Nursing Theory 1.0

Select a Theory for PowerPoint Presentation

Begin a Theory PowerPoint Presentation on a nursing theory of your choice.

Plagiarism free

Must answer all question related to the aspect of nursing theory.

Words and Sentences – Good

Use 1 slide per minute of your presentation Write in point form, not complete sentences Include 4-6 points (sentences) per slide Use bullet points or number each point Avoid wordiness: use key words and phrases only (full sentences are not required) Tip: Sometimes graphics/pictures can be used instead of words

Pictures are worth 1000 d 4

Words and Sentences –

Good

Use 1 slide per minute of your

presentation

Write in point form, not complete

sentences

Include 4-6 points (sentences) per slide

Usebulletpointsornumber each point

Avoid wordiness: use key words and

phrases only (full sentences are not

required)

Tip: Sometimes graphics/picturescanbe

usedinsteadofwords

Pictures areworth1000 d

Outline Slide

Create an outline for your presentation

If you have been given specific guidelines for content and order of slides, follow the instructions provided

Generally, make your 1st or 2nd slide an outline of your presentation Only place main points on the outline slide

Ex: Use the titles of each slide as main points5

Outline Slide

Create an outline for your

presentation

If you have been given specific

guidelines for content and order of

slides, follow the instructions provided

Generally, make your 1

or 2

slide

an outline of your presentation

Only place main points on the

outline slide

Ex: Use the titles of each slide as main

points

Words and Sentences – Bad

This page contains too many words for a presentation slide. It is not written in point form, making it difficult both for your audience to read and for you to present each point. Although there are exactly the same number of points on this slide as the previous slide, it looks much more complicated. In short, your audience will spend too much time trying to read this paragraph instead of listening to you.

Words and Sentences -Bad

This page contains too many

words for a presentation slide. It is

not written in point form, making it

difficult both for your audience to

read and for you to present each

point. Although there are exactly

the same number of points on this

slide as the previous slide, it looks

much more complicated. In short,

your audience will spend too

much time trying to read this

paragraph instead of listening to

you.

Grammar & Spelling

Make sure to proofread for spelling and grammatic errors

Use the spell and grammar check program

Make sure to proofread for missing or repeated words

Grammar & Spelling

Make sure to proofread for

spelling and grammatic

errors

Use thespellandgrammar

checkprogram

Makesuretoproofread for

missing or repeated words

Animation: Good

Show one point at a time: Will help audience concentrate on what you are saying Will prevent audience from reading ahead Will help you keep your presentation focused

U e he A i a i fea e set your each point to appear O C ic8

Animation: Good

Show one point at a time:

Will help audience concentrate

on what you are saying

Will prevent audience from

reading ahead

Will help you keep your

presentation focused

Ue he Aiai feae

set your each point to appear

O Cic

Animation: Bad

Do not use distracting animation

Do not go overboard with the animation

Be consistent with the animation that you use

Animation: Bad

Do not use distracting

animation

Do not go overboard with the

animation

Be consistent with the

animation that you use

Color: Good Use a color of font that contrasts sharply with the background

Ex: Dark blue or black font on white background

If a dark background (black) is used white or light colored font

Use color to reinforce the logic of your structure

Ex: light blue title and dark blue text

Use color to emphasize a point But only use this occasionally

Tip: Use can also use BOLD, Italics, or Underline to emphasize points10

Color: Good

Use a color of font that contrasts sharply

with the background

Ex: Dark blue or black font on white

background

Ifadarkbackground (black) is used white or

light colored font

Use color to reinforce the logic of your

structure

Ex: light blue title and dark blue text

Use color to emphasize a point

But only use this occasionally

Tip: Use can alsouseBOLD,Italics,or Underline

toemphasize points

Color: Bad

Using a font color that does not contrast with the background color is hard to read Using color for decoration is distracting and annoying. Using a different color for each point is unnecessary

Using a different color for secondary points is also unnecessary

Trying to be creative can also be badUse of too many different colors is distracting

Color: Bad

Using a font color that does not contrast with

the background color is hard to read

Using color for decoration is distracting and

annoying.

Using a different color for each point is

unnecessary

Using a different color for secondary points is

also unnecessary

Tryingtobe creativecan alsobebadUseof

too many different colors is distracting

Color: Conversion to B/W

Make sure your graphics are still legible even in black and white. Necessary for handouts Useful for colorblind viewers

Color: Conversion to B/W

Make sure your graphics are still

legible even in black and white.

