Florida National University Philosophy in Nursing Discussion After reading Chapter 3 and reviewing the lecture power point (located in lectures tab), please answer the following questions. Each question must have at least 3 paragraphs and you must use at 3 least references included in your post.The assignment has to be in APA Format 6 eddition, at least 3 references not more than 5 years. Plagiarism will not be tolerated, it result in automatic 0. The assignment is going to be checked by Turnitin by the instructor to check Plagiarism. I upload the book on file for the information.Discussion questions:1. What are your beliefs about the major concepts in nursing- person, environment, health, nursing?2. Do you believe there is more than one right answer to situations? How do you value the whole individual? What barriers prevent us from responding to the contextual needs of our patients? World Headquarters
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Library of Congress Cataloging-in-Publication Data
Role development in professional nursing practice / [edited by] Kathleen Masters. – Fourth edition.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-1-284-07832-9 (pbk.)
I. Masters, Kathleen, editor.
[DNLM: 1. Nursing–standards. 2. Nursing–trends. 3. Nurse’s Role. 4. Philosophy, Nursing.
5. Professional Practice. WY 16]
RT82
610.73–dc23
2015022040
6048
Printed in the United States of America
19 18 17 16 15
10 9 8 7 6 5 4 3 2 1
Dedication
This book is dedicated to my Heavenly Father
and to my loving family: my husband, Eddie, and
my two daughters, Rebecca and Rachel. Words
cannot express my appreciation for their ongoing
encouragement and support throughout my career.
Contents
Preface
Contributors
xv
xix
UNIT I: FOUNDATIONS OF PROFESSIONAL NURSING PRACTICE
1
1
3
2
A History of Health Care and Nursing
Karen Saucier Lundy and Kathleen Masters
Classical Era
Middle Ages
The Renaissance
The Dark Period of Nursing
The Industrial Revolution
And Then There Was Nightingale…
Continued Development of Professional Nursing in the United Kingdom
The Development of Professional Nursing in Canada
The Development of Professional Nursing in Australia
Early Nursing Education and Organization in the United States
The Evolution of Nursing in the United States: The First Century of Professional Nursing
The New Century
International Council of Nurses
Conclusion
References
3
6
8
9
10
13
22
23
25
27
28
39
40
41
43
Frameworks for Professional Nursing Practice
49
Kathleen Masters
Overview of Selected Nursing Theories
Nurse of the Future: Nursing Core Competencies
Overview of Selected Non-Nursing Theories
Relationship of Theory to Professional Nursing Practice
Conclusion
References
51
84
87
88
89
92
X
3
4
5
6
CONTENTS
Philosophy of Nursing
99
Mary W. Stewart
Philosophy
Early Philosophy
Paradigms
Beliefs
Values
Developing a Personal Philosophy of Nursing
Conclusion
References
100
101
103
104
106
110
112
114
Foundations of Ethical Nursing Practice
117
Janie B. Butts and Karen L. Rich
Ethics
Ethical Theories and Approaches
Professional Ethics and Codes
Ethical Analysis and Decision Making in Nursing
Conclusion
References
118
121
126
129
134
135
Social Context of Professional Nursing
137
Mary W. Stewart, Katherine Elizabeth Nugent, Rowena W. Elliott, and Kathleen Masters
Nursing’s Social Contract with Society
Public Image of Nursing
The Gender Gap
Changing Demographics and Cultural Competence
Access to Health Care
Societal Trends
Trends in Nursing
Conclusion
References
138
139
143
146
148
151
156
166
166
Education and Socialization to the Professional Nursing Role
173
Kathleen Masters and Melanie Gilmore
Professional Nursing Roles and Values
The Socialization (or Formation) Process
Facilitating the Transition to Professional Practice
Conclusion
References
174
176
180
181
183
CONTENTS
7
Advancing and Managing Your Professional Nursing Career
UNIT II: PROFESSIONAL NURSING PRACTICE AND THE
MANAGEMENT OF PATIENT CARE
Patient Safety and Professional Nursing Practice
185
187
190
193
194
197
198
199
201
202
205
207
Jill Rushing and Kathleen Masters
Patient Safety
Critical Thinking, Clinical Judgment, and Clinical Reasoning in Nursing Practice
Conclusion
References
9
185
Mary Louise Coyne and Cynthia Chatham
Nursing: A Job or a Career?
