NR 501 Borrowed (non-nursing) Theories Applied to the Nursing Profession

NR 501 Borrowed (non-nursing) Theories Applied to the Nursing Profession

NR 501 Borrowed (non-nursing) Theories Applied to the Nursing Profession

This writer will be discussing this question from the perspective of Family Nurse Practitioner track. This writer will be using the constructivist learning theory for this discussion, as I think it will enhance my general information and positively influence future experience in healthcare settings, particularly primary healthcare setting facilities. My personal professional ultimate goal is to practice as a primary care provider for patients that receive care in neighborhood communities which are lacking proper health services. As a future Family Nurse Practitioner, I will make great effort to gain advantage in my specialty area by maintaining up to date information, advancing my educational capacity as well as taking part in clinical research in order to improve and sharpen my clinical skills, so the care I am able to provide to others is appropriate, accurate, and evidence based utilizing the newest technology and leadership skills.

According to Hsieh, Hsu & Huang (2016) constructivist learning theory, which is the theory I have chosen, is a leaning theory found in psychology that enlightens how people might obtain knowledge and learn. Cognitive theories are utilized to analyze student’s learning development process to comprehend in what way the knowledge is received, ordered, kept and retrieved by the mind. The objectives of constructivism are to comprehend the skills applied to the process of critical thinking, teamwork, and individual enquiry, skills that are of paramount importance to nursing practice and the application of evidence based practice.

Learning is a process that involves active collaboration, discussion and teamwork. One of the benefits of constructivist learning environments application is the importance placed on the social and cultural aspects of learning. This theory is focused on an active learning environment.

According to Hsieh, Hsu & Huang (2016) constructivism is founded on the impression that newly-acquired information is constructed upon and within the background of preceding knowledge. In this model, trainers originally present basic concepts, and then progressively increase to more complex concepts, whereas students apprise themselves with the more basic concepts. In a constructivist classroom, educators are required to develop all skills that the students need to actively participate.

According to Cook (2012) constructivist learning environments has potential for family nurse practitioner (FNP) students to practice safe clinical decision making through virtual stimulation. When utilizing this theoretical framework, it is crucial for Family Nurse Practitioners students to pay keen attention to the technology and pedagogy proficiencies, in the virtual learning setting in order to achieve high quality learning.

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Primary care providers, on a regular basis, communicate with their clients and other healthcare providers and members of the healthcare team by the use of discussion, interchange and collaboration among each team member with the final purpose of finding the correct treatment approach for every affected patient or client they encounter during clinical practice. This process is an active learning process, which may be called constructive learning. An example is that a Family Nurse Practitioner manages her gynecological patient with an abnormal vaginal bleeding; at some point of the disease process, the Family Nurse Practitioner will refer this patient to an Obstetrics and Gynecology specialist for further required management or surgical procedure. In taking the decision to refer this patient to an Obstetrics and Gynecology specialist, the patient’s condition can be treated and managed before any complication arises that may put the patient’s life at risk. The specialist may cooperate with the patient’s primary care provider in the provision of health maintenance and continuity of care of this patient’s healthcare general.

 

Reference

Cook, M. J. (2012). Design and initial evaluation of a virtual pediatric primary care clinic in Second Life®. Journal of the American Academy of Nurse Practitioners, 24(9), 521-527. doi:10.1111/j.1745-7599.2012.00729.x, retrieved from http://eds.a.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=1&sid=7bad8417-ad6c-4e0a-b999-104c888c03b9%40sessionmgr4010 (Links to an external site.)

 

Hsieh, S., Hsu, L., & HuangT. (2016). The effect of integrating constructivist and evidence-based practice on baccalaureate nursing student’s cognitive load and learning performance in a research course. Nurse Education Today, 6, 1-8. doi: https://doi.org/10.1016/j.nedt.2016.03.025 (Links to an external site.) . Retrieved from https://www-sciencedirect-com.chamberlainuniversity.idm.oclc.org/science/article/pii/S0260691716300077?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb&ccp=y (Links to an external site.)

