Creating a Concept Map

: Creatin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a Concept Map Order Description To complete: ¥ Create a concept map demonstratin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inkages and in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interrelationships of the theoretical concepts. Include a clear problem and purpose statement. Express relational statements lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the concepts, literally and diagrammatically. You may use Microsoft Word, PowerPoin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">int, or another software application of your choice; however, if you use a product that is not part of the Microsoft Office Suite, you must be able to save it as a PDF or RTF file. Include references from the literature to support your work. Articles# 1 that must be used: Reference: Veo, P. (2010). Concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing for applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory to nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing practice. Journal For Nurses In Staff Development: JNSD: Official Journal Of The National Nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Staff Development Organization, 26 (1), 17-22. Retrieved from https://eds.b.ebscohost.com.ezp.waldenulibrary.org Concept Mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing for Applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Theory Advocates of a return to theory-based practice believe that this will improve clin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inical outcomes and nurse satisfaction. The research question of whether concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is an effective method of teachin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing nurses how to apply theory to their daily practice was tested durin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing an action research project conducted at a community hospital. Registered nurses servin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing on a practice council were presented a review of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory and given in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instruction on concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. Symbols representin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theoretical application were added to the usual concept map components of idea nodes and in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interconnectin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing relationship lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines. Participants developed concept maps of familiar nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing tasks and were able to apply the theoretical symbols to those maps. Although the limitations of action research are evident in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in this study, observations of the members of the small participant group and their in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interview responses show a positive effect from the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instructional in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention. The researcher suggests that review of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory and the use of concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to analyze its application should be considered for staff nurse development. Nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory is described as housin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the base of knowledge that guides nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing actions (Mitchell, 2002) and functions as a paradigm for the nurse (Parker, 2001a). Advocates of a return to theory-based practice believe that this will improve nurse satisfac- tion and clin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inical outcomes as the values that form the basis of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory give meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to practice and in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">influence care (Fawcett, 2003). However, staff nurses may believe that theory is ‘‘for nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing educators to teach, not real nurses to use’’ (p. 215) rather than applied in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in client-focused activity (Woodward, 2003). In 2005, a research project that considered this disso- nance was conducted at a community hospital in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the rural Midwest. An employee satisfaction survey at the facility showed nurses with the lowest job satisfaction of all employee categories. In a serious effort to im- prove nurse morale, the hospital’s senior nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing lead- ership in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">initiated structural and outreach activities to positively change the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing culture. These activities in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included improvin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing’s image in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the hospital and .......................................... Parrie Veo, MEd, RN, NEA-BC, is Clin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inical Supervisor, PCRMC Medical Group, Rolla, Missouri. JOURNAL FOR NURSES IN STAFF DEVELOPMENT the community, in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">increasin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing education opportunities for nurses, and expandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing councils that allow nurse par- ticipation in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in admin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inistrative decision makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. In the spirit of this cultural evaluation and change, discus- sions took place regardin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the use of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory to in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inform and give meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to practice. Nurse preceptors said that staff nurses were often task driven and found it difficult to explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in how theory learned in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in school guided their daily work. The researcher, one of the facility’s admin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inistrative directors, was in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interested in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in how nurses could be taught to apply theory to their daily practice and chose to test the effectiveness of usin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing for this purpose as a graduate proj- ect. The study falls under the category of action as a type of qualitative research. Qualitative research is not experimental but descriptive in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in nature, with little quantifiable data on which to base practice decisions. Action research is undertaken to solve an identified problem in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the workplace, usually by parties who have a stake in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in such problem solvin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, and its limitation is the researcher as active participant (Gay & Airasian, 2003). This active participation can have obvious and subtle in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">influences both on the process of the study (in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inter- actin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing with the participants) and on the researcher’s Copyright @ 2010 Lippin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">incott Williams & Wilkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ins. Unauthorized reproduction of this article is prohibited. 17 evaluation of the results (in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in critiquin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing his or her own performance). CONCEPT MAPPING Concept maps represent knowledge organized se- mantically in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in memory. They may be hand drawn or computer designed and are composed of concept or idea nodes (poin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ints or boxes) connected by relation- ship lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inks (directional lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines; Jonassen, 2000). Concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is used as a logic tool that engages learners in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in critical thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing (Ellermann, Kataoka-Yahiro, & Wong, 2006). Instead of rote memorization of the subject’s content, the learner identifies important concepts presented and develops the map as a way of understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing those concepts by understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing their in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interrelationships ( Jonassen, 2000). As a method to connect new ideas to previous knowledge for meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ingful learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing (Novak & Gowin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in, 1984), concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is appropriate for the adult as a competency- based learner who wants to apply newly acquired skills or knowledge to real life situations (Knowles, Holton, & Swanson, 2005). In busin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">iness settin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings, con- cept maps may be used to clarify and refin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine existin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing processes or serve as job aids for performance-based in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instruction (Brethower & Smalley, 1998). Nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing school in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instructors assign concept maps