NR501 Week 4 Concept Analysis

NR501 Week 4 Concept Analysis ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON NR501 Week 4 Concept Analysis Walker & Avant’s Steps for Concept Analysis These steps for conducting a concept analysis are listed in the assignment guidelines for the Concept Paper. Walker and Avant (2011) provide extensive descriptions and discussion of these steps. If you are interested in exploring theory and concept development further, their book is highly recommended. NR501 Week 4 Concept Analysis For the Concept Analysis assignment, a brief discussion of each step is provided here. Reading concept-analysis articles from the scholarly literature can provide examples and further information on the steps. The text by McEwen and Willis provides some article references. The steps are: Select a concept; Determine the purposes of the analysis; Identify all uses of the concept; Identify a model case of the concept; identify each of the following cases: borderline, related, contrary, invented, and illegitimate; Identify consequences and antecedents of the concept; Define empirical references of the concept (Walker & Avant, 2011). Concept Selection There is a list of concepts provided in the guidelines and scoring rubric for Week 4. You may select a concept from this list or find one on your own. The concept must come from a nursing theory. Aims of the Analysis While one aim of this concept analysis is to meet the requirements of an assignment, think further on this step. Are there purposes in your nursing practice for a concept analysis? You might want to differentiate between jargon, casual use, and scientific discourse on your concept (Walker & Avant, 2011). If you have a research interest, how would a concept analysis help you in designing a study? Concept Uses Ways to identify all the uses of a concept include using dictionaries and scholarly literature. Keep an open mind at this point and avoid limiting yourself to only one perspective on the concept (Walker & Avant, 2011). Go beyond healthcare resources. Read widely in the scholarly literature for various domains of knowledge and professions. Explore some slang or non-scholarly sources (but not extensively). Write down all the uses you find. Now is when you use the purposes of the analysis. If you have many uses and a lot of variation, reflecting again on the aims and purposes of your concept analysis will help you decide a specific focus. For example, you might need to decide between considering casual uses of the concept and scientific uses (Walker & Avant, 2011). This decision is yours to make. Keep in mind your purpose and the scope of the assignment. Determine Defining Attributes Think of attributes as characteristics or descriptors. This is one of the most important parts of your analysis. Remember this process is not rigidly sequential. Take notes on attributes for the various concept uses – attributes that capture your attention. Look for attributes that begin to appear frequently. Your goal is to nail down a minimum set of attributes that enable you to distinguish this concept from similar concepts (Walker & Avant, 2011). Identify Model Cases A model case illustrates or exemplifies the concept, including demonstration of all defining attributes (Walker & Avant, 2010). This model case can be a nursing model, but that is not required. Basically, you are aiming for an example that clearly shows the concept, without confusing or distracting elements. Get a colleague to review your model case – this can help you focus the statements, identify new attributes, or eliminate attributes (Walker & Avant, 2011). Perfection is not the goal. Do your best. Identify Additional Cases As you explore uses of your concept and possible defining attributes, you may find some attributes of your concept that belong to related, borderline, contrary, invented, or illegitimate model cases. In other words, these are models of not-being your concept. Borderline cases – most but not all of the same attributes as your concept; there is some inconsistency or difference in some, if not all of the attributes. Related cases – have some, but not all of the same attributes; they are connected in some way. Contrary cases – these are the complete opposite of your concept; what your concept is not stated to be. Invented cases – applying your imagination, fantasy, or science-fiction leanings, you can get an interesting ‘other’ view of your concept; how would someone from the past, the future, or outer space demonstrate your concept’s attributes? Identify Antecedents and Consequences An antecedent takes place or precedes an instance of a concept. A defining attribute cannot be an antecedent or a consequence of the target concept (Walker & Avant, 2011). Consider situations, events, environments, or other contexts that must exist before a concept can be present. What must exist before attachment occurs? The outcomes or results of an instance of a concept are the consequences. Again, consider the context, social or otherwise (Walker & Avant, 2011). What results, for example, from hope? Define Empirical Referents You have reached the final step – how do you measure this concept? How do you demonstrate the concept exists or is present? An empirical referent serves as a way to establish this existence. This is done through measuring the defining attributes. Often, the