Instructions
The purpose of the Theory Evaluation Paper is to help you critically evaluate a middle-range nursing theory. This assignment will be completed using the three stages of the theory evaluation process: Theory Description, Theory Analysis, and Theory Evaluation.
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- Select a Middle-Range Nursing Theory- Select one specific middle-range nursing theory from your textbook that best suits your area of practice. (Ex. Pender’s Health Promotion Model, Kolcaba’s Comfort Theory, Beck’s Postpartum Depression Theory, etc.)
- APA Student Title Page- (No Abstract Needed)
- Include the following information on the Student title page in 7th APA format:
Assignment name in Bold Font: (Ex. Theory Evaluation Paper: Swanson’s Theory of Caring)
Skip a Line
Your Name
Name of University
Course Number and Name
Instructor’s Name
Date of Submission (Month, Day, Year)
- Introductory paragraph Capture the reader’s attention (ex. Grabbing statistics) and discuss the rationale for selecting the specific nursing theory for your area of nursing over other nursing theories (Do not write in first person; Include a purpose/thesis statement of what you will describe in the paper as the last sentence of the introductory paragraph.) Next, begin the Body of Paper.
- Theory Description (Level 1 Header)
- Purpose (Level 2 Header); (Designate as Descriptive, Explanatory, Predictive, or Prescriptive; Include Scope-middle-range)
- Concepts (Level 2 Header); (Introduce and list main concepts)
- Definitions (Level 2 Header); (Define concepts and other important aspects)
- Relationship (Level 2 Header); (Describe relationship among concepts)
- Structure (Level 2 Header); (Describe; Is there a diagram of structure?)
- Assumptions (Level 2 Header); (beliefs, propositions of the theory)
5. Theory Analysis (Level 1 Header)
- Theory’s Origin (Level 2 Header); (historical creation and evolution of theory)
- Unique Focus (Level 2 Header); (distinctive views)
- Content (Level 2 Header); (include definitions of metaparadigm concepts of person, environment, health, and nursing)
6. Theory Evaluation (Level 1 Header)
- Significance (Level 2 Header); (usefulness, social significance, cultural significance)
- Comprehensiveness (Level 2 Header); (of the content, thoroughness, utility)
- Logical Congruence (Level 2 Header); (consistency and clarity of theory; consistent use of concepts throughout the literature)
- Credibility (Level 2 Header); (legitimacy, empirical support through research)
- Contribution to Nursing (Level 2 Header); (usefulness to nursing practice, education, and research)
7. Conclusion (Level 1 Header) Conclusion paragraph with concluding statements to summarize the content and re-state or re-phrase the purpose/thesis statement.
8. APA Reference Page- Please be sure to support your paper with in-text citations. Please use 5 peer-reviewed resources.
Additional Instructions: Your assignment should be typed into a Word or other word processing document, formatted in APA style. Paper should be a minimum of 4-5 pages in length, excluding the title and references pages. You may increase the number of pages of the body of the paper up to 7-8 pages if needed. This is a scholarly paper and should not be written in first person. Paragraphs should have a minimum of 3 sentences. Paraphrasing should be done using in-text citations. Direct quotes should be rare and used only when the content can be said in no other way. If using direct quotes, you must include page or paragraph number.
Unit 4 Required Resources
- McEwen, M. & Wills, E. (2019). Theoretical basis for nursing (5th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. ISBN 9781496351203.
Chapters 17 and 21
- Chinn, P. & Kramer, M. (2018) Knowledge development in nursing: Theory and process (10th ed.). St. Louis, MO: Elsevier. ISBN 9780323530613
Chapter 8
- Toolshero. (2019). Authentic leadership (Links to an external site.). [Website]. Retrieved from https://www.toolshero.com/leadership/authentic-leadership/
- Toolshero. (2019). Leadership (Links to an external site.). [Website]. Retrieved from https://www.toolshero.com/leadership/
- Clavelle, J.T., DNP, RN, NEA-BC, FACHE, & Prado-Inzerillo, M., DNP, RN, NEA-BC. (2018, November). Inspire others through transformational leadership (Links to an external site.). American Nurse Today, 13(11). [Website]. Retrieved from https://www.americannursetoday.com/inspire-transformational-leadership/
- Greenleaf Center for Servant Leadership. (2016). What is servant leadership (Links to an external site.)? [Website]. Retrieved from https://www.greenleaf.org/what-is-servant-leadership/
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Presentations
Please view the following two videos or powerpoint presentations. They are offered in two formats for your viewing preference.