Trends That Impact Nursing Career Decisions
Showcasing Your Professional Self
Mentoring
Education and Lifelong Learning
Professional Engagement
Expectations for Your Performance
Taking Care of Self
Conclusion
References
8
XI
Quality Improvement and Professional Nursing Practice
207
216
231
233
237
Kathleen Masters
Healthcare Quality
Measurement of Quality
The Role of the Nurse in Quality Improvement
Conclusion
References
237
240
249
251
253
Professional Nursing Practice
10 Evidence-Based
Kathleen Masters
255
Evidence-Based Practice: What Is It?
Barriers to Evidence-Based Practice
Promoting Evidence-Based Practice
Searching for Evidence
Evaluating the Evidence
Implementation Models for Evidence-Based Practice
Conclusion
References
255
257
258
259
262
265
268
270
XII
11
CONTENTS
Patient-Centered Care and Professional Nursing Practice
273
Kathleen Masters
Dimensions of Patient-Centered Care
Communication as a Strategy to Support Patient-Centered Care
Patient Education as a Strategy to Support Patient-Centered Care
Evaluation of Patient-Centered Care
Conclusion
References
in Professional Nursing Practice
12 Informatics
Kathleen Masters and Cathy K. Hughes
Informatics: What Is It?
The Impact of Legislation on Health Informatics
Nursing Informatics Competencies
Basic Computer Competencies
Information Literacy
Information Management
Current and Future Trends
Conclusion
References
and Collaboration in Professional Nursing Practice
13 Teamwork
Sharon Vincent and Kathleen Masters
Healthcare Delivery System
Nursing Models of Patient Care
Roles of the Professional Nurse
Interprofessional Teams and Healthcare Quality and Safety
Interprofessional Collaborative Practice Domains
Interprofessional Team Performance and Communication
Conclusion
References
Issues in Professional Nursing Practice
14 Ethical
Janie B. Butts and Karen L. Rich
Relationships in Professional Practice
Moral Rights and Autonomy
Social Justice
Death and End-of-Life Care
Conclusion
References
274
276
278
293
294
295
301
301
302
304
307
311
314
319
320
321
325
326
328
332
335
338
339
343
344
347
348
353
355
360
370
371
CONTENTS
and the Professional Nurse
15 Law
Kathleen Driscoll, Kathleen Masters, and Evadna Lyons
XIII
375
The Sources of Law
Classification and Enforcement of the Law
Nursing Scope and Standards
Malpractice and Negligence
Nursing Licensure
Professional Accountability
Conclusion
References
376
378
381
384
387
392
400
402
Appendix A Standards of Professional Nursing Practice
Appendix B Provisions of Code of Ethics for Nurses
Appendix C The ICN Code of Ethics for Nurses
Glossary
Index
405
407
409
411
429
PrefaCe
Although the process of professional development is a lifelong journey, it is a
journey that begins in earnest during the time of initial academic preparation. The
goal of this book is to provide nursing students with a road map to help guide
them along their journey as a professional nurse.
This book is organized into two units. The chapters in the first unit focus on
the foundational concepts that are essential to the development of the individual
professional nurse. The chapters in Unit II address issues related to professional
nursing practice and the management of patient care, specifically in the context
of quality and safety. In the fourth edition, the chapter content is conceptualized,
when applicable, around nursing competencies, professional standards, and recommendations from national groups, such as Institute of Medicine reports.