Necessary for handouts

Useful for colorblind viewers

Background: Good Use backgrounds such as this one that are attractive but simple

Use backgrounds which are light While dark backgrounds with light font are actually easier on the eyes, light backgrounds with dark font are more common

Dark background is expensive to reproduce on paper (for handouts)

Use the same background consistently throughout your presentation

Background: Good

Use backgrounds such as this one that

are attractive but simple

Use backgrounds which are light

While dark backgrounds with light font are

actually easier on the eyes, light backgrounds

with dark font are more common

Dark background is expensive to reproduce

on paper (for handouts)

Use the same background consistently

throughout your presentation

Background – Bad

Avoid backgrounds that are distracting or difficult to read from

Always be consistent with the background that you use

Background –Bad

Avoid backgrounds that are distracting

or difficult to read from

Always be consistent with the

background that you use

Graphs or Pictures: Good

Use graphs or pictures rather than just charts and words. (when appropriate)

Data in graphs is easier to comprehend & retain than is raw data Trends are easier to visualize in graph form

Always title your graphs.

Graphs or Pictures: Good

Use graphs or pictures rather than

just charts and words. (when

appropriate)

Data in graphs is easier to

comprehend & retain than is raw

data

Trends are easier to visualize in graph

form

Always title your graphs.

Graphs or Pictures: Good

Use titles or captions for pictures Use pictures with good resolution (high-quality)

D e ch cha ge di e i f pictures Crop pictures before resizing

Some pictures may be copyrighted

Always give credit to the source 16

Graphs or Pictures: Good

Use titles or captions forpictures

Use pictures with good resolution

(high-quality)

D ech chage diei f

pictures

Crop pictures before resizing

Some pictures may be

copyrighted

Always give credit to the source

Graphs: Bad

January February March April Blue Balls 20.4 27.4 90 20.4 Red Balls 30.6 38.6 34.6 31.6

This graph is: Too small; no title; no focus (a bar chart might be more appropriate for an oral presentation).

Graphs: Bad

JanuaryFebruaryMarch April

Blue Balls20.427.49020.4

Red Balls30.638.634.631.6

This graph is: Too small; no title; no focus (a bar chart

might be more appropriate for an oral presentation).

Graphs – Good

Items Sold in First Quarter of 2002

0 10 20 30 40 50 60 70 80 90

100

January February March April

Blue Balls Red Balls

Graphs -Good

Items Sold in First Quarter of 2002

100

JanuaryFebruaryMarch April

Blue Balls

Red Balls

Graphs – Bad

20.4

27.4

20.4

30.6

38.6 34.6

31.6

100

January February March April

Blue Balls

Red Balls

This graph is bad because: Minor gridlines are unnecessary Font is too small Colors are illogical Title is missing Shading is distracting

Graphs -Bad

20.4

27.4

20.4

30.6

38.6

34.6

31.6

100

January February March April

Blue Balls

Red Balls

This graph is bad because:

Minor gridlines are unnecessary

Font is too small

Colors are illogical

Title is missing

Shading is distracting

Pictures: Good

This Photo by Unknown Author is licensed under CC BY-SA-NC

http://heartbeatsandruns.blogspot.com/2011_02_01_archive.html

https://creativecommons.org/licenses/by-nc-sa/3.0/

Pictures: Good

This Photoby Unknown

Author is licensed under CC

BY-SA-NC

Pictures: Bad

Reference Slide

Include references for citations used within the PowerPoint Presentation References must be in APA style format

In-text citations must also be in APA format

Reference Slide

Includereferencesfor citations

used within the PowerPoint

Presentation

References mustbeinAPAstyle

format

In-textcitationsmustalsobeinAPA

format

References: (Example)

Bourgeault, I. L., Armstrong, P. Armstrong, & et al. (2001). Every day experiences of implicit rationing: Comparing the voices of nurses in California and British Columbia. Sociology in Health & Illness, 23(5), 633-653. https://doi.org/10.1111/1467- 9566.00269

Boykin, A., & Schoenhofer, S. O. (2001). Nursing as caring: A model for transforming practice [Kindle Edition]. Sudbury, MA: Jones and Bartlett Publishers. Retrieved from http://www.amazon.com.