- Leadership Theories download[Powerpoint presentation]
- Module 4.1 Notes Leadership Theory download[Narrative Script Word Doc]
- Leadership Theories in Practice download[Powerpoint presentation]
- Module 4.2 Notes In Practice download[Narrative Script Word Doc]
Websites
- AONL (Formerly AONE). (2019). Certified in Executive Nursing Practice Certification (Links to an external site.). [Website]. Retrieved from https://www.aonl.org/initiatives/cenp
- ANCC (NL). (n.d.). Nurse Executive Certification (NE-BC) (Links to an external site.). [Website]. Retrieved from https://www.nursingworld.org/our-certifications/nurse-executive/
Unit 4 Assignment: Theory Evaluation Paper Rubric (1)
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Unit 4 Assignment: Theory Evaluation Paper Rubric (1)
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Criteria
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Ratings
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Pts
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This criterion is linked to a Learning OutcomeIntroduction
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20 pts
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Level 5
Provides a compelling and insightful introduction using a problem statement/thesis statement/topic statement that clearly introduces the topics to be discussed.
17.5 pts
Level 4
Provides a clear introduction using a problem statement/thesis statement/topic statement that is general in detail.
15 pts
Level 3
Provides an introduction with general information and/or unclear problem statement/thesis statement/topic statement.
12.5 pts
Level 2
Provides an introduction with limited information and/or unclear or absent problem statement/thesis statement/topic statement.
10 pts
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Level 1
Introduction is unclear and does not provide a defined problem statement/thesis statement/topic statement.
0 pts
Level 0
There is no evidence of an introduction and does not provide a defined problem statement/thesis statement/topic statement.
20 pts
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This criterion is linked to a Learning OutcomeTopic
NU500-CO2; NU500-CO3; NU500-CO4; NU500-CO6
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25 pts
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Level 5
Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic.
22.5 pts
Level 4
Identifies a creative, focused, and manageable topic that addresses important and notable aspects of the topic.
20 pts
Level 3
Identifies a focused and manageable/doable topic that appropriately addresses relevant aspects of the topic.
17.5 pts
Level 2
Identifies a topic that while manageable/doable, is too narrowly focused and leaves out relevant aspects of the topic.
15 pts
Level 1
Identifies a topic that is far too general and wide-ranging as to be manageable and doable.
0 pts
Level 0
Does not clearly identify a topic that is relative to the assignment.
25 pts
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This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views
NU500-CO2; NU500-CO3; NU500-CO4; NU500-CO6
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50 pts
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Level 5
Synthesizes in-depth information from relevant sources representing various points of view/approaches.
45 pts
Level 4
Examines in-depth information from relevant sources representing various points of view/approaches.
40 pts
Level 3
Explains in-depth information from relevant sources representing various points of view/approaches.
35 pts
Level 2
Relates information from relevant sources representing limited points of view/approaches.
30 pts
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Level 1
Relates information from irrelevant sources representing limited points of view/ approaches.
0 pts
Level 0
Information is irrelevant to the topic. No clear point of view/approaches.
50 pts
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This criterion is linked to a Learning OutcomeDesign Process
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50 pts
Level 5
All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant sub-disciplines.
45 pts
Level 4
Most critical elements of the methodology or theoretical framework are appropriately developed. Appropriate methodology or theoretical frameworks may be analyzed from across disciplines or from relevant sub-disciplines.
40 pts
Level 3
Some critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.
35 pts
Level 2
Critical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused.
30 pts
Level 1
Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework.
0 pts
Level 0
The design of the paper is not based upon a clear methodology or framework.
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50 pts
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This criterion is linked to a Learning OutcomeAnalysis
NU500-CO2; NU500-CO3; NU500-CO4; NU500-CO6
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75 pts
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Level 5
Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.
67.5 pts
Level 4
Organizes and analyzes evidence to reveal insightful patterns, differences, or similarities related to focus.
60 pts
Level 3
Organizes evidence to reveal important patterns, differences, or similarities related to focus.
52.5 pts
Level 2
Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.
45 pts
Level 1
Describes evidence, but it is not organized and/or is unrelated to focus.
0 pts
Level 0
Lists evidence, but it is not organized and/or is unrelated to focus.
75 pts
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This criterion is linked to a Learning OutcomeConclusion
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20 pts
Level 5
States a conclusion that is a logical extrapolation from the inquiry findings.
17.5 pts
Level 4
States a conclusion that is a logical interpretation of the inquiry findings.
15 pts
Level 3
States a conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings.
12.5 pts
Level 2
States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.
10 pts
Level 1
States an ambiguous or unsupportable conclusion from inquiry findings.
0 pts
Level 0
States an illogical conclusion from inquiry findings.
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20 pts
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This criterion is linked to a Learning OutcomeWriting
PRICE-P
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30 pts
Level 5
The paper exhibits a superior command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.
27 pts
Level 4
The paper exhibits a strong command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling that impair the flow of communication.
24 pts
Level 3
The paper exhibits a command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.
21 pts
Level 2
The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.
18 pts
Level 1
The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.
0 pts
Level 0
The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.