to develop under- standin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interaction of multiple diseases (All & Havens, 1997; Ellermann et al., 2006) and as nonlin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inear care plans that teach the student the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process (Ellermann et al., 2006; Taylor & Wros, 2007). (The nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process is the term for circular problem solvin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, with standard components bein" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing assessment, plannin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, implementin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, and evaluatin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing.) Concept maps devel- oped by nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing students and scored by faculty can be compared over time to determin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine the novice learner’s transition to expert critical thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inker (Abel & Freeze, 2006; Hin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inck et al., 2006) who uses the cognitive skills of in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in- terpretation, analysis, evaluation, in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inference, explanation, and self-regulation (Ignatavicius, 2001). Concept maps designed by experienced nurses of familiar nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing tasks require critical analysis of the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process and actions associated with those tasks (Johns, 2003). The researcher proposed that the application of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory can be represented on task maps. NURSING THEORIES In the planned course, key ideas of five nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theo- ries were presented. The theories, arbitrarily chosen by the researcher as representative, were the carin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing actualized theory of Nightin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ingale— the patient has ca- pacity for self-healin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing facilitated by the nurse’s ability to create an environment conducive to health (Dunphy, 2001); the self-care deficit theory of Orem (2001)—the nurse provides compensatory care while assistin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing cli- ents to achieve competence in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in self-care for a goal of self-empowerment; the adaptation theory of Roy—the nurse promotes patient adaptation in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the physiological/ physical, self-concept/group identity, role function, and in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interdependence modes (Roy & Zhan, 2001); the mod- elin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and role-modelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory of Erickson, Tomlin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in, and Swain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in (1983)—the nurse develops an image and understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of the client’s world (modelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing) and facilitates and nurtures the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">individual in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in attain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, main" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, and/or promotin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing health through pur- poseful in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interventions (role modelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing); and the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing as carin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory of Boykin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in and Schoenhofer (2001)—all humans are carin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing persons, with the nurse comin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to know, acknowledge, affirm, support, and celebrate the other as a carin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing person. Choosin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a theory is not a simple task but a dynamic process requirin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing commit- ment by the nurse or in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">institution for ongoin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing analysis and evaluation of the effectiveness of theory (Parker, 2001b). However, for this study, the selection of a nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory was made by the participants after brief review. The group chose the modelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and role- modelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory for the application to practice exercise. Concept map symbols were developed for this theory’s aims of in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention, which in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">include buildin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing trust by understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, promotin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a positive orientation by nurturin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing self-esteem and hope, promotin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing client control while affirmin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and promotin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing client strengths, and settin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing mutual health-directed goals (Hertz, 1997). (The origin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inal project plan envisioned each participant choosin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing his or her own theory for this exercise, but this was later modified to make group review of each other’s maps more understandable. The researcher was pre- pared to develop concept map symbols to represent any of the five theories presented for selection.) PARTICIPANTS The hospital’s nurse practice council was approached to participate in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the project. The purpose of the council is to improve nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing practice by review and evaluation of policies and procedures and to in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">introduce new evidence-based standards to the facility. Members of the council are staff nurse volunteers approved by their directors. They must be registered nurses with acceptable job performance. At the time of the project, all the members were associate degree prepared, but no other demographic in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">information, such as age or length of service, was obtain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ined. A nurse preceptor with a bachelor’s degree in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is the chairperson for all day meetin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings held monthly with various agenda. The chairperson was very supportive of the project and encouraged participation. The council members were given a very brief description of the project and told January/February 2010 18 Copyright @ 2010 Lippin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">incott Williams & Wilkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ins. Unauthorized reproduction of this article is prohibited. that it would consist of 1 to 2 hours of engagement each month for 4 months at the regularly scheduled council meetin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings. They appeared hesitant, although the chairperson later reported that they were agree- able but unsure of what the experience would be. Reassurance was given that participation was optional, and in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">informed consent was offered by the researcher. The consent form in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included acknowledgment that the participants ‘‘are expected and encouraged to give feedback regardin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the applicability of the topic and the method to their daily work experiences; such feed- back will be respected and have no in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">influence on any participant’s employment and/or performance ap- praisal.’’ As the chairperson was not a staff nurse, she was not considered a participant in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the study, although she was present for most of the encounters. Attendance at the council meetin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings is valued and considered man- datory, but patient care takes precedence and may require members to be absent on meetin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing day. There also is attrition, with replacements for membership re- signation and medical leave. Durin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the project period, 4 to 8 members were present at any given meetin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. A total of 10 participants attended one or more of the four sessions. Six of those received the core lessons on usin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to apply theory to practice. COURSE OF INSTRUCTION The researcher presented a course of in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instruction that consisted of four monthly lessons each lastin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing 1 to 2 hours and with the followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing content (see Table 1). Lesson 1 consisted of an overview of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory, key ideas from five nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theories, and discussion on choosin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a theory. An important component of the project in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">introduction was to establish theory as a philosophy or paradigm for practice. Lesson 2 provid- ed a review of the first lesson, group selection of a nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory for the application to practice exercise, an overview of concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing with samples shown, and the computer-aided development of a concept map for the common task of makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing din" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inner. In that map, the person performin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the task of makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing din" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inner represents the nurse in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in this lesson, with the family members receivin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the din" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inner representin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the client. Optional homework was assigned to develop a hand- or computer-drawn concept map of a familiar nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing task. It was acknowledged that no two maps, even of the same task, would be alike. Map-makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing rules were established that in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included colored shapes for the steps of the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process and function labels for the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interconnectin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing relationship lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines (see Table 2). Lesson 3 consisted of a review of the first two lessons, demonstration of theory application by addin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theo- retical symbols to the din" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inner map and development of in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">individual concept maps of familiar nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing tasks. JOURNAL FOR NURSES IN STAFF DEVELOPMENT Inserted onto the relationship lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines on the din" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inner map were symbols (U, S, C, and M) for key ideas in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in locations where those ideas would in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">influence the concepts of the task. The symbols represented the modelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and role- modelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory’s aims of in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention: understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing/ trust, self-esteem/hope, client control/strengths, and mu- tual goals (see Figure 1). Two concept maps done as homework were reviewed. The other participants were in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instructed to make in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">individual hand-drawn concept maps of familiar nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing tasks. All were to in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">insert the theoretical symbols where appropriate and then present their maps to the group. Lesson 4 was a review of the course content. EVALUATION This action project resulted in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in limited measurable data, which consists of prein" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention and postin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention opin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inion surveys. However, because of the disparate sample sizes, those results are provided only to show the study content, not as valid evidence. The researcher’s observa- tions and the postin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interviews are used for evaluation and to support the conclusions from the study. Opin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inion Survey A five-item survey was designed to measure partici- pants’ opin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inion and understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory, the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process, applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory to practice, and theory givin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to practice. Results could show TABLE 1 Concept Mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing for Applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Theory to Practice Course of Instruction for Four Monthly Lessons ............................................. Lesson 1: review of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory Overview of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory Key ideas of five nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theories Discussion on choosin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a theory Lesson 2: concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Group selection of a theory for the application to practice exercise Overview of concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing with samples Development of sample concept map Lesson 3: applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory to practice Demonstration of theory application by addin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theoretical symbols to the sample concept map Concept map development of familiar nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing tasks, with theoretical symbols added Lesson 4: course review Copyright @ 2010 Lippin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">incott Williams & Wilkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ins. Unauthorized reproduction of this article is prohibited. 19 FIGURE 1 Sample concept map of the common task of makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing din" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inner. Theoretical application is in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">indicated by symbols (U, S, C, and M) representin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the modelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and role-modelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory’s aims of in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention. whether or not gain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ins were made because of the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instructional in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention. The survey tool used a Likert scale (strongly disagree, disagree, undecided, agree, and strongly agree) and to support anonymity did not have an identifier such as name. Nin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine of the 10 participants completed the prein" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention opin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inion survey as they entered the project at the first or second sessions. Five of the 6 participants who received the core lessons on usin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to apply theory to practice completed the postin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention survey. The postin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention survey form had a comment section added. Only one survey had comments: ‘‘I enjoyed the presentations. I did gain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in some knowledge and it will be helpful in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in my daily tasks.’’ The unmatched sample sizes reflect the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inconsistent participation, and so no con- clusions will be made from the survey poin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">int compar- isons (see Table 3). Although associate degree programs may have limited focus on nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in their curricula, the respondents to the survey answered that they were familiar with one or more nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theories. However, none of the participants claimed a particular theoretical paradigm. Observation The researcher in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">initially sensed participants’ warin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">iness, as evidenced by cool demeanor and few comments. This perception changed as council members later expressed in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interest in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the topic. As homework and durin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the third meetin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, six participants developed concept maps for the tasks of admin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inisterin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing medication, transfusin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing blood, ad- min" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inisterin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing an in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intravenous in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">infusion, performin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a quality January/February 2010 20 Copyright @ 2010 Lippin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">incott Williams & Wilkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ins. Unauthorized reproduction of this article is prohibited. TABLE 2 Concept Map-Makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Rules ............................................. Node colors and shapes Assess = pin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ink circle Plan = blue square Implement = orange rectangle Evaluate = green diamond Special in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">influence = white rounded square Knowledge base = white rectangle Theory application U = understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing/trust S = self-esteem/hope C = client control/strengths M = mutual goals Connectin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines Unidirectional or bidirectional arrows Lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine labels Addressed by Assists Determin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines Evidenced by Influences Orders Relates to Results in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in