Fingfeld-Connett, D. (2008). Meta-synthesis of caring in nursing. Journal of Clinical Nursing, 17, 196-204. https://doi.org/10.1111/j.1365-2702.2006.01824.x

Halvorsen, K., Forde, R., & Nortvedt, P. (2008). Professional challenges of bedside rationing in intensive care. Nursing Ethics, 15(6), 715-728. https://doi.org/10.1177/0969733008095383

References: (Example)

Bourgeault, I. L., Armstrong, P. Armstrong, & et al. (2001). Every

day experiences of implicit rationing: Comparing the voices

of nurses in California and British Columbia. Sociology in

Health & Illness, 23(5), 633-653. https://doi.org/10.1111/1467-

9566.00269

Boykin, A., & Schoenhofer, S. O. (2001).Nursing as caring: A

model for transforming practice[Kindle Edition].Sudbury,

MA: Jones and Bartlett Publishers. Retrieved from

http://www.amazon.com.

Fingfeld-Connett, D. (2008). Meta-synthesis of caring in nursing.

Journal of Clinical Nursing, 17,196-204.

https://doi.org/10.1111/j.1365-2702.2006.01824.x

Halvorsen, K., Forde, R., & Nortvedt, P. (2008). Professional

challenges of bedside rationing in intensive care.Nursing

Ethics, 15(6), 715-728. https://doi.org/10.1177/0969733008095383

Title Slide (Previous Slide) Title of Presentation Student Name and Credentials

Credentials should be listed as follows: 1. Highest academic degree earned within a discipline

If you have an ASN, BSN, and MSN, only the MSN would be included

Include degrees from other disciplines. Ex. MSN, MBA

2. Licensure credentials

3. Specialty Certifications

4. O he

School Name Course Number Date of Presentation Pictures on title slide are optional

TitleSlide (Previous Slide)

Title of Presentation

StudentNameandCredentials

Credentials should be listed as follows:

1.Highest academic degree earned within a discipline

IfyouhaveanASN, BSN, and MSN, only the MSN would be included

Include degrees from other disciplines. Ex. MSN, MBA

2.Licensure credentials

3.Specialty Certifications

4.Ohe

School Name

CourseNumber

Date of Presentation

Pictures on title slide are optional

Title Slide (Previous Slide) Title of Presentation Student Name and Credentials

Credentials should be listed as follows: 1. Highest academic degree earned within a discipline

If you have an ASN, BSN, and MSN, only the MSN would be included

Include degrees from other disciplines. Ex. MSN, MBA

2. Licensure credentials

3. Specialty Certifications

4. O he

School Name Course Number Date of Presentation Pictures on title slide are optional

TitleSlide (Previous Slide)

Title of Presentation

StudentNameandCredentials

Credentials should be listed as follows:

1.Highest academic degree earned within a discipline

IfyouhaveanASN, BSN, and MSN, only the MSN would be included

Include degrees from other disciplines. Ex. MSN, MBA

2.Licensure credentials

3.Specialty Certifications

4.Ohe

School Name

CourseNumber

Date of Presentation

Pictures on title slide are optional

Font Types and Sizes

Use at least an 18-point font Use different size fonts for main points and secondary points

Main point font is 28-point (above)

This font is 24-point

Title font is 36-point

Use a standard font like Times New Roman or Arial

Font Types and Sizes

Use at least an 18-point font

Use different size fonts for main

points and secondary points

Main point font is 28-point (above)

This font is 24-point

Title font is 36-point

Use a standard font like Times New

Roman or Arial

Peaceful End of Life NURSING Theory.

Nursing Theory Class

Peaceful End of Life Nursing Theory

The Peaceful End of Life theory (PEOL) is classified as a medium-range theory. It was developed in 1998 by Cornelia Ruland and Shirley Moore.

This middle-range theory is more circumscribed and substantially specific, allowing’s nursing professionals to discover the complexity of caring for a terminally ill patient and how they can contribute to a quiet end of life.

MAJOR ASSUMPTIONS

Peaceful End of Live theory

This middle-range theory does not address each metaparadigm concept. The theory explicitly explains nursing and person.

Person: The experiences and felling at the end of life are personal and individualized.

Nursing: Nursing care is crucial to understand the end-of-life patients’ experiences. Their interventions are essential to maintain a peaceful experience appropriately, even if the patient is not able to communicate verbally.

