NURS 8110 Theoretical And Scientific DQs Assignments
PhD in Nursing
What is a PhD in Nursing?
A Doctor of Philosophy in Nursing, commonly known as a PhD in Nursing, is a research-focused doctorate in which students conduct research to advance the science and practice of nursing.
What will I study in a nursing PhD program?
When you enter a nursing PhD program, your coursework will focus on research methods, research theory, and nursing science. You’ll choose a focus area based on your career interests, then develop, write, and defend a dissertation.
What can I do with a PhD in Nursing?
After graduating with a nursing PhD, you’ll be equipped to assume leadership roles in academic and healthcare settings and have the background to help shape the future of healthcare as a nurse researcher, educator, or policymaker. A PhD in Nursing will also provide you with the skills and knowledge to lead and/or collaborate with interdisciplinary healthcare teams to positively affect the nursing profession and the communities and populations nurses serve.
Doctor of Nursing Practice (DNP)
What is a Doctor of Nursing Practice?
With a goal of enhancing quality of care, a Doctor of Nursing Practice, commonly referred to as a DNP, is a practice-focused doctorate that focuses on applying research in clinical settings.
What will I study in a DNP program?
The curriculum found in many DNP programs focuses on a combination of healthcare policy and advocacy, information systems and technology, healthcare quality improvement, evidence-based practice, and organizational and systems leadership.
What can I do with a Doctor of Nursing Practice?
DNP programs will equip you with the background you need for higher-level leadership and education roles across the healthcare industry. As a doctor of nursing practice, you’ll be able to improve the quality of patient care and enhance the training of nursing professionals. You’ll also be able to translate research findings into clinical settings, implement healthcare information technology across healthcare settings, and much more.
Another interesting fact is that once you earn your DNP, you can have a shorter path toward earning your PhD in Nursing, should you choose to do so. With Walden University, students who already hold a DNP can enter an accelerated program that builds on your current knowledge and experience with scholarly research and relevant coursework. Walden applies up to 26 DNP credits toward your doctoral program, significantly reducing the time to completion and your total costs.
Interested in learning more about online nursing PhD and DNP programs? Explore Walden University’s PhD in Nursing and CCNE-accredited DNP programs. Walden University’s DNP, MSN, and BSN programs are accredited by the Commission on Collegiate Nursing Education (CCNE), One Dupont Circle, NW, Suite 530, Washington, DC 20036, 1-202-887-6791.
CCNE is a national accrediting agency recognized by the US Department of Education and ensures the quality and integrity of baccalaureate and graduate education programs in preparing effective nurses. For students, accreditation signifies program innovation and continuous self-assessment. Read more at
The R.N. to B.S.N. is an online program leading to a Bachelor of Science in Nursing (B.S.N.). The program is designed for licensed R.N.s who have either an associate degree or diploma in nursing. There are several plans of study options for completing the program.
Traditional Track: 4 semester option (part-time)
Progressive Track: 1 course a semester option (part-time)
Accelerated Track: 3 semester option (part-time)
Prospective students are encouraged to speak with a nursing advisor for guidance as needed. Students move through the program in a cohort; cohorts begin each fall, spring and summer. Most students take an average of two courses per semester. The part-time options make it possible for students to work full-time while completing the program.
Our accelerated option gives students the opportunity to complete the program within 12 months. Clinical experiences are also part of the program. These clinical experiences may be arranged where students are working or in the community where the student lives.
Why RN’s Should Pursue their BSN Degree Hospitals with Magnet Recognition prefer to hire nurses with a B.S.N.
B.S.N. is required for leadership positions Required for entrance into graduate education/nurse practitioner programs Recommended by National Organizations such as the American Nurses Association, American Organization of Nurse Executives, National Council of State Boards of Nursing, American Association of Colleges and Nursing, National League for Nursing Accreditation
The baccalaureate degree in nursing at the University of South Dakota is accredited by the Commission on Collegiate Nursing Education
(http://www.aacn.nche.edu/ccne-accreditation).
State Board of Nursing Approval
The RN-B.S.N. track in the Bachelor of Science in Nursing is approved by the South
Dakota Board of Nursing.
Admission Requirements
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Applicants will be evaluated for conditional acceptance based on the following criteria:
Unconditional admission to USD (i.e. student is not on probationary status)
Graduate of a state board of nursing-approved program required. Students who do not graduate from an accredited program, possess an associate degree or graduate from a diploma nursing program will be evaluated on a case-by-case basis.
