Nursing: Learning Theories

Nursing theories have been a fundamental tool used to explain, guide and improve the practice of nursing. Theorists have contributed enormously to the growth of nursing as a profession. The four grand theorists I chose are Virginia Henderson, Peplau, Myra Levine and Jean Watson. These theorists have contributed tremendously in the field of nursing through their theories, and research. One thing the theorists have in common is that they are patient centered. They are all concerned on ways we can improve our responsibility to the patients, their families and the environment. They have different ideas but they are all aiming towards achieving the same goal, which is patient satisfaction and safety. Their differences are in their areas of

Several learning theories have been put forward to explain how learning takes place in individuals. These theories have found application in formal learning situations including nursing education and training. In addition, a number of nursing theories also aim to prescribe the best approach to the practice of nursing in a professional environment. Of the learning theories, social learning theory takes into account the role of the environment in shaping responses through interaction with the cognitive skills of the learner. The deliberate nursing process theory also emphasizes the importance of responding to the real environment instead of blindly implementing prescribed solutions. This essay discusses the responses of a nursing professional in a real-life learning environment in the light of social learning theory and deliberative nursing process theory.

As the demand for nursing education grows and with the rapidly advancing roles of nursing, educators need to stay up-to-date. “Theory-based practice provides nurses with a perspective” (Parker, 2006, p.28). With the comprehension and use of educational theories, nursing educators can support student knowledge and development into practice. These theories are outlines of cohesive concepts and principals that describe, explain, or predict how people learn. Every one learns differently and as an educator you need to be familiarized with and open to the use of one or more combinations of theories to successfully teach adult learners in this ever changing health care system. This paper will highlight the use of Constructivist Learning Theory and its application to nursing practice.

The nursing profession entails core values and commonalities that link those in the profession. A comprehensive study of the literature identifies key components of the profession as the provision of technical care, defending the vulnerable, taking care of the ill, as well as establishing systems for the delivery of care. Different models have been developed which describes and guides the nursing profession. The two nursing theories: the Theory of Nursing as Caring by Boykin and Schoenhofer and the Transition Theory of Afaf Ibrahim Meleis are constructive theories and serviceable in the nursing field. This paper gives an analysis of two nursing theories, comparing and contrasting their values.

Nursing theorist, Hildegard Peplau knew that in order to care for patients, the nurse must establish a strong relationship with the patient. This is an essential element in being able to provide adequate planning, diagnosing, and successfully treating patients. Personally, my desire to learn more about Peplau’s theory is because it is a very significant quality to have as a nurse. Nursing is a very interpersonal career, and by forming trusting relationships with patients early in one’s nursing practice, I can provide the best care possible to meet psychosocial needs as well as treat the present illness. The benefits that creating interpersonal relationships can have on the patients’ health condition and their planned outcomes, is also a very interesting area of focus. Many nursing students today did not understand the importance of Peplau’s theory. They choose a career in nursing because of the finical stability and wide range of options that the career offers. Overall, one cannot forget that nursing is patient centered care.

The metaparadigm of nursing consists of four parts comprised by Jacqueline Fawcett, in 1984, in her seminal work (Alligood, 2014). The metaparadigm she developed served to provide direction and guidance for the nursing framework already in use and became an organization tool for theories already in use (Alligood, 2014). The four parts being person, health, environment, and nursing. The four components of the metaparadigm concept of nursing is important to nursing theory because they are the key areas of focus of patient care, and the metaparadigm is designed to differentiate nursing from other specialties (Alligood, 2014). It is this use of theories that makes nursing a profession and guides professional nursing practice, research, and education (Alligood, 2014).

Caregivers play a crucial role in the care of dementia patients. Providing care for dementia patients results in stress related health impacts to the caregiver. The caregivers go through a journey with the dementia patient and need a strong support system. The best approach to dementia care is for health care providers to provide information to and monitor the caregiver, in addition to the dementia patient, encourage the caregiver to take care of themselves, to seek support, and to work as a team to provide the best care for the dementia patient.

