NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I
NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I
The next step in developing an evidence-based practice change proposal for the capstone project is to conduct a thorough review of the literature pertaining to the chosen topic. In this topic, students will examine the research literature and utilize library resources to locate quality, peer-reviewed sources to support their chosen topic and solution. Students will use the PICOT question process to create a PICOT question for their topic. NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I
Objectives:
- Critique evidence-based research to support the development of the capstone project change proposal.
- Create a PICOT question incorporating an evidence-based nursing practice intervention.
- Create objectives for an evidence-based nursing practice change proposal.
- Integrate reflective practice into the practicum reflective journal.
- Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
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NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I Tasks
Review your problem or issue and the study materials to formulate a PICOT question for your capstone project change proposal. A PICOT question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process. Formulate a PICOT question using the PICOT format (provided in the assigned readings) that addresses the clinical nursing problem.
The PICOT question will provide a framework for your capstone project change proposal.
In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.
Describe the problem in the PICOT question as it relates to the following:
- Evidence-based solution
- Nursing intervention
- Patient care
- Health care agency
- Nursing practice
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I
PICOT Question Paper Rubric
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| NRS-493 | NRS-493-O502 | PICOT Question Paper | 50.0 | ||||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (75.00%) | Satisfactory (79.00%) | Good (89.00%) | Excellent (100.00%) | Comments | Points Earned | |
| Content | 80.0% | ||||||||
| PICOT Question | 20.0% | A PICOT question is not presented. | An incomplete PICOT question is presented. The PICOT does not follow the correct format. | A PICOT question is presented. The PICOT generally follows the correct format. | A PICOT question is presented. Some detail is needed for clarity. | A PICOT question is presented and provides a clear framework for the capstone project change proposal. | |||
| Nursing Intervention | 20.0% | The intervention and comparison are omitted. NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I | The intervention used to address the problem is not based on a nursing practice intervention. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are omitted. | A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are summarized. Some information is needed. There are minor inaccuracies. | A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are discussed. | A nursing intervention used to address the problem is clearly presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are thoroughly discussed. | |||
| Clinical Problem and Patient Outcome | 20.0% | The clinical problem and how it can result in a positive patient outcome are omitted. | The clinical problem and how it can result in a positive patient outcome are incomplete. | The clinical problem and how it can result in a positive patient outcome are summarized. More information and rationale are needed. | The clinical problem and how it can result in a positive patient outcome are presented. Some minor detail is needed for clarity. | The clinical problem and how it can result in a positive patient outcome are thoroughly discussed. Strong rationale is offered for support. | |||
| PICOT Problem | 20.0% | The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is omitted. | The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is incomplete. | The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is summarized. More information and rationale are needed. | The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity. | The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity. | |||
| Organization, Effectiveness, and Format | 20.0% | ||||||||
| Thesis Development and Purpose | 5.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |||
| Argument Logic and Construction | 5.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately, or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | |||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 3.0% | Sources are not documented. NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||
| Total Weightage | 100% |
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Benchmark – Capstone Change Project Objectives
Review your problem or issue and the cultural assessment. Consider how the findings connect to your topic and intervention for your capstone change project. Write a list of three to five objectives for your proposed intervention. Below each objective, provide a one or two sentence rationale.
After writing your objectives, provide a rationale for how your proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
1.5: Advocate for autonomy and social justice for individuals and diverse populations.