Active, unencumbered R.N. license to practice nursing
A grade of C or above is required for all support and nursing coursework
A complete application for the nursing program must be received by the published deadlines.
Clean criminal background check and drug screen (completed upon notice of conditional acceptance)
Admission is competitive. The number of students admitted is limited by the number of faculty and resources available.
Meeting minimum requirements does not guarantee acceptance. The department reserves the right to deny admission based on the best interest of the profession.
Failure to disclose previous or pending convictions may lead to denial of admission. Falsification of information or documentation will be considered grounds for dismissal from the program.
For more information about the admission requirements, please visit Nursing Admission Policies.
Our mostly-online, CCNE accredited program for Registered Nurses allows students to complete a bachelor of science in nursing in as little as a year. APPLY HERE CHOOSE your PACE: You have many options in our program. You may enroll in a full-time schedule and complete the nursing requirements in a calendar year. Or choose a part-time schedule, and take as few as one or two courses each semester as it suits your life and work schedule. A typical part-time track takes 2-4 years to complete, including an occasional online summer course.
HYBRID or ONLINE: Most students meet on-campus just three times during each semester. On-campus sites include Bemidji, Duluth, Cambridge, Coon Rapids, White Bear Lake, and East Grand Forks. In 2018 we introduced a new online* option. Why don’t we offer a fully online option?
Our nursing program advisory board urges the importance of a hands-on, lab-based advanced health-assessment course, which at this time can only be done well in a simulated care environment (college nursing lab space). *The “Bemidji Online” option meets twice in Bemidji the first semester of the program (in the fall), but is otherwise a completely online program option.
AFFORDABLE TUITION: Nursing courses that meet off-site are about $330/credit (including fees), and fully online classes are about $350/credit (including fees). On a full-time schedule, you’ll pay less per credit due to banded tuition. More tuition/fee information can be found here. When comparing our program cost to others, be sure you get information about course fees.
RN-BS FlyerClick for more info
NO CLINICALS or PREREQUISITES: Practicum learning opportunities include a wide variety of experiences, including a community health service learning project. These experiences are arranged between the faculty and the student which means RN-BS students are able to complete much of their practicum learning experiences as close to home as possible. There are no specific course prerequisites to be eligible for our program, and our program does not require a statistics course.
APPLY HERE for the Fall 2019 start
Quick Info
Eligibility: Students must be a graduate of an associate degree or diploma nursing program, have a cumulative transfer GPA of 2.5 or higher, and be licensed to practice as a Registered Nurse, or be within one semester of licensure (notice of RN license must be received by mid-July). Each meeting site is limited to 30 students. The program starts a new group every fall semester (once a year).
Program applications for Fall 2019 are being accepted now. APPLY HERE
Credits required for RN-to-BS major: 36 credits – view catalog for requirements. Additional credits to fulfill the BS degree may be required, based on the outcome of transfer.
Credits required for Bachelor of Science degree: 120 credits minimum, including 40 upper-level credits overall.
Delivery options: Blended delivery, mostly online courses with some on-campus meetings. Meeting site choices include:
Bemidji State University – Bemidji
Anoka-Ramsey Community College – Coon Rapids or Cambridge
Century College – White Bear Lake
Lake Superior College – Duluth
Northland Community and Technical College – East Grand Forks
More info: Check out the FAQ document here. Graduates of our RN-BS program are eligible for Public Health Nurse registration. Learn more at the Nursing Department website.
Health has many definitions, but the Gospel leads us to view “human health” as the reconciling of relationships among God, our neighbor, Creation, and our self. Studying health sciences within a Christian liberal arts setting allows students to participate in this reconciliation-ministry by understanding how the skills and knowledge acquired through their education can be used to help others move toward optimal health, healing, and wholeness.
Our students learn—through global health opportunities, local preventative medicine and clinical experiences, and classroom development—to articulate a clear theological framework for defining and improving human health.
While students interested in medical or health professional school are all required to take natural science classes, these students are not limited to “hard” science majors. Humanities and social and behavioral science majors can take the prerequisite MCAT classes in the Pre-Med curriculum; apply to PA, OT, PT, dentistry, veterinary, medical, and other healthcare schools; and be accepted. Discussing how undergraduate humanities or social and behavioral science classes play into the healthcare field could be a great addition to a graduate or professional school application.
