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Philosophies of Nursing Discussion

NUR 731 Module 1 and Response to Classmate’s Post

Acknowledging the classmate’s post, one may note that he/she presents rather comprehensive answers to the offered questions. In general, I agree with the statements provided in this post as they are accompanied by clear arguments and scholarly citations. However, it seems important to provide more differences between DNPs and PhDs to understand them better. Also, the point regarding the pluralistic view on nursing science needs to be discussed further.

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The Doctor of Nursing Practice (DNP) and the Doctor of Philosophy in Nursing (Ph.D.) are two doctorate degrees that prepare advanced specialists, focusing on quality enhancement, evidence-based practice (EPB), and leadership (Reed & Shearer, 2018). While the former degree is determined as a practice-based degree, the latter can be characterized as a research-focused one (Buchholz, Yingling, Jones, & Tenfelde, 2015). They differ in curriculum, application, prerequisites, research, and clinical work. Both DNP and PhD-prepared nurses are to contribute to the transition of relevant evidence into practice. In the future, it is expected that the above-mentioned nurses will work in collaboration by pursuing advanced care and continuous improvement in order to address the existing theory-practice gap. In particular, Buchholz et al. (2015) argue that such collaboration will create post-degree teamwork as DNP nurses will use their knowledge of praxis, and Ph.D. nurses will provide their theory awareness to adjust health care services. Indeed, the identified cooperation seems to be rather effective.

The pluralistic view of nursing science implies the emergence of interdisciplinary groups and targets the broader knowledge base establishment (Reed & Shearer, 2018). For nursing science and DNPs, the above view is quite beneficial as they will work together with other specialists, thus leading health care to contemporary development (Butts & Rich, 2018). Even though every nurse should be an expert in his or her specialization, it is also essential to be aware of other related theories and research issues as part of comprehensive care. The suggested reading materials, personal experience, and discussions form my attitude towards nursing and patient care. Generally, it coincides with the global nursing tendencies and needs such as quality improvement and EPB. As noted by Butts and Rich (2018), due to thorough educational programs and peer discussions, there is the opportunity to expand the existing theories and philosophies, promote the development and evaluation of clinical solutions, and foster leadership. The creative solutions and innovative ideas compose the result of DNP education.

The article by Jacelon, Furman, Rea, Macdonald, and Donoghue (2011) presents how DNPs can apply middle-range nursing theories and eliminate the gap between theory and practice. The authors focus on the chronic care model (CCM) and reconsider its principles to adapt them to nursing practice. In this regard, it seems critical to ponder over the following questions:

  • Which models or theories can be redefined to be used in nursing?
  • What is their contribution to patient care?

Response to Classmate’s Post (NUR 729 EBP Assignment)

This post shows a good understanding of routine checking gastric aspirates in neonatal care and its potential harm to patients. The post starts with the background identification, namely, the Health Resources & Service Administration (HRSA) initiatives as well as gastric aspiration color and volume roles. The suggested PICOT question seems to be appropriately designed and relevant to today’s health issues regarding premature infants. Therefore, further discussion of the given topic seems to be beneficial to explore it in an in-depth manner. For example, the advantages and drawbacks of physical examination and routine gastric aspirate evaluation may be considered.

References

Buchholz, S. W., Yingling, C., Jones, K., & Tenfelde, S. (2015). DNP and PhD collaboration: Bringing together practice and research expertise as predegree and postdegree scholars. Nurse Educator, 40(4), 203-206. Web.

Butts, J.B., & Rich, K.L. (2018). Philosophies and theories for advanced nursing practice (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

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Jacelon, C. S., Furman, E., Rea, A., Macdonald, B., & Donoghue, L. C. (2011). Creating a professional practice model for postacute care: Adapting the chronic care model for long-term care. Journal of Gerontological Nursing, 37(3), 53-60. Web.

Reed, P. G., & Shearer, N. B. C. (2018). Nursing knowledge and theory innovation: Advancing the science of practice (2nd ed.). New York, NY: Springer Publishing Company.

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