attributes and referents are the same thing. With more abstract concepts, defining attributes are more abstract and harder to capture empirically. When a defining attribute is abstract, you need an empirical referent – something measurable that can serve to identify or recognize the attribute. Reference Walker, L.O., & Avant, K.C. (2011). Strategies for theory construction in nursing (5th ed.). Norwalk, CT: Appleton, Lange. Concept Analysis Guidelines & Scoring Rubric Purpose: This assignment provides the opportunity for the student to conduct a formal concept analysis of one concept found in a nursing theory using an identified framework. Course Outcomes Through this assignment, the student will demonstrate the ability to: (CO#1) Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions, comprehensiveness, and utility to advanced nursing. (PO1) (CO#3) Communicate the analysis of and proposed strategies for the use of a theory in nursing practice. (PO3, 7, 10) (CO#4) Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO4. 7) Due Date: Sunday 11:59 PM MT at the end of Week 4 Total Points Possible: 200 Requirements: NR501 Week 4 Concept Analysis Description of the Assignment The purpose of this 6-8 page paper ( not including the title page or reference page in the page count ) is a formal concept analysis of one concept found in a nursing theory, adapting the methodology of Walker and Avant (2010, pp. 157 – 179). The book by Walker and Avant is not available electronically. This book is not needed in order to succeed with this assignment. A summary of the steps in this method is found at the end of this document. Any nursing theory may be used to find a concept for analysis. Only one concept is analyzed. As part of the concept analysis, a focused review of scholarly literature is conducted, using a minimum of 3(three) scholarly sources related to the selected concept . A formal literature review can be extensive in critiquing all the relevant literature about a specific topic or area of knowledge. In this assignment, that level of effort is not required. What is expected is an integrated discussion of at least three articles on the concept selected for this assignment. Themes, ideas, or facts about the concept found in the reviewed literature are presented in an organized fashion. Note: research articles about the concept are the best kind of article for a literature review. NR501 Week 4 Concept Analysis The steps in a concept analysis include: selection of a concept used in a nursing theory identification of the aims or purposes of the analysis a review of selected scholarly literature on the concept identification of possible use of the selected concept determination of defining attributes identification of model cases identification of alternate cases (borderline, related, contrary, invented, and illegitimate cases) identification of antecedents and consequences definition of empirical referents The paper concludes with a synthesis of the student’s new knowledge about the concept. The scholarly literature is incorporated throughout the analysis. Criteria for Content Introduction includes statements on the process of concept analysis, identifies the nursing concept and nursing theory from which it was obtained , and relates the main topics of the paper. A list of possible concepts is provided below. A substantive discussion of each of the following elements is present. All elements are supported by scholarly literature One aim or purpose of the analysis A review of scholarly literature ( minimum of three articles) Two possible uses of the concept Two defining attributes Two model cases Two of the following alternative cases: borderline, related, contrary, invented, or illegitimate One antecedent and one consequence Two empirical referents Concluding statements present the writer’s new knowledge on the concept acquired as a result of writing the paper Criteria for Format and Special Instructions One of the textbooks required for this course may be used as one of the required references for this assignment. Title page, body of paper, and reference page must be in APA format (6 th edition) A minimum of 3 scholarly sources on the concept are required. The paper (excludes the title page and reference page) must be a minimum of 6 pages and no longer than 8 pages. Ideas and information from professional sources must be cited correctly. Grammar, spelling, punctuation, and citations are consistent with the writing style specified in the 6 th edition of the APA manual. Walker, L. O & Avant, K. C. (2010). Strategies for theory construction in nursing (5 th ed.). Upper Saddle River, NJ: Prentice Hall Possible Concepts (These concepts are not required; students may select one of these concepts or find another concept in any nursing theory) · Noise · Cleanliness of environment · Patient Assessment · Self-care deficit · Self-care · Homeostasis · Behavioral system · Boundary lines · Open system · Patient Centered Care · Empowerment · Resources · Caring · Adaptation · Energy conservation · Meaningfulness · Modeling · Transaction · Activities of living · Actual caring occasion · Energy field · Pain · Pattern · Leadership · Engagement · Comfort All of these concepts were selected from grand and middle-range theories presented in the course texts. NR501 Week 4 Concept Analysis Directions and Grading Criteria