FLORIDA ATLANTIC UNIVERSITY
CHRISTINE E. LYNN COLLEGE OF NURSING
Term/Year
Course Title:
Theory Guided Models for Advanced Practice Nursing
Course Number:
NGR XXXX
Credit Hours:
3 credits
Curriculum
Placement:
First Year DNP
Pre-requisite:
Admission to DNP program or permission of faculty
Faculty:
Doctoral Prepared Nursing Faculty
Course Description:
This course focuses on the development of grand, midrange and practice-level theories to
support theory guided models for advanced practice nursing.
Course Objectives:
Upon completion of this course the student will be able to:
1. Explore and develop innovative images of nursing practice:
a. Integrate multiple ways of knowing with consideration of the relationship between
nursing practice and nursing theory.
2. Advance the discipline of nursing through practice and research:
a. Evaluate nursing theory for relevance to practice.
b. Develop models for advanced practice based on theory
3. Demonstrate synthesis of nursing role:
a. analyze concepts appropriate to a focused area of advanced nursing practice
b. evaluate adequacy of existing theories for advanced practice nursing
4. Incorporate an understanding of wholeness of persons connected with others and the
environment through caring:
a. Integrate a caring philosophy into the development of models for practice
5. Actualize nursing as nurturing the wholeness of others through caring:
a. Synthesize caring philosophy, theory and whole person care into models of
practice.
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Topical Outline:
1.
Use of nursing theory in nursing practice and research
a. Select a nursing theory for application
b. Consider practice from a theoretical perspective
2.
Differentiating Grand, Midrange and practice level theories
a. Critique
b. Usefulness
3.
Nursing knowledge development, structure and use
a. Paradigms of Nursing and the place of caring philosophy
b. Grand theories and the place in Nursing
c. Middle range theories and their place in Nursing
d. Micro-range theories and their place in nursing
e. Approaches for critiquing theories
3.
Practice Model Development
a. Role of DNP
b. Process of theory guided model development
c. Review a theory guided practice model
Required Texts:
Alligood M.R. & Marriner-Tomey, A. (2006). Nursing theory: Utilization and
application (3rd ed.). St. Louis: Mosby Elsevier.
Parker, M. (2005). Nursing theories and nursing practice. Philadelphia: F. A. Davis.
Recommended Texts:
Reed, P. G., Shearer, N. C. & Nicoll, L. H. (Eds.) (2004). Perspectives on nursing theory
(4th ed.). Philadelphia: J. B. Lippincott.
Smith, M.J. & Liehr P. (2003). Middle range theories for nursing. New York: Springer.
Teaching strategies:
Teaching strategies include seminar dialogue; ongoing class presentation of evolving
concept; discussion board activities; modeling of concept; paper for publication.
Grading Scale
93-100 = A
90-92 = A87-89 = B+
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83-86 = B
80-82 = B77-79 = C+
73-76 = C
70-72 = C –
60 – 69 = D
59 and below =F
Students in graduate nursing courses must achieve a minimum of B to successfully
complete the course. All course requirements and objectives must be met in order to
obtain a passing grade.
Evaluation Methods
Dialogue/discussion 25%
There will be assignments for discussion via Blackboard and in-class seminar. It is
expected that the student will be thoughtfully engaged in these and that comments will
reflect the content of assigned readings.
Presentation of application of chosen theory in care setting 30%
Present essential features of chosen theory. Show how the theory addresses a nursing
issue for a particular clinical practice setting or population
Application of selected nursing theory 45%
Describe your chosen patient care setting and patient population. Justify your choice of a
selected theory to address issues or problems in that setting. Using the theory chosen,
redesign care approaches for your selected population. Recommend new approaches to
data collection, management, services offered, etc.
Bibliography
Davidson, P.M., Dracup, K., Phillips, J., Padilla, G., & Daly, J. (2007). Maintaining hope
in transition: a theoretical framework to guide interventions for people with heart
failure. Journal of Cardiovascular Nursing, 22(1), 58-64.
Maag, M.M., Buccheri, R., Capella, E., & Jennings, D.L. (2006). A conceptual
framework for a clinical nurse leader program. Journal of Professional Nursing
22(6), 367-72.
Kolcaba, K., Tilton, C., & Drouin, C. (2006). Comfort theory: a unifying framework to
enhance the practice environment. Journal of Nursing Administration 36(11),
538-44.
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Locsin, R.C., & Purnell, M. (2007). Rapture and suffering with technology in nursing.
International Journal for Human Caring, 11(1), 38-43.
Milton, C.L. (2007). Information and human freedom: nursing implications and ethical
decision-making in the 21st century. Nursing Science Quarterly, 20(1), 33-6.
Mitchell, G.J. (2007). Nursing in 2050: emerging views of nursing theory-based practice.
Nursing Science Quarterly, 20(2), 135.
Öhlén, J., Andershed, B., Berg, C., Frid, I., Palm, C., Ternestedt, B., & Segesten, K.
(2007). Relatives in end-of-life care - part 2: a theory for enabling safety. Journal
of Clinical Nursing, 16(2), 382-90.
Stilos, K., Moura, S.L., & Flint, F. (2007). Building comfort with ambiguity in
nursing practice. Clinical Journal of Oncology Nursing , 11(2), 259-63, 269-72.
Penrod, J., Yu, F., Kolanowski, A., Fick, D.M., Loeb, S.J. & Hupcey, J.E. (2007).
Reframing person-centered nursing care for persons with dementia. Research &
Theory for Nursing Practice, 21(1), 57-72.
Timmins, F., & Horan, P. (2007). A critical analysis of the potential contribution of
Orem's (2001) self-care deficit nursing theory to contemporary coronary care
nursing practice. European Journal of Cardiovascular Nursing, 6(1), 32-9.
Touhy, T.,. Strews, W., & Brown, C.(2005). Expressions of caring as lived by nursing
home staff, residents, and families. International Journal for Human Caring 9(3)
31-37.
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