The nursing profession has progressed greatly since it roots with Florence Nightingale, moving from reliance upon total medical direction for providing basic care and “the first duty of the nurse it that of obedience-absolute fidelity to his orders, even if the necessity of the prescribed measures is not apparent, you have no responsibility beyond that of faithfully carrying out the directions received” (Jennifer C. Telford), into an autonomous practice with its own nursing theory practices, models, and interventions.

This stems from frustration, misunderstanding, and often times an actual inability for those afflicted to express themselves. Lives are forgotten, simple daily tasks become insurmountable feats, and those suffering can even have a distaste for the ones they love the most. The impact can be equally devastating for their family members and caregivers. A New York Times article even equated the emotional and physical toll of caregiving as similar to the effects of Post Traumatic Stress Disorder (Graham). Over time, this disease becomes exponentially more domineering and destructive. Until we can better understand the functionally of Alzheimer's, people associated with the disease can seek counseling, support groups, and information on more efficient ways to cope. There is even a great outlook for these services to increase as The U.S. DHHS also included a goal to “Expand Supports for People with Alzheimer's Disease and Their Families” in the National Plan to Address Alzheimer’s Disease. As part of this goal, nationwide strategies include providing the resources to help family caregivers continue to provide care while maintaining their own health and well-being; assisting families in planning for future care needs; and helping to maintain the dignity, safety, and rights of people with Alzheimer’s (National Plan to Address Alzheimer’s Disease). As a result, quality of emotional

Although, according to Williamson, “many caregivers adapt quite well to their role” (Williamson). Before my pap started losing his memory, I didn’t realize how hard it was to watch a loved one with this disease, let alone care for a patient with Alzheimer’s. According to an article that explains a few coping strategies for caregivers of people with Alzheimer’s disease, “caregivers of people with dementia experience high rates of clinically significant anxiety and depression” (Cooper). This article explains various emotion-focused strategies, problem-focused strategies, and dysfunction-focused strategies for those caring for a person with Alzheimer’s. An experiment was conducted on caregivers of patient who have Alzheimer’s that explains which of these strategies were

The activities include physical and occupational therapy, nutrition counseling, and case management ("Community Health Nursing," 2013).

Alzheimer’s and dementia are often thought of as an old age disease. Although the most commons risk factor is age but it is not the only one. Most majority of individuals do develop symptoms as elderly, but individuals that develop onset symptoms at a younger age, below 65 are said to develop early onset dementia (Lambert, M. A., Bickel, H., Prince, M., Fratiglioni, L., Von Strauss, E., Frydecka, D., & ... Reynish, E. L., 2014). Many researchers have conducted studies on the impact of cognitive disorders, such as dementia along with Alzhiemer’s, on the affects of the nonprofessional caregiver. Alzheimer’s disease doesn’t just affect the person but the affected person’s family and friends are affected as well.

In the pamphlet Basics of Alzheimer’s Disease, the Alzheimer’s Association adds late onset, traditionally known simply as Alzheimer’s, targets primarily people 65 and older. The disease follows a series of steps from mild decline with little noticed changes to very severe cognitive decline where the final stage of the disease is in progress (Basic 19-21). Throughout the stages, independence becomes lost and family members will become care takers and in the later stages nursing homes or hospice may be needed. One book encourages the care giver to communicate through body language, tone, and written instructions to help alleviate as much stress as possible for those living with Alzheimer’s (Living 47). The book further adds when caring for a person with Alzheimer’s remember to maintain patience and to show respect .

PART 1 What is nursing theory? How does nursing theory differ from theories of other disciplines? How does nursing theory relate to nursing practice?

The ability to be aware of something either by observation, getting information or through inquiry enable us to know. Knowledge is acquired when one is informed about an object or subject. However in Nursing knowledge is acquired either through scientific or Research (Explicit) and Tacit or Experience (Synthesis of Information)