The chapters included in Unit I provide the student nurse with a basic foundation in areas such as nursing history, theory, philosophy, ethics, socialization into
the nursing role, and the social context of nursing. All chapters have been updated,
and several chapters in Unit I have been expanded in this edition. Revisions to
the chapter on nursing history include the addition of contributions of prominent
nurses and achievements related to nursing in the United Kingdom, Canada, and
Australia. The theory chapter now includes additional nursing theorists as well
as a brief overview of several non-nursing theories frequently used in nursing
research and practice. The social context of nursing chapter now incorporates
not only societal trends, but also trends in nursing practice and education. The
chapter related to professional career development in nursing has been completely
rewritten for this edition.
The chapters in Unit II are more directly related to patient care management.
In the fourth edition, Unit II chapter topics are presented in the context of quality
and safety. Chapter topics include the role of the nurse in patient safety, the role
of the nurse in quality improvement, evidence-based nursing practice, the role of
the nurse in patient-centered care, informatics in nursing practice, the role of the
nurse related to teamwork and collaboration, ethical issues in nursing practice,
and the law as it relates to patient care and nursing. Most Unit II chapters have
undergone major revisions with a refocus of the content on recommended nursing
and healthcare competencies.
PrEfaCE
The fourth edition continues to incorporate the Nurse of the Future:
Nursing Core Competencies throughout each chapter. The Nurse of the
Future: Nursing Core Competencies “emanate from the foundation of nursing
knowledge” (Massachusetts Department of Higher Education, 2010, p. 4) and
are based on the American Association of Colleges of Nursing’s Essentials of
Baccalaureate Education for Professional Nursing Practice, National League
for Nursing Council of Associate Degree Nursing competencies, Institute
of Medicine recommendations, Quality and Safety Education for Nurses
(QSEN) competencies, and American Nurses Association standards, as well
as other professional organization standards and recommendations. The
10 competencies included in the model are patient-centered care, professionalism, informatics and technology, evidence-based practice, leadership,
systems-based practice, safety, communication, teamwork and collaboration,
and quality improvement. Essential knowledge, skills, and attitudes (KSA)
BOARD OF HIGHER EDUCATION NURSING INITIATIVE
NURSING CORE COMPETENCIES
im Qu
pr alit
ov y
em
en
t
Safety
s
Leade
rship
Nursing
knowledge
d
ication
Commun
ali
sio
n
PR
A
CT
IC
E
ofe
s
Team
w
colla ork and
bora
tion
ed
as
-b e
em tic
st ac
Sy pr
sm
re
nte
-ce
t
n
ie are
Pat
c
Pr
d
e
bas
ce- e
n
e
tic
id
Ev prac
ENVIRONMENT
TICE
AC
PR
ic
at
rm
fo
In
PR
AC
TI
CE
The science and practice of nursing
PRACTICE ENVIRO
NM
EN
T
XVI
K-Knowledge
S-Skills
A-Attitudes
Source: Modified from Massachusetts Department of Higher Education. (2010). Nurse of the
future: Nursing core competencies (p. 5). Retrieved from http://www.mass.edu/currentinit
/documents/NursingCoreCompetencies.pdf
PrEfaCE
reflecting cognitive, psychomotor, and affective learning domains are specified
for each competency. The KSA identified in the model reflect the expectations
for initial nursing practice following the completion of a prelicensure professional nursing education program (Massachusetts Department of Higher
Education, 2010, p. 4).
The Nurse of the Future: Nursing Core Competencies graphic illustrates
through the use of broken lines the reciprocal and continuous relationship
between each of the competencies and nursing knowledge, that the competencies can overlap and are not mutually exclusive, and that all competencies are
of equal importance. In addition, nursing knowledge is placed as the core in
the graphic to illustrate that nursing knowledge reflects the overarching art
and science of professional nursing practice (Massachusetts Department of
Higher Education, 2010, p. 4).
This new edition has competency boxes throughout the chapters that
link examples of the KSA appropriate to the chapter content to Nurse of
the Future: Nursing Core Competencies required of entry-level professional
nurses. The competency model in its entirety is available online at www.mass
.edu/currentinit/documents/NursingCoreCompetencies.pdf.