Category Points % Description Introduction 12 6 Introduction clearly includes all three elements: statements on the process of concept analysis, identifies the selected nursing concept and nursing theory from which it was obtained, and names the sections of the paper Aims or Purpose 18 9.0 One aim or purpose of the concept analysis is substantively discussed and is supported by scholarly literature Literature Review 24 12.0 A substantive integrated discussion of at least three scholarly sources on the selected concept: · themes, ideas, or facts about the concept found in the reviewed sources are presented in an organized fashion; · Student’s new knowledge on validity of the methods used by the different sources’ authors to learn about the concept · Strengths and weaknesses of those authors’ conclusions Uses 18 9.0 2 possible uses of the selected concept are substantively discussed and supported by scholarly literature Defining Attributes 18 9.0 2 defining attributes of the selected concept are discussed substantively and supported by the scholarly literature Model Cases 20 10.0 2 model cases are discussed substantively and supported by the scholarly literature Alternative Cases 20 10.0 2 alternative cases are discussed substantively (borderline, related, contrary, invented, or illegitimate), and each case has support from the scholarly literature Antecedents & Consequences 18 9.0 1 antecedent and 1 consequence of the selected concept are discussed substantively and supported by the scholarly literature Empirical Referents 18 9.0 2 empirical referents for the selected concept are discussed substantively and supported with scholarly literature Conclusion 12 6.0 Concluding content includes clear presentation of the writer’s new knowledge gained from writing the paper Paper Specifications 12 6.0 Paper is at least 6 pages and not more than 8 pages in length AND 3scholarly citations are used APA Format (6 th edition) 4 2 APA format used for the text, title page and reference page(s). Citations in Text 3 1.5 Citation of ideas and information Writing Mechanics 3 1.5 Rules of grammar, spelling, word usage, and punctuation and the writing style of the APA 6 th edition Total 200 100 A quality assignment will meet or exceed all of the above requirements. NR501 Week 4 Concept Analysis Grading Rubric Assignment Criteria A (100 – 92%) Outstanding or highest level of performance B (91-84%) Very good or high level of performance C (83-76%) Competent or satisfactory level of performance F (75-0%) Poor or failing or unsatisfactory level of performance Content Possible Points = 190 Introduction 12-11 Points 10 Points 9 Points 8-0 Points Introduction clearly includes all 3 elements: statements on the process of concept analysis, identifies the selected nursing concept and nursing theory from which it was obtained, and names the sections of the paper Introduction clearly includes only 2 of the required elements: statements on the process of concept analysis, identifies the selected nursing concept and nursing theory from which it was obtained, and names the sections of the paper Introduction clearly includes only 1 of the required elements: statements on the process of concept analysis, identifies the selected nursing concept and nursing theory from which it was obtained, and names the sections of the paper. Introduction includes none of the required elements OR Introduction is absent (0 points) Aims or Purposes of Analysis 18-17 Points 16-15 Points 14 Points 13-0 Points One aim or purpose of the concept analysis is substantively discussed and is supported by scholarly literature One aim or purpose of the concept analysis is superficially discussed and is supported by scholarly literature One aim or purpose of the concept analysis is superficially discussed and lacks scholarly support An aim or purpose of the concept analysis is missing. NR501 Week 4 Concept Analysis Literature Review 24-22 Points 21-20 Points 19-18 Points 17-0 Points A substantive integrated discussion of at least three scholarly sources on the selected concept: · themes, ideas, or facts about the concept found in the reviewed sources are presented in an organized fashion; · Student’s new knowledge on validity of the methods used by the different sources’ authors to learn about the concept · Strengths and weaknesses of those authors’ conclusions A superficial or non-integrated discussion of at least three scholarly sources on the selected concept: · themes, ideas, or facts about the concept found in the reviewed sources are presented in an organized fashion; · Student’s new knowledge on validity of the methods used by the different sources’ authors to learn about the concept · Strengths and weaknesses of those authors’ conclusions A superficial or non-integrated discussion of at least three scholarly sources on the selected concept is missing one or more of the following: · themes, ideas, or facts about the concept found in the reviewed sources are presented in an organized fashion; · Student’s new knowledge on validity of the methods used by the different sources’ authors to learn about the concept · Strengths and weaknesses of those authors’ conclusions Fewer than 3sourcesare included in the literature review OR No literature review is present Possible Uses of Concept 18-17 Points 16-15 Points 14 Points 13-0 Points 2 possible uses of the