assurance review of a medical record, preparin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing time records for payroll, and in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">insertin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a urin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inary catheter. One of the maps done at home had been drawn with computer-aided design software. Those who did not work in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in direct patient care realized that they used the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in their daily tasks. The participants took turns presentin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing their maps, some of which in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included the theoretical symbols, to the group. Prompted by the researcher and with suggestions from the other partici- pants, all were able to in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">indicate where theory could be applied within" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the concept relationships of their maps. Interview The in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interview questions were designed to be congru- ent with the course content. The six participants who received the core lessons of usin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to apply theory to practice completed the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interview. On bein" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing asked what was the most in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interestin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing part of the course, responses were ‘‘choosin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a theory,’’ ‘‘applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory to practice’’ (the most frequent response), ‘‘puttin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing on paper what you are thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing,’’ and ‘‘the realization that (the) nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing (process) applies to many fields of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, not just direct nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing care.’’ All agreed that concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is a good way of showin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process, but comments were made that this method is lengthy and very in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">involved with detail. All also agreed that in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">insertin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">into a concept map makes applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory to practice more understandable, with the com- ment that this would be especially helpful for a new nurse. There was unanimous agreement that this con- scious application of theory to practice was meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ingful, with one ‘‘somewhat’’ response and one statement that what was meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ingful was the realization of how much goes in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">into performin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a task. There was near-unanimous agreement that staff nurses would benefit from train" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in usin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to apply theory to practice, with one ‘‘undecided’’ and one suggestion that this be put in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in computer-based learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing format. ‘‘Undecided’’ was the primary response to the question of whether the hospital should select a particular nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory as a paradigm for nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing practice. There was one comment that this could be helpful in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing policies but that a particular theory should not be ‘‘forced on nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing—that should be in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">individual preference.’’ TABLE 3 Opin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inion Survey Results .............................................................................................. Prein" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention (n = 9) Postin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention (n = 5) Opin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inion Survey Items Agree Strongly Agree Agree Strongly Agree 1. I am familiar with one or more of the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theories. 89% 2. I utilize theory to guide my nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing practice. 78% 3. I use the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process (assess, plan, implement, and evaluate) 56% in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in my daily work. 4. I know how to apply nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory to the nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing process. 67% 5. I believe that nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory gives meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing practice. 78% 11% 80% 20% 0% 100% 0% 33% 60% 40% 11% 80% 20% 0% 60% 40% JOURNAL FOR NURSES IN STAFF DEVELOPMENT 21 Copyright @ 2010 Lippin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">incott Williams & Wilkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ins. Unauthorized reproduction of this article is prohibited. SUMMARY AND CONCLUSIONS Applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a theoretical paradigm to nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing practice is believed to improve nurse satisfaction, but staff nurses may not be skilled at doin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing this. Prompted by nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing leadership activities to improve nurse morale at a com- munity hospital, this project tested concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing as an effective method for teachin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing nurses to apply the- ory to their practice of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. Concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is a method of learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that uses critical thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to orga- nize ideas in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in symbolic concept nodes, with lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines show- in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interrelationships among those nodes. Nurses can develop concept maps for understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing disease pro- cesses, plannin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing care, analyzin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing tasks, and for use as evidence of competency. Insertin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theoretical in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">influ- ences symbolically onto task maps may in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">increase under- standin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of how theory in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">influences practice and give nurses the skill to draw on that paradigm when provid- in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing care. Experienced staff nurses were given lessons that in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included a review of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory and its application in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in developin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing concept maps of familiar tasks. Measurable data for evaluatin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing this method are the re- sults of the opin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inion survey conducted before and after the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instructional in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intervention, but the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inconsistent sam- ple sizes preclude valid comparison. Other limitations of the study are the immeasurable in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">influence of the re- searcher’s in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interaction with the participants and the im- pact of the theory review. Such a review is not a regular occurrence outside the academic settin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and may have been a greater lesson than concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in under- standin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing how theory can affect daily practice. However, the six participants who received the core lessons were able to in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">indicate theoretical application on the concept maps they made, and their in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interview responses were generally positive about the method. The researcher suggests that there is value in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in providin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing train" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing for nurses on how theory can be applied to their practice. Review of nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing theory and the use of concept mappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to analyze its application should be considered for staff nurse development. (As a footnote, a later employee satisfaction survey at the facility showed a marked in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in- crease in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in nurse morale.) Article #2 That must also be used. Reference: Comfort Theory and Its Application to Pediatric Nursin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Katharin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine Kolcaba; Marguerite A. DiMarco Disclosures Pediatr Nurs. 2005;31(3):187-194. Retrieved from https://www.medscape.com/viewarticle/507387_10 This can be found on the web.