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30 pts
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This criterion is linked to a Learning OutcomeAPA
PRICE-I
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10 pts
Level 5
The required APA elements are all included with correct formatting, including in-text citations and references.
9 pts
Level 4
The required APA elements are all included with minor formatting errors, including in-text citations and references.
8 pts
Level 3
The required APA elements are all included with multiple formatting errors, including in-text citations and references.
7 pts
Level 2
The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.
6 pts
Level 1
Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.
0 pts
Level 0
There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.
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10 pts
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Total Points: 280
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4
Theory Evaluation Paper: Pender’s Health Promotion Model Comment by Eloria Campbell: Herzing Cover Page extra space between title and your name
Should be double spaced
Arielle Conteh, RN-BSNStudent Name
Herzing University
NU500-8B Theoretical Foundations for Nursing
Instructor: Dr. E’Loria Simon-Campbell
Date of Submission: April 4, 2021
Evaluation of Pender’s Health Promotion Model
In the health care industry, health practitioners use models to understand behavior change and address factors and variables that influence care provision. Pender’s Health Promotion Model is one of the theories utilized globally by several care systems. Ideally, this model championed advertisement in several institutions like schools that advocate healthy eating. Additionally, the injury prevention campaign for children promoted nationwide to a great extent utilized Pender’s Health Promotion Model (Khodaveisi et al., 2017). In this regard, one cannot dispute its effectiveness and influence in all facets of the economy. The purpose of this paper will be to Nonetheless, to further show its vast influence, presenting an in-depth analysis, description, and evaluation of the theory is paramount.
Theory Description
The Health Promotion Model is a concept coined by Nola Pender, a nursing theorist. Initially, it was published and recognized in 1982 (Khodaveisi et al., 2017) Comment by Eloria Campbell: Paragraphing (Length Consistency)
Paragraphs are units of thought with one adequately developed idea. Listed here are some rules of thumb to use when paragraphing. As your writing improves, you’ll be able to break these “rules” to meet your own needs. Until then, these suggestions can be helpful.
Put only one main idea per paragraph.
Aim for three to five or more sentences per paragraph.
Include on each page about two handwritten or three typed paragraphs.
Make your paragraphs proportional to your paper. Since paragraphs do less work in short papers, have short paragraphs for short papers and longer paragraphs for longer papers.
If you have a few very short paragraphs, think about whether they are really parts of a larger paragraph—and can be combined—or whether you can add details to support each point and thus make each into a more fully developed paragraph.
https://owl.purdue.edu/owl/general_writing/academic_writing/paragraphs_and_paragraphing/paragraphing.html#:~:text=Aim%20for%20three%20to%20five,longer%20paragraphs%20for%20longer%20papers.
Purpose
Pender’s model was initially designed to be a “complementary counterpart to models of health protection” (Pender, 2011). Rather than portraying health as merely the absence of illness, it defines health as a positive dynamic state. This model’s primary purpose is to help nurses identify and comprehend the prime determinants of health behaviors as a basis for behavioral counseling (Heydari & Khorashadizadeh, 2014). In this sense, the nurses can efficiently promote healthy lifestyles and well-being.
Concepts
The theory’s approach to wellness necessitated the idea of creating concepts that directly and indirectly influence health promotion. Behavioral outcomes, behavior-specific cognition & affect, and individual characteristics and experience are the three key concepts of this model (Pender, 2011). Comment by Eloria Campbell: Lack of your original content
Provided content obtained from sources, but lacing your original content to discuss/analyze
Definitions
The behavioral outcome concept entails health-promotion behavior, sudden competing demands, and commitment to an action plan. Perceived barriers to action, perceived benefits to actions, activity-related effect, and situational and personal influences are the variables in behavior-specific cognition & effect concept. On the other, personal factors and prior related behavior steers the individual characteristics and experience concept. Incomplete
Relationship
Pender’s theory explores the idea that each person has their own set of characteristics and experiences. These factors sequentially shape the individual’s action. According to Pender, a person’s prior actions are directly connected to the probability of them partaking in future health-promoting behaviors. Thus, personal habits and behaviors can hinder health-promoting behaviors. Further, behavior-specific cognition & effect concepts directly affect one’s motivation for change. Tailoring nursing interventions to variables from these concepts such as self-worth, activity-related results, and practical benefits can ascertain positive changes. Lastly, when a person decides to commit by taking the necessary guidelines to make changes, the outcome surfaces.
Structure
The model does not necessarily have a diagram to illustrate its structure. To outline her work, Pender uses a critical approach to present the key ideas of the theory. The model provides an overview of how multidimensional nature interacts within their environments, then systematically presents concepts, sub-concepts, assumptions, and prepositions.