Family: This is included because of the importance of all significant others have in the end-of-life patient’s care.

The Theory of the Peaceful End of Life has its nursing goal “the best possible care will be provided through the judicious use of technology and comfort measures to enhance the quality of life and achieve a peaceful death” (Ruland & Moore, 1998)

METHAPARADIGM

NURSING CARE

PERSON AT THE END OF THEIR LIFE

Family and other relatives

The Five Significant Concepts in the Peaceful End of Life Theory.

Five significant concepts were identified: Not being in pain, experiencing comfort, experiencing dignity and respect, closeness to significant others, and being in peace.

Expert nurses created The peaceful end-of-life standards in response to a lack of direction for managing the complex care of terminally ill patients.

The nurses most important role is to identify patients’ cues that indicate the process of dying in not peaceful and intervene appropriately (Ruland & Moore,1998)

Theoretical Assertions and Propositions

According to Ruland & Moore, the relational statements identified as theoretical assertions for theory as follows:

A. Monitoring and administering pain relief and applying pharmacological or non-pharmacological interventions contribute to the patient’s experiences of not being in pain.

B. Preventing, monitoring and relieving physical discomfort, facilitating rest, relaxation and contentment, and preventing complications contribute to the patient’s experience of comfort.

C. Including the patient and significant others in decision making regarding patient care, treating the patient with dignity, empathy and respect, and being attentive to the patient’s expressed needs, wishes, and preference contribute to the patient’s experience of dignity and respect.

D. Providing emotional support, monitoring and meeting the patient’s expressed needs for anti anxiety medications, inspiring trust, providing the patient and significant others with guidance in practical issue, and providing physical preference of another caring person if desired contribute to the patient’s experience of being at peace.

E Facilitating participation of significant others’ grief, worries, and questions, and facilitating opportunities for family closeness contribute to the patient’s experience of closeness to significant others or person who care.

Relevance of Peaceful End of Life theory into the Nursing Practice

Death is a common phenomena in nursing practice. Terminally ill patients demand compassionate care not curative treatment that is the importance of the nursing palliative care.

Help terminally ill patients and families find closure and peace during the final time of life treat them with dignity, respect and empathy.

Nurses can play a vital role in preparing patient and families for transition in treatment and to find a peaceful end.

Nurses can bridge the communication gap between patient, family and physician during end of life care decisions they can promotes and advocates for rights of dying patient.

We have unique relational bond with the patient and family to improve individualized patient’s needs, Individualized care planning .

Application of Peaceful End of Life theory into the Nursing Practice

The theory cover multiples aspect of PEOL care:

During the dying process. : Most essential Nursing interventions:

Pain assessment, and minimizing invasive painful procedures, therapeutic touch.

final sedation for intractable suffering, breves interruption of sedative treatment to promote patient-family interaction

Keeping continue communication with patient and family and Sharen the decision-making process

Motivating family to keep talking to the patient, explaining that it’s the last sense to loss,

Improving hygiene care, positioning, clean odor free environment

Symptoms management: dyspnea, agitation, nausea, vomitus,

Providing emotional support and empathy,

Respect patients and families cultures and believes,

Permit the family to pray or do any different cultural rituals

Application of Peaceful End of Life theory into the Nursing Practice

During the Care after death process:

Nursing interventions:

Involves family members is decision makings

Respect and dignity for the body,

Facilitating organ donation process,

Doing culturally sensitive last interventions

The primary importance of this theory and its applicability is most in the nursing palliative care field. The theory has some generalization limitations related to time, setting, and patient population

References

Alligood M.R. (2018). Nursing Theorists and Their Work. 9th ed. St. Louis, MO: Elsevier,

Ruland, C. M., & Moore, S. M. (1998). Theory construction based on standards of care: A proposed theory of the peaceful end of life. Nursing Outlook, 46[4], 174. doi:10.1016/s0029-6554(98)90069-0

Zaccara, A. A. L, Costa, S. F. G., Nóbrega, M.M.L, França, J. R F, Morais, G.S,N, & Fernandes, M. A (2017). A ANALYSIS AND ASSESSMENT OF THE PEACEFUL END OF LIFE THEORY ACCORDING TO FAWCETT’S CRITERIA. Texto & Contexto – Enfermagem, 26(4), e2920017. Epub January 08, 2018. doi.org/10.1590/0104-07072017002920017

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