To answer your question in-depth, I first did a little research on the General Systems Theory. This theory is utilized

NR 501 Borrowed (non-nursing) Theories Applied to the Nursing Profession
NR 501 Borrowed (non-nursing) Theories Applied to the Nursing Profession

more as an approach, per say, rather than a theory. This approach is used in our profession as a new way of seeing the profession and understanding it. This theory actually goes hand and hand with the development of physical sciences and the rise of both conflict and peace. GST is a characteristic of groups and systems combining together as one, or as we see a whole (Rousseau, 2016).

With this being said, GST is a “wholeness” in the nursing profession. I can see a correlation between GST and nursing theories due to this very fact. There are correlations between GST and nursing theory because the two tend to integrate with various sciences. GST also is the “center theory” in all of our nursing theories. GST and nursing theories are important aspects in the physical fields of science and the nonphysical fields of science (Rousseau, 2016).

I also think that GST as a whole develops principles throughout all nursing theories and in turn brings us closer to a unity of science which leads us to an integration of education in the science and nursing profession. GST appears holistic in nursing theory and we must think of it as a system of mutual interaction (Rousseau, 2016).

I found this theory to be interesting in our profession because Ludwig found that the study of systems can contain a cross-sectional approach or a developmental approach. A cross-sectional approach deals with the mutual interactions between two or more systems (or in this case, nursing theories) and a developmental approach deals with changes that occur over time. Nursing theories too use these approaches and look at nursing as a profession and a structure that can be changed overtime (Rousseau, 2016).

Reference:

Rousseau, D., Billingham, J., Wilby, J., & Blachfellner, S. (2016). The Synergy between General Systems Theory and the General Systems Worldview. Systema Journal, 4(1). Retrieved January 30, 2018.

Thank you for reading my posting and making observations regarding my point of view and research on this topic.

According to Mosca (2017) the use of constructivist learning theory embeds learning in relevant contexts and encourages self-awareness. Learners may build construction of knowledge.  I think, one of the most crucial learning experiences, acquired through the application and use of the constructivist learning theory is the solid decision making. One of the most important decisions for a health care provider such as a Family Nurse Practitioner is making decisions that may impact patient’s life. A family nurse practitioner through learning experiences obtained through the use of the constructivist learning theory, knows that there are health problems that he or she are unable to handle and therefore they need to be referred to a health care provider who is a specialist and will be able to provide care for more acute illness, and provide specific treatments or even plan and carry out a surgical procedure.

According to Mosca (2017) using constructivist learning theory generates a deeper and more fluent learning experience, it assists in proper decision making regarding health care. It is appropriate for nursing education, because contextual evidence and the importance of individual skills are keystones of clinical nursing practice.

According Cook (2012) the application of the constructivist learning theory in nursing education through its use within Virtual environments have the potential to deliver simulated clinical experiences that serve as an adjunct to practices in the real world and allow the learner to have a realistic scenario where there is the need to take decisions that are definitive in an individual’s life and or health status.

Personally, I can vision the use of constructionist learning theory in the presentation and sequencing of this course. According to Cook (2012) virtual environments may be utilized as a communication medium. Students may interrelate in the virtual world for dialogue, to access information databases, or to join proper lecture sessions, that comprise multimedia presentations. Students would be able to interact and have discussions regarding different theories and its application to nursing.

Reference

Cook, M. J. (2012). Design and initial evaluation of a virtual pediatric primary care clinic in Second Life®. Journal of the American Academy of Nurse Practitioners, 24(9), 521-527. doi:10.1111/j.1745-7599.2012.00729.x, retrieved from http://eds.a.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=2&sid=10062ea9-1ed3-4e05-9573-c817fc0cad61%40sessionmgr4006 (Links to an external site.)

Mosca, C. (2017). Using Constructivist Learning Theory to Create and Implement a Pilot Online Dosage Calculation Module. Journal of the New York State Nurses Association, 45(1), 44-49. Retrieved for http://eds.a.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=2&sid=cb72472c-e0a7-4ee6-bb14-2a65a7c73c90%40sessionmgr4009 (Links to an external site.)