Assumptions
The Health Promotion Model makes four significant assumptions (Srof & Velsor-Friedrich 2006). It assumes that people seek to regulate their behavior actively, and health professionals like nurses are part of the interpersonal environment, which influences people through their life span. A persons-environment interactive pattern from self-initiated configurations is crucial to changing behavior is another assumption. The fourth assumption is that biopsychosocial complexity individuals interact with the environment, progressively transforming the environment as they also transform over time.
Theory Analysis
An analysis is valuable in providing insight and interpretations. It helps one grasp and understands personal interpretation of ideas and concepts.
Theory’s Origin
The Health Promotion Model is a theory designed by Nola J Pender. Initially, it was proposed in 1982 (Heydari & Khorashadizadeh, 2014). In 1996 the model underwent some revision. In the year 2002, researchers and theorists made some significant revisions with the intent of improving it.
Unique Focus
Several researchers note that this model has unique ideas that prompted some positive health campaigns worldwide. Its unique focus on health-promoting and preventive behaviors to attain optimal health and well-being are notable.
Content
Health policymakers prioritize health protection and improve the population (Clavelle & Prado-Inzerillo, 2018). Pender’s health promotion model predicts health behavior, which can be an excellent strategy for nurses to attain this objective. It describes health promotion as behavior inspired by the urge to enhance well-being and affirm the potential of human health. On the other hand, health protection is defined as behavior motivated by the desire to avoid diseases actively. It makes it apparent that health organizations can attain positive health outcomes like productive living with health-promoting behaviors.
Theory Evaluation
Significance
Pender’s model is perceived to be highly applicable, especially in a community health setting. Several researchers believe that the model’s health-promoting behavior factors are among the best interventions incorporated in nutrition campaigns, stress management, and injury prevention awareness. It also paved a new approach to viewing nursing care and promoted independent practice in the nursing profession (Srof & Velsor-Friedrich, 2006).
Comprehensiveness Comment by Eloria Campbell: include your original content to discuss or explain the information you obtained from sources. The vital step shows your true understanding of the content you presented. The provision of content from sources without your original contribution is just a presentation of what other authors have said, not what you know or learned.
This model is easy to understand as it provides a clear description and analysis of concepts, sub-concepts, and prepositions. Thus, any reader can easily navigate it with fewer complexities.
Logical Congruence
The prepositions and concepts are logical and applicable in the real world, a clear indication of thoroughness. The model’s purpose and prime focus are clear and consistent throughout.
Credibility
Pender incorporated objective and valid evidence to support his ideas. The fact that other researchers acknowledge her model is an indication that the theory is credible. Comment by Eloria Campbell: Credibility lack of legitimacy, empirical support through research, no mention or evidence of how this theory has been tested for reliability this is how we know the theory is accurate in testing of variables/components it seeks to address.
Contribution to Nursing
As the prime source of health-promoting interventions, the model promotes independent nursing practice. It also helps nurses play a significant role in promoting public health.
Conclusion
Generally, the Health Promotion Model is an excellent theory that most health organizations need to employ in their daily operations. Even though its conceptual framework contains multiple concepts, its strengths outshine the model’s weakness. Besides, the presented concepts are applicable in different scenarios. Undoubtedly, it has played a significant role in promoting well-being and optimal health.
Comment by Eloria Campbell: A conclusion works to remind your reader of the main points of your paper and summarizes what you want your reader to “take away” from your discussion.
Begin with your rephrased thesis statement to remind your reader of the point of your paper.
Summarize the points you made in your paper and show how they support your argument; tie all the pieces of your paper together.
Reference
Clavelle, J. T., & Prado-Inzerillo, M. (2018). Inspire others through transformational leadership. American Nurse Today, 13(11), 39-41. Comment by Eloria Campbell: All lines of the paper should be double-spaced. This includes the elimination of any extra spacing before or after the paragraph (Chapter 2, 2.21).
Heydari, A., & Khorashadizadeh, F. (2014). Pender’s health promotion model in medical research. Studies, 41, 59. Comment by Eloria Campbell: An example of a typical reference of a periodical is as follows: Andrew, B. C. (2009). A study of child learning styles. Children Science Quarterly, 2(3), 120-142. The author surname and initials appear first followed by the year of publication in parentheses; the article title appears second; the journal name appears third in italics followed by volume number also in italics; the issue number follows in parentheses; and page numbers at the end (Chapter 10, 10.1).
Khodaveisi, M., Omidi, A., Farokhi, S., & Soltanian, A. R. (2017). The effect of Pender’s health promotion model in improving the nutritional behavior of overweight and obese women. International journal of community-based nursing and midwifery, 5(2), 165.
Pender, N. J. (2011). Health promotion model manual.
Srof, B. J., & Velsor-Friedrich, B. (2006). Health promotion in adolescents: A review of Pender’s health promotion model. Nursing Science Quarterly, 19(4), 366-373. Comment by Eloria Campbell: This assignment required five peer reviewed artilcles
