To prepare

• Review the strategies presented in the “Theoretical Foundation for Research” document provided in the Week 1 Learning Resources. Examine the literature review information presented in this week’s Optional Resources, and evaluate other strategies or tools you have used in previous coursework. Identify strategies/tools that you will use in this course to manage information from the literature and record your own thought processes while investigating a phenomenon of interest and developing a theoretical foundation. Begin to use these strategies/tools as you prepare for this Discussion.
• Select a phenomenon of interest to you. Ideally, the phenomenon you choose will relate to the dissertation research you plan to conduct later in this PhD program or other research related to your focus area. (You will submit your phenomenon for Instructor approval this week.)
• Conduct a search of the literature from nursing and other disciplines to see what has been written about your phenomenon.
• Based on your review of the literature and your own interests as a scholar-practitioner, identify elements that you may use to develop your theoretical foundation for a future program of research. This includes concepts, conceptual relationships, frameworks/theories, and graphic models related to your phenomenon of interest. (Bear in mind that these will likely evolve as you proceed through the course.)
• Consider how developing elements of a theoretical foundation may be advantageous as you strive to make a positive contribution in research, practice, education, and/or leadership.

By Day 3

Post your phenomenon of interest. Describe concepts, conceptual relationships, frameworks/theories, and/or graphic models that may be appropriate for addressing your phenomenon. Explain how developing these theoretical elements may be beneficial as you to strive to make a positive contribution in practice, research, education, and/or leadership.

RESOURCES

McEwin, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.) Philadelphia, PA: Wolters Kluwer Health.

14 hours ago

MARIANA TSUCUNELI 

RE: Discussion – Week 2/Mariana Tsucuneli initial response

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Discussion Week 2 -Investigating of Phenomenon  of Interest

Patient Medication Education

Concepts, Conceptual Relationships, Frameworks/Theories, and Graphic Models

The frameworks/theories of patient medication education are critical elements of research. According to Jason, Stevens, Ram, Miller, Beasley, and Gleason (2016), these frameworks/theories give guidance for developing research questions and testable hypotheses on how the effectiveness of providing patient medication education to reduce incidences of medication non-compliance among patients. In general, frameworks will give a broad description of patient medication education and inform a researcher of the types of elements classified as critical avenues of studying (McEwin & Wills, 2019). Also, the frameworks or theories play a crucial role in informing research methods and designs. Furthermore, the theories give overall guidance on what components of patient education to research. If theories get founded within frameworks, then frameworks are nested within interest phenomena, patient medication education (Jason et al., 2016). However, the theories fail to provide specific predictions regarding the relationship between medication non-compliance and medication patient education.

The main concepts in researching patient medication education will be medication education and medication non-compliance. Sticking to these two concepts will result in attaining valid findings that answer the research question. On the other hand, conceptual relationships will involve semantic connections or links between two or more specialized concepts, medication education, and rates, or non-compliance incidences. For instance, if the healthcare facilities (hospitals) fail to provide or educate discharged patients on drugs, such patients are likely to abandon the medication before they can finish their dose. This abandonment becomes non-compliance and may bring other complicated health issues leading to 30-day readmission. Under conceptual relationships, a researcher will develop a conceptual framework that illustrates the relationships between independent and dependent variables being studied. For instance, in the study, the independent variable will include medication compliance lessons, and the dependent variable becomes the rates of non-compliance.

The relationship between the independent and dependent variables is that when a nurse educator does not teach or educate patients on how to use medicine while under a home-based care program, such a patient will take wrong doses. So, the independent variable influences the dependent variable’s variation in the conceptual relationships (Hennink, Hutter, & Bailey, 2020). In the representation of the relationship, for instance, variables on the left side and outcome (dependent variables are put on the right side (outcomes) while independent on the left side and their facilitating elements or factors.

The best graphic model for use in studying patient medication education is the Gaussian Graphical Model. This model will help a researcher visualize variables relationships between them because it is made of various variables of great concern in the study (Greenhalgh, Bidewell, Warland, Lambros, & Crisp, 2020). According to McEwin & Wills (2019), the development of the theoretical elements is vital because it will make a researcher aware of the assumptions that inform the research design, showing the rationale behind them.

References

Greenhalgh, T. M., Bidewell, J., Warland, J., Lambros, A., & Crisp, E. (2020). Understanding research methods for evidence-based practice in health. John Wiley & Sons.

Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. SAGE Publications Limited.

Jason, L.A., Stevens, E., Ram, D., Miller, S.A., Beasley, C.R., & Gleason, K. (2016). Theories in the field of community psychology. Global Journal of Community Psychology Practice, 2(3), 23-35

McEwin, M., & Wills, E. M. (2019). Theoretical basis for nursing (5th ed.) Philadelphia, PA: Wolters Kluwer Health.

INSTRUCTOR COMMENTS

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Susan Fowler WALDEN INSTRUCTOR MANAGER

RE: Discussion – Week 2/Mariana Tsucuneli initial response

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Mariana,

Your POI is patient education about medications.  Can you be more specific – adults or pediatrics?  Young or older adults?  Adults with a certain disease?  This is pretty broad.

The main concept if non-compliance.  Is compliance the opposite of non-compliance?  Or, is the concept compliance?  A related concept which you will write about is non-adherence.  Make sure you tease out the differences.

The Gaussian Graphic Model is about probability depicted in a model of relationships between variables.  In this case, the probabilistic relationship is If A occurs, the B probably occurs (Gray, 2017).  For example, if individualized patient medication education, then compliance probably occurs.

There are a number of cognitive learning theories depicted in our text about theories.  But is patient education about medications and subsequent compliance only about cognition?  Don’t you have to translate that cognition into action and actually take your medications as prescribed?

Some food for thought.

Gray, J. R. (2017). Frameworks. J. R. Gray, S. K. Grove, & Sutherland, S. (Eds.). Burns and Grove’s the practice of nursing research (pp. 138-156). Elsevier.

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