Benchmark – Capstone Change Project Objectives Rubric
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| NRS-493 | NRS-493-O502 | Benchmark – Capstone Change Project Objectives | 5.0 | ||||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (75.00%) | 3: Satisfactory (79.00%) | 4: Good (89.00%) | 5: Excellent (100.00%) | Comments | Points Earned | |
| Content | 80.0% | ||||||||
| Objectives | 25.0% | A list of objectives for the proposed intervention is omitted. Fewer than three objectives are presented. | NA | NA | NA | Three to five objectives are presented. | |||
| Rationale for How Findings Relate to the Topic and Proposed Intervention | 30.0% | Rationale for each objective is omitted. NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I | Rationale is incomplete. There are omissions. Rationale provided does not explain the relationship of findings to the topic and proposed intervention. | General rationale is provided for each objective and generally summarizes the relationship of most findings to the topic and proposed intervention. There are some inaccuracies or minor omissions. | Rationale is provided for each objective and explains the relationship of findings to the topic and proposed intervention. Some detail is needed for clarity. | Rationale is clearly provided for each objective and thoroughly explains the relationship of the findings to the topic and proposed intervention. | |||
| Rationale for How Proposed Project and Objectives Advocate for Autonomy and Social Justice for Individuals and Diverse Populations (C1.5) | 25.0% | Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is omitted. | Incomplete rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is not established. | Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is summarized. Some advocacy is established. | Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is generally established. | Well-supported rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy for autonomy and social justice for individuals and diverse populations is clearly established. | |||
| Organization and Effectiveness | 15.0% | ||||||||
| Thesis Development and Purpose | 5.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |||
| Argument Logic and Construction | 5.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |||
| Criteria 3Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |||
| Format | 5.0% | ||||||||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | |||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 3.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||
| Total Weightage | 100% |
NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I Professional Capstone and Practicum Reflective Journal
Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.
This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).
In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.
- New practice approaches
- Interprofessional collaboration
- Health care delivery and clinical systems
- Ethical considerations in health care
- Practices of culturally sensitive care
- Ensuring the integrity of human dignity in the care of all patients
- Population health concerns
- The role of technology in improving health care outcomes
- Health policy
- Leadership and economic models
- Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
NRS-493 Professional Capstone and Practicum Reflective Journal Rubric
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| NRS-493 | NRS-493-O502 | Professional Capstone and Practicum Reflective Journal | 0.01 | ||||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (75.00%) | 3: Satisfactory (79.00%) | 4: Good (89.00%) | 5: Excellent (100.00%) | Comments | Points Earned | |
| Group 1 | 100.0% | ||||||||
| New Practice Approaches | 8.0% | New practice approaches are not present. | New practice approaches are present, but they are incomplete or otherwise lacking in required detail. | New practice approaches are present. Some minor details or elements are missing, but the omissions do not impede understanding. | New practice approaches are present and complete. The submission provides the basic information required. | New practice approaches are present, complete, and incorporate additional relevant details and critical thinking to engage the reader. | |||
| Interprofessional Collaboration (C4.3) | 8.0% | Interprofessional collaboration information is not present. NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I | Interprofessional collaboration information is present, but it is incomplete or otherwise lacking in required detail. | Interprofessional collaboration information is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Interprofessional collaboration information is present and complete. The submission provides the basic information required. | Interprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Health Care Delivery and Clinical Systems | 8.0% | Health care delivery and clinical systems information is not present. | Health care delivery and clinical systems information is present, but it is incomplete or otherwise lacking in required detail. | Health care delivery and clinical systems information is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Health care delivery and clinical systems information is present and complete. The submission provides the basic information required. | Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Ethical Considerations In Health Care (C2.3) | 8.0% | Information regarding ethical considerations in health care is not present. | Information regarding ethical considerations in health care is present, but it is incomplete or otherwise lacking in required detail. | Information regarding ethical considerations in health care is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information regarding ethical considerations in health care is present and complete. The submission provides the basic information required. | Information regarding ethical considerations in health care is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Practice of Culturally Sensitive Care (C5.3) | 8.0% | Information regarding the practice of culturally sensitive care is not present. | Information regarding the practice of culturally sensitive care is present, but it is incomplete or otherwise lacking in required detail. | Information regarding the practice of culturally sensitive care is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information regarding the practice of culturally sensitive care is present and complete. The submission