All students interested in preparing for healthcare professional and graduate school programs are encouraged to take health psychology, motivation psychology, medical ethics, medical anthropology, public health, nutrition, exercise as medicine, sustainable agriculture, and environmental health courses.
If you are interested in a humanities or social science major and Pre-Med, talk to your Admissions Counselor about adding the MCAT-prep curriculum to your degree.
Health Science in Practice
At Taylor, we seek to shape you on and off campus for your goal of entering the health field. Through interdisciplinary programs, you will have the ability to gain top-of-the-line, hands-on experience in biology, chemistry, kinesiology, public health, and psychology. You can train clients in better health practices, assist in rehabilitation of hospital patients, or teach community members how to prevent and/or treat chronic disease.
Diabetes Prevention Program
Taylor’s newly minted adult diabetes prevention program brings Taylor students into the local health clinics for nutrition and exercise intervention sessions, as well as individual health education, provided by Taylor students. The curriculum, approved by the Center for Disease Control (CDC), is designed to help individuals at risk of diabetes or other chronic diseases.
Participating students take a semester-long training course that covers nutrition education principles, behavior modifications and listening skills, exercise prescription, and medical ethics.
Cardiac Rehabilitation
In collaboration with Ball Memorial Hospital (part of IU Health), this program brings patients to campus for a sustained maintenance cardiac rehab program, which focuses primarily on exercise. Students work with a member of Ball Memorial’s cardiopulmonary team to provide patients with appropriately tailored exercise sessions. The students check patients’ vital signs and monitor them during exercise while creating patient-professional relationships with members of the community.
IU Health Ball & Blackford Internships
Our students intern in the IU Health Blackford and Ball hospitals, participating in valuable observations and experiences. You will assist cardiopulmonary teams in a variety of cardiac rehabilitation opportunities—including cardiovascular surgery, echocardiograms, heart catheterization, nutrition and chronic disease coaching, and bariatric and oncology services.
Research Opportunities
From assessing the genetics of fruit flies to studying the fitness levels of prison inmates, there are ample research opportunities for students in any of the sciences. Along with ongoing on-campus studies, students can apply for research fellowships at scientific institutions or earn academic credit conducting immersive public health research in international settings.
Fit into HealthA personal training program run by exercise science students, Fit into Health, brings fitness-minded students alongside adults looking to maintain and improve their health. Students assess their clients’ fitness and health and design workouts to help them reach their fitness and health goals. One-on-one exercise sessions take place on campus in the Kesler Student Activities Center (KSAC)
Global Opportunities
Building a deeper understanding of the health sciences means exploring how different cultures approach medical care and disease. Taylor offers both long- and short-term overseas experiences to expand students’ global awareness and understanding of how to use their healthcare skills in the real world. Read more about international opportunities specifically designed for those interested in healthcare fields.
Semester Programs
Universidad del Azuay: Spend a semester in Ecuador and gain hospital experience through Taylor’s program in partnership with Verbo Church and the Universidad del Azuay (UdA) School of Medicine.
Ugandan Christian University Honors College*: Study abroad in Uganda with a Global Health Emphasis and complete an international internship with a hospital, clinic, child development center, or public health organization.
J-Term Programs
Belize: Teach basic exercises and healthy habits in the children’s homes, churches, senior living facilities, and schools of Belmopan, Belize. Our multi-disciplined teams volunteer in the community and connect with the Belizean through spreading the news of health, exercise, and the Gospel.
HEART Program*: Spend your J-Term in Lake Wales, Florida, to work in a simulated third-world village, learning nutrition and food preparation and primary health care to prepare to serve in developing third-world countries.
Spring Break Trips
Students International*: Travel to the Dominican Republic to serve in their dentistry ministry site, meeting both physical and spiritual needs of locals as you develop relationships and share God’s love through your interactions.
*Programs are not directly associated with the Health Science programs. Contact the
Office of Off-Campus Programs for more information.
Choosing Your Major
Our many Health Science majors will help shape a broad understanding of human health as informed by the sciences, humanities, and social sciences. While many of these health majors may include similar classes, each has a unique target outcome for its students.
Click on the name of any major below to learn more.
