplinary collaboration is essential. Research & Theory for Nursing Practice, 24(1), 9–24. doi:10.1891/1541-6577.24.1.9
Note: You will access this article from the Walden Library databases.
This article focuses on the use of translation research within the nursing profession and strategies for nursing leadership to apply translation practices.

OPTIONAL RESOURCES
Panniers, T. L., Feuerbach, R. D., & Soeken, K. L. (2003). Methods in informatics: Using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting. Journal of Biomedical Informatics, 36(4–5), 232–239. doi:10.1016/j.jbi.2003.09.010

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.