provides the basic information required. | Information regarding the practice of culturally sensitive care is present and complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Preservation of Integrity of Human Dignity in the Care of All Patients (C5.4) | 8.0% | Information regarding the preservation of integrity and human dignity in the care of all patients is not present. | Information regarding the preservation of integrity and human dignity in the care of all patients is present, but it is incomplete or otherwise lacking in required detail. | Information regarding the preservation of integrity and human dignity in the care of all patients is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete. The submission provides the basic information required. | Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Population Health Concerns | 8.0% | Information regarding population health concerns is not present. | Information regarding population health concerns is present, but it is incomplete or otherwise lacking in required detail. | Information regarding population health concerns is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information regarding population health concerns is present and complete. The submission provides the basic information required. | Information regarding population health concerns is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Role of Technology in Improving Health Care Outcomes (C4.1) | 8.0% | Information on the role of technology in improving health care outcomes is not present. | Information on the role of technology in improving health care outcomes is present, but it is incomplete or otherwise lacking in required detail. | Information on the role of technology in improving health care outcomes is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required. | Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Health Policy | 8.0% | Health policy information is not present. | Health policy information is present, but it is incomplete or otherwise lacking in required detail. | Health policy information is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Health policy information is present and complete. The submission provides the basic information required. | Health policy information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Leadership and Economic Models | 8.0% | Information on leadership and economic models is not present. | Information on leadership and economic models is present, but it is incomplete or otherwise lacking in required detail. | Information on leadership and economic models is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information on leadership and economic models is present and complete. The submission provides the basic information required. | Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Health Disparities | 8.0% | Information on health disparities is not present. | Information on health disparities is present, but it is incomplete or otherwise lacking in required detail. | Information on health disparities is present Some minor details or elements are missing, but the omissions do not impede understanding. | Information on health disparities is present and complete. The submission provides the basic information required. NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I | Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Outline of Overall Personal Discovery | 8.0% | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is not present. | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present, but it is incomplete or otherwise lacking in required detail. | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete. The submission provides the basic information required. | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 4.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |||
| Total Weightage | 100% |
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Topic 3 DQ 1
Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change.
NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I Topic 3 DQ 2
Name two different methods for evaluating evidence. Compare and contrast these two methods.
Translating Research for Evidence-Based Practice
Read “Translating Research for Evidence-Based Practice,” by Bowen and Forrest, from Access (2017).
The Effect of Translating Research Into Practice Intervention to Promote Use of Evidence-Based Fall Prevention Interventions in Hospitalized Adults: A Prospective Pre-Post Implementation Study in the U.S.
Read “The Effect of Translating Research Into Practice Intervention to Promote Use of Evidence-Based Fall Prevention Interventions in Hospitalized Adults: A Prospective Pre-Post Implementation Study in the U.S.,” by Titler et al., from Applied Nursing Research (2016).
URL:
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0897189715002384
Selecting the Best Theory to Implement Planned Change
Read “Selecting the Best Theory to Implement Planned Change,” by Mitchell, from Nursing Management (2013).
URL:
http://home.nwciowa.edu/publicdownload/Nursing%20Department%5CNUR310%5CSelecting%20the%20Best%20Theory%20to%20Implement%20Planned%20Change.pdf
Science of Improvement: Testing Changes
Read “Science of Improvement: Testing Changes,” located on the Institute for Healthcare Improvement website.
URL:
http://www.ihi.org/resources/Pages/HowtoImprove/ScienceofImprovementTestingChanges.aspx
Asking Focused Questions
Read “Asking Focused Questions,” located on the Centre for Evidence-Based Medicine website.
URL:
http://www.cebm.net/asking-focused-questions/
Formulating a Researchable Question: A Critical Step for Facilitating Good Clinical Research
Read “Formulating a Researchable Question: A Critical Step for Facilitating Good Clinical Research,” by Aslam and Emmanuel, from Indian Journal of Sexually Transmitted Diseases and AID (2010). NRS-493 Topic 3 Development of Evidence-Based Practice Change Proposal I
URL:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3140151/
Research Questions, Hypotheses and Objectives
Read “Research Questions, Hypotheses and Objectives,” by Farrugia, Petrisor, Farrokhyar, and Bhandari, from Canadian Journal of Surgery (2010).
URL:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2912019/
Nursing Theory
Explore Nursing Theory website. This website provides information on leading nursing theories.
URL:
Nursing Theories
Explore the Nursing Theories page of the Current Nursing website. This website provides information on leading nursing theories.
URL:
http://currentnursing.com/nursing_theory/