Discuss the differences in approach based on inductive versus deductive reasoning

 

 

           

Discussion Board 2: Nursing Theory

 

 

 

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Discussion Board 2: Nursing Theory

Nurses make decisions every day while providing care services by use of clinical reasoning and critical thinking. In nursing practice, critical thinking can be termed as the reasoning about clinical issues like collaboration, teamwork, streamlining workflow, and the ethical concept to adopt (Karlsen et al., 2021). Inductive and deductive reasoning are integral parts of critical thinking skills. This paper aims at describing the differences in approach based on inductive and deductive reasoning, about June Larrabee’s theoretical model of quality in promoting my DNP project.

Inductive reasoning is associated with identifying the cues, making generalized perceptions, and creating hypotheses. For instance, when a nurse examines a patient and discovers that the surgical site is warm, tender, and red, they use these cues to make an assumption that shows signs of an infection. They will then create a hypothesis that the surgical site has been infected and use evidence-based practice to select the most effective antibiotic therapy plan (Armat et al., 2018). This is an example of inductive reasoning. The theoretical model of quality also employs the use of this concept as June Larrabee reiterates the significance of examining the patient’s needs and coming up with the most effective evidence-based intervention to help satisfy the patient care needs promoting their quality of life.

Deductive reasoning on the other hand relies on the utilization of general standards or rules to come up with a strategy (Armat et al., 2018). Such standards include those set by their state’s Nursing Practice Act, American Nursing Association, federal regulations, and other professional organizations. For example, when nurse leader through research finds out that patient sitters can help reduce incidences of falls in the surgical ward, they come up with policies that promote hospital protocols that require patient sitters to be incorporated in fall prevention strategies. This is an example of deductive reasoning (Karlsen et al., 2021). Consequently, June Larrabee utilized this concept, in collaboration with Rosswurm as they were developing a more specific focus on the theoretical model of quality by providing a framework on how evidence-based practice information can be implemented into policies and procedures (Brandão et al., 2018).

As mentioned earlier, middle-range theoretical models such as June Larrabee’s theoretical model of quality are more focused on the patient needs hence the most applicable to guide my DNP project. The theory entails four main concepts, which as both economical and ethical such as justice, prudence, beneficence, and value. These concepts influence each other in perceiving quality care to the patient. For instance, with my DNP project, the theoretical model of quality care offers a framework that guides the process of evaluating, translating, and using research and evidence to promote the health and quality of care outcomes (Sun & Cherry, 2019). This knowledge can also be used to advance healthcare policy, laws, and ethics in developing the population-based program as per the best available and current evidence, which is an integral part of the DNP project.

 

 

References

Armat, M. R., Assarroudi, A., Rad, M., Sharifi, H., & Heydari, A. (2018). Inductive and Deductive: Ambiguous Labels in Qualitative Content Analysis. The Qualitative Report, 23(1). https://doi.org/10.46743/2160-3715/2018.2872

Brandão, M. A. G., Martins, J. S. D. A., Peixoto, M. D. A. P., Lopes, R. O. P., & Primo, C. C. (2018). Theoretical and methodological reflections for the construction of middle-range nursing theories. Texto & Contexto-Enfermagem, 26. DOI:

Karlsen, B., Hillestad, T. M., & Dysvik, E. (2021). Abductive reasoning in nursing: Challenges and possibilities. Nursing Inquiry, 28(1), e12374.

Sun, G. H., & Cherry, B. (2019). Using the logic model framework to standardize quality and rigor in the DNP project. Nurse Educator, 44(4), 183-186. doi:10.1097/NNE.0000000000000599