This new edition continues to use case studies, congruent with Benner,
Sutphen, Leonard, and Day’s (2010) Carnegie Report recommendations that
nursing educators teach for “situated cognition” using narrative strategies
to lead to “situated action,” thus increasing the clinical connection in our
teaching or that we teach for “clinical salience.” In addition, critical thinking
questions are included throughout each chapter to promote student reflection on the chapter concepts. Classroom activities are also provided based on
chapter content. Additional resources not connected to this text, but applicable
to the content herein, include a toolkit focused on the nursing core competencies available at www.mass.edu/nahi/documents/Toolkit-First%20Edition
-May%202014-r1.pdf and teaching activities related to nursing competencies
available on the QSEN website at www.qsen.org/teaching-strategies/.
Although the topics included in this textbook are not inclusive of all that
could be discussed in relationship to the broad theme of role development in
professional nursing practice, it is my prayer that the subjects herein make
a contribution to the profession of nursing by providing the student with a
solid foundation and a desire to grow as a professional nurse throughout
the journey that we call a professional nursing career. Let the journey begin.
—Kathleen Masters
References
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for
radical transformation. San Francisco, CA: Jossey-Bass.
Massachusetts Department of Higher Education. (2010). Nurse of the future: Nursing
core competencies. Retrieved from http://www.mass.edu/currentinit/documents
/NursingCoreCompetencies.pdf
XVII
Contributors
Janie B. Butts, PhD, RN
University of Southern Mississippi
College of Nursing
Hattiesburg, Mississippi
Cynthia Chatham, DSN, RN
University of Southern Mississippi
College of Nursing
Long Beach, Mississippi
Mary Louise Coyne, DNSc, RN
University of Southern Mississippi
College of Nursing
Long Beach, Mississippi
Kathleen Driscoll, JD, MS, RN
University of Cincinnati
College of Nursing
Cincinnati, Ohio
Rowena W. Elliott, PhD, RN, FAAN
University of Southern Mississippi
College of Nursing
Hattiesburg, Mississippi
Melanie Gilmore, PhD, RN
University of Southern Mississippi
College of Nursing
Hattiesburg, Mississippi
XX
CONTribuTOrS
Cathy K. Hughes, DNP, RN
University of Southern Mississippi
College of Nursing
Hattiesburg, Mississippi
Karen Saucier Lundy, PhD, RN, FAAN
Professor Emeritus
University of Southern Mississippi
College of Nursing
Hattiesburg, Mississippi
Evadna Lyons, PhD, RN
East Central Community College
School of Nursing
Decatur, Mississippi
Katherine Elizabeth Nugent, PhD, RN
Dean, College of Nursing
University of Southern Mississippi
Hattiesburg, Mississippi
Karen L. Rich, PhD, RN
University of Southern Mississippi
College of Nursing
Long Beach, Mississippi
Jill Rushing, MSN, RN
University of Southern Mississippi
College of Nursing
Hattiesburg, Mississippi
Mary W. Stewart, PhD, RN
Director of PhD Program
University of Mississippi Medical Center
School of Nursing
Jackson, Mississippi
Sharon Vincent, DNP, RN, CNOR
University of North Carolina
College of Nursing
Charlotte, North Carolina
UNIT I
Foundations of Professional
Nursing Practice
© robertiez/iStock/Getty Images Plus/Getty
© robertiez/iStock/Getty Images Plus/Getty
CHAPTER 1
A History of Health Care
and Nursing
Karen Saucier Lundy and Kathleen Masters
Learning Objectives
After completing this chapter, the student should be able to:
1. Identify social, political, and economic influences on the development of professional
nursing practice.
2. Identify important leaders and events that have
significantly affected the development of professional nursing practice.
Although no specialized nurse role per se developed in early civilizations,
human cultures recognized the need for nursing care. The truly sick person
was weak and helpless and could not fulfill the duties that were normally
expected of a member of the community. In such cases, someone had to watch
over the patient, nurse him or her, and provide care. In most societies, this
nurse role was filled by a family member, usually female. As in most cultures,
the childbearing woman had special needs that often resulted in a specialized
role for the caregiver. Every society since the dawn of time …
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