Nursing Knowledge and Collecting Information

Introduction

The use of theory within nursing practice organizes nursing knowledge and provides a methodical way of gathering information to exemplify, clarify, and envisage nursing practice by translating knowledge into practice (Smith & Parker, 2015). Theories also promote levelheaded and well-ordered practice by inspiring and validating presentiments (Smith & Parker, 2015). According to McEwin and Wills (2014), theories enhance the objectivity of nursing practice by communicating the focus of practice in addition to specific goals and outcomes. Consequently, theories have numerous applications in nursing education, which forms a vital part of nursing practice. The purpose of this journal is to describe my experiences when conducting the case study and compare them to related theories and nursing practice.

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The case study has helped me to recognize the role of education in the nursing process and specific considerations to ensure the effectiveness of the process. A useful factor to consider when faced with any educational task is to determine the characteristics of the audience to decide the correct approach to use. The audience’s characteristics will also influence the technologies to be employed, planning strategies, intervention typologies, and mode of assessment to ascertain the outcomes of the intervention. Four main categories of theories are evident in the case study: developmental psychology theories, adult learning theory, cognitive field theory, and behavioral theory.

A related theory is the constructivist theory of learning, which assumes that learning must be accentuated on the learner’s activity during the learning process (Aliakbari, Parvin, Heidari, & Haghani, 2015). Therefore, this theory uses an apprentice-based approach and permits learners to take an active role in discussions. Humanists propose another group of theories that focus on the feelings and experiences of the learner. An example of a humanist theory is Maslow’s hierarchy of needs. According to this theory, an individual can only attain self-actualization when lower levels of requirements have been met (Aliakbari et al., 2015). Therefore, education aims at attaining the final threshold of the individual growth aptitude. A thorough comprehension of learning theories ensures the efficacy of learning by providing a conducive environment.

A Comparison of the Case Study to My Nursing Practice

The case study bears numerous similarities with my day to day nursing practice. Attaining optimal outcomes in patients depends on the care provided to patients during their hospital stay as well as the input of the patient following discharge from the hospital (Veronovici, Lasiuk, Rempel, & Norris, 2014). Patient education before discharge determines the efficacy of the patient’s self-care after discharge. Therefore, as a nurse, it is important to ensure that the delivery of patient education information is effective. A normal patient population comprises people of all walks of life, varying physical capacities, learning capabilities, technological knowledge, and ages. The nurse needs to customize patient education to match the learning capabilities of patients based on their unique needs. Consequently, the knowledge of different nursing theories becomes handy in such cases. For example, I have applied the theory of adult learning when educating an adult patient who had been diagnosed with type 2 diabetes mellitus. This patient did not understand the disease process and was unwilling to change her diet to manage the disease.

However, the main difference between the case study and my nursing practice is that patient education sessions entail a one-on-one interaction between the nurse and one patient at any given time. In these cases, the information can be customized to match the specific learning needs of the patient, whereas in the case study, Amina needed to tailor her presentation to match the diverse needs of her audience.

Conclusion

Learning theories direct educational systems by informing classroom and clinical training, which is part of nursing practice. Knowledge of the general principles of learning theories promotes the efficient use of nurse educators’ knowledge based on the prevailing learning situation. This case study has enhanced my understanding of theory and its application in nursing practice.

References

Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of Education and Health Promotion, 4(2). Web.

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McEwen, M., & Wills, E. M. (2014). Theoretical basis for nursing (4th ed.). Philadelphia, PA: Wolters Kluwer Health.

Smith, M. C., & Parker, M. E. (2015). Nursing theories and nursing practice (4th ed.). Philadelphia, PA: FA Davis.

Veronovici, N. R., Lasiuk, G. C., Rempel, G. R., & Norris, C. M. (2014). Discharge education to promote self-management following cardiovascular surgery: An integrative review. European Journal of Cardiovascular Nursing, 13(1), 22-31.

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StudyCorgi. (2021, March 5). Nursing Knowledge and Collecting Information. Retrieved from https://studycorgi.com/nursing-knowledge-and-collecting-information/

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StudyCorgi. 2021. "Nursing Knowledge and Collecting Information." March 5, 2021. https://studycorgi.com/nursing-knowledge-and-collecting-information/.

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StudyCorgi. (2021) 'Nursing Knowledge and Collecting Information'. 5 March.

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