Theory of Transpersonal Caring Plan of Care

7 July 2016

Current Influences of Research Utilization in Practice According to Squires, Estabrooks, Gustavsson, & Wallin (2011), research utilization is the use of any kind of research in any way. Concern has been expressed as to whether nursing practice is guided on the basis of scientific evidence or research. Research is available, but is it used to its fullest potential? The difference between research availability and the application of research to practice is known as the research-practice gap. Unfortunately, studies conclude that the use of research in practice is slow and haphazard (Squires, Estabrooks, Gustavsson, & Wallin, 2011).

Research utilization in nursing practice is influenced strongly by individual determinants. As individual characteristic factors emerged from data extraction, Squires et al. (2011) considered six core categories including beliefs and attitudes, involvement in research activities, information seeking, education, professional characteristics, and other socio-economic factors. Of these core categories, the nurses attitude toward research was the only individual influencing characteristic that was consistent, and had a positive effect.

Theory of Transpersonal Caring Plan of Care Essay Example

Other influencing factors such as attending conferences, having an advanced degree, and clinical specialty were present, but not to the magnitude as attitude (Squires et al. , 2011). When all of the individual influences on research utilization are considered, attitude and attendance at conferences or in-services seem to be the easiest to manipulate to make a positive impact on the application of research to nursing practice (Squires et al. , 2011). MacGuire (2011) suggests 10 areas of potential difficulty in the implementation of nursing research findings. These areas include the

complexity of the change process, the genesis of research programs, formulation of research questions, differences in theoretical approaches, timescales and planning cycles, information overload, credibility, applicability, response to change, and the management of change. The implementation of nursing research findings into practice is a complex process and though management can focus on change for implementation, the success of the change remains hinged on the attitude of the nurse (MacGuire, 2006). Case Study Mr. C, the patient, recently moved in with his daughter-in-law after his wife passed away.

The daughter-in-law is no longer married to Mr. C’s son, but she is at this visit with Mr. C and states that she wants to help take care of Mr. C. She states that when Mr. C got off the airplane, he was pale and diaphoretic. She took him to the emergency room at the hospital. He was seen by a cardiologist and has a follow-up appointment next week for a cardiac echo. The patient states he has chronic heart failure (CHF) and a history of deep vein thrombosis (DVT). The cardiologist told him to seek out a primary care provider and have his thyroid checked.

The patient states he does not know if he has hyper- or hypothyroidism, but he has been taking medication for years. Mr. C has a large bag of medications with him, including Synthroid®, Lasix, Coumadin, and metoprolol. Mr. C is very pale. His vital signs are as follows: Pulse- 58, BP 176/84, Respirations- 22, Pulse ox-88. He is 72 inches tall and weighs 147 pounds. His labs results are as follows: hematocrit- 8. 24, hemoglobin- 24. 3, BUN- 29, Creatinine- 2. 0, INR-2. 5. The case study is the basis for the following plan of care based on Jean Watson’s Theory of Transpersonal Caring……. Priority 1 Assessment

Nursing Diagnosis Intervention Outcome Follow-up Outcomes Priority 2 Potential for: Fluid volume excess secondary to decreased circulatory / cardiac output. Teach patient to monitor BP, pulse, edema and respiratory effort and daily weight. Teach patient the importance of medication compliance and possible side effects Teach patient importance of maintaining a health diet and nutrition. Teach patient importance of informing MD immediately of any noted changes in status. Displays BP and pulse within normal limits. Be free of edema and visual disturbances, breathe with clear sounds. Demostrates compliance with medication use.

Selects nutritionally rich foods, consistent with current guidelines. Reports worsening condition or development of suspicious signs and symptoms promptly to prevent serious complications Priority 3 Potential for: Decreased endurance and activity secondary to decreased cardiac output Teach patient to be able to assess vital signs especially respiratory rate. Teach patient to be able to self assess need for oxygen and importance of oxygen compliance. Encourage patient to plan activities as tolerated and around periods of rest. Monitors BP, pulse and respiratory rate regularly and correctly.

Correctly assesses the need for oxygen by recognizing the signs and symptoms of hypoxia. Uses oxygen in the appropriate concentration. Plans regular periods of rest and quiet activities gradually increasing activity as tolerated. Priority 4 Potential for: Ineffective coping secondary to disease process. Help patient to identify own strengths in providing self care. Promote patient independence and empowerment Assess patient’s ability and understanding of changes that may occur during disease process Verbalize understanding of what is happening. Identify and use coping techniques. Establishes a positive attitude towards illness.

Progesses adaptively through disease process. Priority 5 Potential for: Ineffective tissue perfusion secondary to decreased cardiac output. Teach patient important signs and symptoms of perfusion dysfunction (unilateral edema, cool extremity, decreased pulse rate, pain/discomfort to area). Displays BP, pulse, ABGs, and WBC within normal limits. Priority 6 Potential for: Weakness and fatigue secondary to metabolic and endocrine dysfunction Encourage several rest periods in between patient’s activities Teach patient importance of taking medication as ordered by the physician and monitoring for side effects.

Encourage patient to maintain low fat, low cholesterol, high fiber diet. Plans naps and quiet activities on a regular basis between activities Takes medications as prescribed by physician. Promptly reports side effects. Selects nutritionally rich foods, consistent with current guidelines. BP and cholesterol WNL. Conclusion References Doenges, M. E. & Moorhouse, M. F. (1999). Guidelines for individualized care. Plans of Care. Philadelphia, PA: F. A. Davis Company. George, J. B. (2011). Nursing theories: The base for professional nursing practice (6th ed. ). Upper Saddle River, NJ: Pearson. MacGuire, J.

(2006). Putting nursing research findings into practice: research utilization as an aspect of the management of change. Journal Of Advanced Nursing, 53(1), 65-71. Nurses Labs. (2011, November). Congestive Heart Failure. Retrieved from http://nurseslabs. com. Nursing Care Plans. (2011, April). Deep Vein Thrombosis. Retrieved from http://www. nursingcareplans. org. Nursingcrib. (2011, December). Metabolic and Endrocrine Dysfunction. Retrieved from http://nursingcrib. com. Potter, P. A. , & Perry, A. G. (2005). Fundamentals of Nursing. St. Louis, MO: Mosby, Inc. Squires, J. E. , Estabrooks, C. A.

, Gustavsson, P. , & Wallin, L. (2011). Individual determinants of research utilization by nurses: a systematic review update. Implementation Science, 6(1), 1-20. Retrieved from EBSCOhost. CERTIFICATE OF ORIGINALITY: I certify that the attached project is my original work and has not previously been submitted by me or anyone else for any class. I further declare I have cited all sources from which I used language, ideas, and information, whether quoted verbatim or paraphrased, and that any assistance of any kind, which I received while producing this paper, has been acknowledged in the References section.

I have obtained written permission from the copyright holder for any trademarked material, logos, or images from the Internet or other sources. I further agree that my name typed on the line below is intended to have, and shall have, the same validity as my handwritten signature. Student’s signature (name typed here is equivalent to a signature): Learning Team B: Tomika Washington, Kim Difillippo, Darlene Ferris, Michelle Whittenberg, and Tina Gafford

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