selected concept are substantively discussed and supported by scholarly literature Only 1 possible use of the selected concept is substantively discussed and supported by scholarly literature Only 1 possible use of the selected concept is discussed. The discussion is superficial or lacks scholarly support No possible uses of the selected concept are discussed (naming a possible use without discussion is included here) Defining Attributes 18-17 Points 16-15 Points 14 Points 13-0 Points 2 defining attributes of the selected concept are discussed substantively and supported by the scholarly literature Only 1 defining attribute of the selected concept is substantively discussed and supported by scholarly literature Only 1 defining attribute of the selected concept is discussed. The discussion is superficial or lacks scholarly support No possible uses of the selected concept are discussed (naming a possible use without discussion is included here) Model Cases 20-18 Points 17 Points 16-15 Points 14-0 Points 2 model cases are discussed substantively and supported by the scholarly literature Only 1 model case is discussed substantively and supported by scholarly literature Only 1 model case is discussed. The discussion is superficial or lacks scholarly support No model cases are provided (naming a case without discussion is included here) Alternative Cases 20-18 Points 17 Points 16-15 Points 14-0 Points 2 alternative cases are discussed substantively (borderline, related, contrary, invented, or illegitimate), and each case has support from the scholarly literature Only one alternative case is discussed substantively (borderline, related, contrary, invented, or illegitimate) and has support from the scholarly literature One or two alternative cases are discussed superficially (borderline, related, contrary, invented, or illegitimate) No alternative cases are discussed (naming a case without discussion is included here) Antecedents and consequences 18-17 Points 16-15 Points 14 Points 13-0 Points 1 antecedent and 1 consequence of the selected concept are discussed substantively and supported by the scholarly literature 1 antecedent or 1 consequence of selected concept is substantively discussed and supported by scholarly literature 1 antecedent or 1 consequence of the selected concept is discussed. The discussion is superficial or lacks scholarly support Antecedent and consequence are not discussed (naming a possible use without discussion is included here) Empirical Referents 18-17 Points 16-15 Points 14 Points 13-0 Points 2 empirical referents for the selected concept are discussed substantively and supported with scholarly literature 1 empirical referent for the selected concept is discussed substantively and supported with scholarly literature 1 empirical referent for the selected concept is discussed. The discussion is superficial or lacks scholarly support No empirical referents are discussed (naming a possible use without discussion is included here Conclusion 12-11 Points 10 Points 9 Points 8-0 Points Concluding content includes clear presentation of the writer’s new knowledge gained from writing the paper —— Conclusion content lacks presentation of identifiable new knowledge gained from writing the paper No conclusion is identifiable 12-11 Points 10 Points 9 Points 8-0 Points Paper Specifications Paper is at least 6 pages and not more than 8 pages in length AND 3scholarly citations are used Paper is less than or exceeds the page limitations AND 3scholarly citations are used Paper is less than or exceeds the page limitations OR Fewer than 3scholarly citations are used Paper is less than or exceeds the page limitations AND Fewer than 3but at least 1 scholarly citations are used Content Subtotal _____of 190 points Format Possible Points = 10 Points APA Format . 4-3 Points 2 Points 1 Point 0 Points There are 0 – 2 APA format errors in the text, title page and reference page(s). There are 3 – 4 APA format errors in the text, title page and/or reference page(s). There are 5 – 6 APA format errors in the title page, text, or reference page (s). There are 7 or more APA format errors in the text, title page and/or reference page(s). NR501 Week 4 Concept Analysis Citations 3 Points 2 Points 1 Point 0 Points There are 0 – 1 errors or absences in the citation of ideas and information There are 2 – 4 errors or absences in the citation of ideas and information There are 5-6 errors or absences in the citation of ideas and information sources There are 7 or more errors or absences in the citation of ideas and information from sources Writing Mechanics 3 Points 2 Points 1 Point 0 Points O-1 exceptions to the rules of grammar, spelling, word usage, and punctuation and the writing style of the APA 6 th edition NR501 Week 4 Concept Analysis 2-4 exceptions to the rules of grammar, spelling, word usage, and punctuation and the writing style of the APA 6 th edition 5-7 exceptions to the rules of grammar, spelling, word usage, and punctuation and the writing style of the APA 6 th edition 8 or more exceptions to the rules of grammar, spelling, word usage, and punctuation and the writing style of the APA 6 th edition Format Subtotal _____of 10 points Total Points _____of 200 points NR501 Week 4 Concept Analysis Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

RECOMMENDED: [SOLVED] Concept Analysis of Caring in Nursing