After Completing The Assigned Readings, Answer The Following

After Completing The Assigned Readings Answer The Following Be Speci

After completing the assigned readings, answer the following (be specific, give specific examples, cite sources when applicable): Exemplar 1: Analyze the JBSM practice exemplar (Chapter 7). Discuss one strength and one challenge associated with nursing applications associated with this model. Exemplar 2: Compare the Orem practice (Chapter 8), to aspects of your own clinical practice. Which of the three steps of Orem’s process of nursing are most challenging? Exemplar 3: Select one of four adaptive modes, according to Roy, and share how it has been displayed in the practice exemplar (Chapter 10). Exemplar 4: Describe how Parse’s concept of true presence could apply to your practice. Exemplar 5: Explain how the nurse practitioner in the HEC exemplar (Chapter 16) fostered the process of expanding consciousness. Submit as a paper using correct APA formatting.

Paper For Above instruction

The readings from Chapters 7, 8, 10, 16, and related exemplars present a comprehensive view of various theoretical models and practical applications in nursing. This paper will analyze the strengths and challenges associated with these models, compare specific practices with personal clinical experience, explore adaptive modes, and discuss the relevance of Parse’s concept of true presence. It will also examine how nurse practitioners facilitate consciousness expansion through exemplars, illustrating the integration of theory and practice in contemporary nursing.

One of the prominent models discussed is the Johnson Behavioral System Model (JBSM) from Chapter 7. The JBSM emphasizes the importance of maintaining stability within a patient's behavioral system through nursing interventions aimed at achieving behavioral balance. A notable strength of this model is its holistic approach, considering multiple behavioral subsystems such as attachment, dependency, and achievement, which allows nurses to address diverse patient needs comprehensively (Johnson, 1980). This systemic perspective fosters individualized care plans and encourages preventive nursing strategies. However, a challenge associated with applying the JBSM lies in its complexity; understanding and modifying the numerous behavioral subsystems requires extensive assessment and expertise, which can be time-consuming in fast-paced clinical settings (Kozier et al., 2018). Moreover, the model's abstract nature may challenge nurses in translating theory into practical interventions, especially in resource-limited environments.

Turning to Chapter 8, Orem’s Self-Care Deficit Nursing Theory emphasizes empowering patients to manage their health through self-care activities. In comparing Orem’s practice to personal clinical experiences, it is evident that fostering patient independence is a central tenet. One of the three steps in Orem’s nursing process—teaching or guiding—often presents the most significant challenge. This step requires effective communication skills and tailoring education to individual needs, abilities, and cultural contexts (Taylor, 2020). For example, when educating elderly patients about medication management, barriers such as cognitive impairment or health literacy can impede effective learning, making it difficult to achieve self-care goals. Overcoming these barriers necessitates patience and adaptability, which highlights the challenges of the guiding step within Orem’s framework.

In Chapter 10, Roy’s Adaptation Model introduces four adaptive modes: physiological; self-concept; role function; and interdependence. Selecting one mode, such as the self-concept mode, reveals its manifestation in the practice exemplar through patient interactions emphasizing identity and self-esteem. For instance, in a case where a patient experiences a chronic illness impacting body image, nurses facilitate adaptation by providing psychosocial support and counseling, promoting a positive self-view (Roy, 2009). This mode demonstrates how nurses can assist patients in adjusting to changes and maintaining psychological integrity amidst health challenges.

Parse’s concept of true presence, discussed in Chapter 11, emphasizes authentic engagement and attentiveness between nurse and patient. Applying this concept in clinical practice involves active listening, deep empathy, and being wholly present during patient interactions. Such presence fosters trust and emotional connection, which enhances therapeutic outcomes. For example, during delirium management or end-of-life care, truly being present allows nurses to respond sensitively to subtle cues, providing comfort beyond physical interventions. Incorporating true presence improves the quality of care by acknowledging patients as whole persons, not just medical cases.

Finally, Chapter 16’s exemplar describes a nurse practitioner working in a healthcare education center (HEC) who fosters the process of expanding consciousness. This process involves raising patient awareness about health behaviors, encouraging reflective thinking, and supporting the development of new perspectives. The nurse practitioner utilizes patient-centered counseling and educational sessions, facilitating self-awareness and behavioral change (Benner et al., 2010). By guiding patients through a process of internal reflection, the practitioner promotes conscious awareness and empowerment, which are essential for health promotion and disease prevention.

In conclusion, integrating these models and exemplars underscores the importance of holistic, patient-centered care. Understanding the strengths and challenges of each framework allows nurses to adapt interventions effectively. Emphasizing authentic presence and fostering consciousness are central to advancing nursing practice, ultimately improving patient outcomes. These theoretical perspectives serve as vital tools in translating evidence-based knowledge into compassionate, effective care.

References

Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass.

Johnson, D. (1980). An overview of the behavioral system model. Image: Journal of Nursing Scholarship, 12(2), 99-105.

Kozier, B., Erb, G., Berman, A., & Synder, S. (2018). Fundamentals of nursing: Concepts, process, and practice (9th ed.). Pearson.

Roy, C. (2009). The Roy adaptation model (3rd ed.). Prentice Hall.

Taylor, S. (2020). Self-care and patient education in nursing: Strategies and challenges. Journal of Advanced Nursing, 76(4), 789–798.