Human Physiology and Preventive Medicine
Designed specifically for students seeking to enter into professional schools related to healthcare, the Human Physiology and Preventive Medicine major first explores a basic foundation of health science, followed by in-depth chronic disease prevention and treatment and physiology courses. Students will gain a basic background in human nutrition, health psychology, and public health.
Biology Pre-Med
Pursue a Biology major as a foundation for a career in medicine, dentistry, and related fields. Your study of living organisms will be supplemented with hands-on medical experiences and the Pre-Med curriculum—a series of MCAT preparation classes in Biology, Chemistry, Physics, and Psychology that are necessary for graduate school applications.
Psychology Pre-Med
Apply your passion for psychology to a medical career. Develop your understanding of the mind and how it impacts behavior while adding the Pre-Med classes, the prerequisite science classes for medical school admission.
Chemistry Pre-Med
Add the Pre-Med curriculum to a rigorous Chemistry major. The MCAT-prep courses in the Pre-Med curriculum will give you the prerequisites for med school, and your Chemistry classes will challenge you to predict and characterize chemical properties and study the ways various substances act and react.
Health Science (Nursing 3+1 Program)
For students wanting to pursue a career in nursing, this program pairs with a neighboring university’s Nursing program and allows you to earn two degrees, a
Bachelor’s in Health Science and a Bachelor of Science in Nursing (BSN).
Health Promotion & Wellness
The Health Promotion and Wellness major appeals to students interested in researching and educating people about preventing chronic health issues, such as diabetes and obesity. This major crosses Public Health with Kinesiology, giving students an interdisciplinary study to prepare for disease prevention research, analysis, and education.
Public Health
Students passionate about people, health, and social justice issues will find the Public Health major useful. Look past the basic biology of problems and diseases to identify societal issues that contribute to community health and develop solutions.
Exercise Science
Choose between our two extremely different Exercise Science tracks. Students interested in physical therapy, occupational therapy, or clinical exercise physiology commonly choose the Pre-Allied Health track to prepare them for graduate school. This track also suits students thinking about med school or PA school, allowing students to complete a core of Exercise Science classes in addition to the chemistry, biology, physics, and psychology necessary for graduate school acceptance.
In contrast, students interested in athletic training, strengthening and conditioning, personal training, and corporate wellness will find the Health Science—Human Performance track well-suited to prepare them for careers or graduate school in these
settings.
Preventive Medicine*
Students following the more traditional paths to professional schools in medicine and healthcare (i.e. biology or chemistry) or choosing majors that would not typically be associated directly with health care but related to human health (social work, music therapy, missions) may choose to complete a minor or certificate in preventative medicine, where they can still gain valuable experience working to prevent and treat chronic disease.
Modern life and key industries rely on innovative materials. As a leading global material supplier, Covestro drives innovation which is deeply embedded in our DNA ever since the invention of our flagship products polycarbonate and polyurethane. In constantly developing new products and fresh ideas we are paving the way towards a sustainable
future.
No doubt: plastics are the material of the 21st century. Without them, we wouldn’t be able to find answers to the major challenges our planet is facing now and in the future – such as climate change, growing mobility and increasing urbanization. The unique properties of plastics, its versatility and toughness, allow the creation of technologies that make our lives more sustainable, comfortable, and safe.
As a key player in the fascinating world of polymers, Covestro is pushing boundaries in the development and production of chemistry-based raw materials that are the basis for plastics in growth industries like automotive, construction and electronics. An ever-growing portfolio of more than 10,000 products and a strong, international network of R&D facilities give testimony to our innovative power.
Innovation, however, for us is about more than developing novel materials and products. We also set benchmarks in terms of customer-focused services, new business models and process efficiency. We embrace all kinds of innovation, as long as they create new value – be it in terms of growth, margin, benefits for society and the environment, or, ideally, some combination of all of these.
Middle Range Theory Evaluation
Ingenious words articulated by the Hmong people are as follows: “when crossing a river, remove your sandals; when crossing a border, remove your crown (Lor, Xiong, Park,
Schwei, &
Jacobs, 2017, p. 408).” This proverb is inspiratory pertinent to the objectives of this author in pursuit of nursing excellence. What wisdom may be translated from this Hmong aphorism and found useful to the nursing discipline? The elucidation here of Hmong insight is as if they desired to paint a picture for the conscious efforts vital to the achievement of cultural
humility.
How does this relate to middle range theory?
