NR 501 Week 3 Steps of Concept Analysis
NR 501 Week 3 Steps of Concept Analysis
Select a nursing concept (be sure to use a nursing theory) and then provide a response to each one of the steps included in a concept analysis regarding your selected concept. This information does not have to be comprehensive but provides a foundation to the upcoming assignment. Be sure to include a scholarly reference.
| Week 3
CO 1, 4
Development of Nursing Theory and Concept Analysis |
McEwen, M., & Wills, E. (2014). Theoretical basis for nursing (4th.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins.
- Chapter 5: Theory Analysis and Evaluation
Required Reading:
This article is an example of a formal concept analysis that used the steps listed in the guidelines for the Concept Analysis.
Townsend, L. & Scanlany, J. (2011). Self-efficacy related to student nurses in the clinical setting: A concept analysis. International Journal of Nursing Education Scholarship, 8(13), 1-15. doi: 10.2202/1548-923X.2223
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Graded Discussions |
| Week 4
CO 1, 4, 6
Nature of Nursing Knowledge |
McEwen, M., & Wills, E. (2014). Theoretical basis for nursing (4th.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins.
- Chapter 6: Overview of Grand Nursing Theories
- Chapter 10: Introduction to Middle Range Nursing Theories
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Steps of Concept Analysis Example Approach
Dr. Carol and Classmates,
Nola Pender’s theory of health promotion is Pender’s interpretation of the many facets of an individual and how influenced they are by their environment, such as interpersonal and their physical environments (Masters, 2012). Pender formulated three major categories; individual characteristics and experiences, behavior- specific cognitions and affect, and behavioral outcome (Masters, 2012).
These three concepts help define Pender’s definition of person, environment, health and nursing. Possibly Nola Pender’s most complex concept is the behavior specific cognitions and affect. Behavior specific cognitions and affect is defined as variables that have motivational significance. For example- weight loss, leading an active lifestyle. The behavior- specific cognition and affects further breaks down into three categories; perceived benefits of action, perceived barriers to action, perceived self-efficacy, and activity-related affect (Masters, 2012 NR 501 Week 3 Steps of Concept Analysis). Pender suggests that prior behavior indirectly influences health-promoting behavior through these characteristics.
In a cross sectional survey conducted by Research Centre for Health- Related Social Determinates, Department of Public Health; a sample of female adolescents were surveyed to determine the factors that influence their physical activity. This survey used the health promotion model framework (Mohamadian & Arani, 2014). The authors cite as physical inactivity being one of the leading causes of mortality and that habits formed in childhood are usually carried on throughout adulthood. Pender asserts in her model that prior behavior does have an affect on health promoting behavior (Masters, 2012).
The adolescents were surveyed based on measures of physical activity, perceived self-efficacy, self- esteem, social support, perceived barriers and perceived affect. These measures are from Nola Pender’s model of health promotion. The measures that the authors used are from Pender’s behavior specific cognitions and affect concept. The authors support in their survey of 500 female adolescents that self-esteem is a primary deterrent to exercise ((Mohamadian & Arani, 2014).
One observation regarding the health care promotion model and its concept of behavior specific cognitions and affect is that it does not consider the threat of disease as a source of motivation. I believe that this is a huge oversight. Leading a sedentary lifestyle may lead to several diseases such as heart disease, diabetes, elevated stress, and obesity to name a few.
Diseases affect our perceived barriers to action and therefore tie into behavior-specific cognitions and affect (Masters, 2012).
References
Masters, K. (2012). Nursing theories: A framework for professional practice. Sudbury, MA: Jones & Bartlett Learning.
Mohamadian, H., & Arani, M. G. (2014). Factors predicting the physical activity behavior of female adolescents: A test of the health promotion model. Journal Of Preventive Medicine & Public Health, 47(1), 67. doi:10.3961/jpmph.2014.47.1.64
NR 501 Week 3 Steps of Concept Analysis Grading Rubric Guidelines
| Performance Category |
10 |
9 |
8 |
4 |
0 |
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Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. NR 501 Week 3 Steps of Concept Analysis
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- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
- Evaluates literature resources to develop a comprehensive analysis or synthesis.
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
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- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
- Evaluates information from source(s) to develop a coherent analysis or synthesis.
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
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- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
- Demonstrates little or no understanding of the topic. NR 501 Week 3 Steps of Concept Analysis
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- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) without any interpretation/evaluation.
- The posting uses information that is not valid, relevant, or reliable
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- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
- Information is not valid, relevant, or reliable
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| Performance Category |
 10 |
9 |
8 |
4 |
0 |
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Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
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- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
- Applies concepts to personal experience in the professional setting and or relevant application to real life. NR 501 Week 3 Steps of Concept Analysis
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- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
- Applies concepts to personal experience in their professional setting and or relevant application to real life
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
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- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
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- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
- Posts are superficial and do not reflect an understanding of the lesson content
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
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- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
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| Performance Category |
 5 |
4 |
3 |
2 |
0 |
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Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
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- Exceeds minimum post requirements
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
- Replies to a post posed by faculty and to a peer
- Summarizes what was learned from the lesson, readings, and other student posts for the week.
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- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
- Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
- Meets expectations of 2 posts on 2 different days.
- The main post is not made by the Wednesday deadline
- Does not reply to a question posed by a peer or faculty. NR 501 Week 3 Steps of Concept Analysis
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- Has only one post for the week
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
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- Does not post to the thread
- No connections are made to the topic
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Minus 1 Point |
Minus 2 Point |
Minus 3 Point |
Minus 4 Point |
Minus 5 Point |
| Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition |
- 2-3 errors in APA format.
- Written responses have 2-3 grammatical, spelling, and punctuation errors.
- Writing style is generally clear, focused, and facilitates communication.
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- 4-5 errors in APA format.
- Writing responses have 4-5 grammatical, spelling and punctuation errors.
- Writing style is somewhat focused. NR 501 Week 3 Steps of Concept Analysis
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- 6-7 errors in APA format.
- Writing responses have 6-7 grammatical, spelling and punctuation errors.
- Writing style is slightly focused making discussion difficult to understand.
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- 8-10 errors in APA format.
- Writing responses have 8-10 grammatical, spelling and punctuation errors.
- Writing style is not focused, making discussion difficult to understand.
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- Post contains greater than 10 errors in APA format.
- Written responses have more than 10 grammatical, spelling and punctuation errors.
- Writing style does not facilitate communication.
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
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0 points lost |
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-5 points lost |
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Total Participation Requirements
per discussion thread
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The student answers the threaded discussion question or topic on one day and posts a second response on another day. |
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The student does not meet the minimum requirement of two postings on two different days |
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Early Participation Requirement
per discussion thread
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The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. NR 501 Week 3 Steps of Concept Analysis |
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The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |
NOTE:Â To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