Cultural congruence, requisite of humility, is imperative to optimal outcomes in the nurse-patient relationship (Elminowski, 2015). The practice of humility by the nurse in settings of diversity of culture promotes understanding and circumvention of cultural impositioning
(Isaacson, 2014). The misperception of capacity to practice cultural competency
facilitates hierarchical care, power imbalances, social injustices, and health disparities (Foronda, Baptiste,
Reindholdt, & Ousman, 2015).
In the vast multicultural modern realm, continuing a remiss quest for cultural competency gravely hinders patient care outcomes, whereas, upholding a vision of a
The preferred future of universality of care exempt from bias is the pathway to nursing excellence.
Critical to this conquest is the augmentation of pertinent nursing knowledge; the evaluation of theory is elementary to the propositioned developments. The purpose of this paper is to evaluate the Culture Care: Diversity and Universality Theory and the Interpersonal Relations in
Nursing
Theory from the context of a petition for cultural humility as the alternative to the solecism of cultural competency.
Theory of Culture Care: Diversity and Universality
Summary
Madeleine Leininger contributed to the progression of nursing with her innovative conceptual framework and theoretical development of cultural awareness. Leininger’s research resulted in the birth of transcultural nursing with a focus on improvements in nurse-client relationship outcomes when culturally congruent holistic care is present (Sitzman & Eichelberger, 2015). Her explicit theory is one of middle range upper level with the basic tenets offered as care being the essence of nursing as well as a direct action and cultural care and sensitivity as the understanding and incorporation of values and beliefs of the patient to positively influence health or illness. Further tenets presented are diversity as respect for practices within cultures and universality as acceptable practices across cultures
(McEwen &
Wills, 2014). Leininger accentuated the cultural awareness of the nurse combined with coparticipation in decision making with the client as necessary for delivery of meaningful and wellreceived care (Sitzman & Eichelberger, 2015). Although implicit, she thoroughly presented the detrimental impact of cultural impositioning to nursing.
Evaluation
Social significance.
The importance of a theory to society is appraised by its ability to meet the criterion of significance (Fawcett & Garity, 2009). The use of this model for research in cultural humility is socially significant. The general public is culturally diverse. Nursing care receptive of cultural differentiations without assumptions improves health outcomes of the vulnerable
(Horvat, Horey, Romios, & Kis-Rigo, 2014).
Theoretical Significance
The criterion of significance is further examined in the theory’s facilitation of novel awareness pertinent to the proposed contextual application of the investigated problem (Fawcett
& Garity, 2009). Previous studies of the concept of cultural competency have revealed increased unresponsiveness to the culturally diverse patient leading to potential adverse patient safety issues (Isaacson, 2014). Bringing awareness to the mindful utilization of humility rather than an unconscious act of superiority in the nurse-client relationship is theoretically significant.
Internal Consistency
Semantic clarity is present when there are theoretical and operational definitions of all concepts (Fawcett & Garity, 2009). Leininger’s model is inclusive of both constitutive and operational definitions of each of her concepts. Clarity is sustained in this theory with no deviation in the above definitions thereby meeting semantic consistency. The propositions of this theory are reasonable together with inductive and deductive observations thus giving structural consistency.
Parsimony
Is there elegance in simplifying the complexity of the theory while maintaining meaning (Fawcett & Garity, 2009)? The Theory of Culture Care: Diversity and Universality is succinct and supported by Leininger’s Sunrise Model (McEwen & Wills, 2014).
Testability
Leininger’s theory is able to be empirically tested. The model has been confirmed using techniques in quantitative and qualitative research and is capable of meeting criterion with use of the C-T-E structural diagram (Elminowski, 2015; Fawcett & Garity, 2009; Long, 2016;Yeager & Bauer-Wu, 2013). The model continues to be tested with use of countless culturological 5 assessment tools (Ethnomed website, n.d.; University of Washington Medical Center website,
n.d.; U.S. Department of Health and Human Services, Health Resources and Services Administration, n.d.). Additionally, be it noted hypotheses testing is profitable in determining the truism of observable outcomes (Fawcett & Garity, 2009; Im, 2015).
Leininger’s model is explicit in hypothesizing positive change in outcomes in healthcare as having more than a chance relationship with the variables of employed transcultural nursing concepts and research findings.
Theory of Interpersonal Relations in Nursing.
