Concept Synthesis Paper on Personal Nursing Philosophy

Concept Synthesis Paper on Personal Nursing PhilosophyConcept Synthesis Paper on Personal Nursing Philosophy

Your paper should follow a format that includes:
• The Four Metaparadigms: Identification, discussion, and documentation from the literature of your perspective on the basic four meta paradigms/concepts of patient, nurse, health, and environment.
• Two Practice-Specific Concepts: Identification, discussion, and documentation from the literature of your perspective on at least two other concepts specific to your own practice. (1. PATIENT AND FAMILY EDUCATION,2.RESPECT: of patient decision making, dignity….)
• List of Propositions: A numbered list of at least five propositions or assumption statements that clearly connect the concepts described.
• Consider the following questions as you complete your various tasks related to this assignment.
1. How do I define and employ the four basic meta paradigms of nursing theory in my professional practice? (HOSPICE NURSING)
2. What are the major concepts I employ that are unique to my professional practice?
3. What philosophies and theories from the literature of nursing and other disciplines/domains are consistent with these concepts?
4. How are the concepts of transcultural nursing, the health promotion model, skill acquisition, role theory, and change theory specifically integrated into my philosophy and practice? (HOSPICE NURSING)
5. What research supports these theories and concepts?
6. How do I integrate role and change theory into my professional practice and how may these theories be applied to the organization in which I practice?(HOSPICE HEALTHCARE AGENCY)
Grading Criteria: Maximum Points

Quality of Essay
Enlisted the four metaparadigms. 8
The essay included a definition of the four metaparadigms of nursing with reference to professional practice. 8
The essay mentioned how the metapardigms were employed in nursing practice. 8
The essay enlisted two practice-specific concepts. 8
The essay included clinical examples for each of the chosen concepts. 8
The clinical examples illustrated the concepts in a manner, which further clarified the students\’ use of the conceptual material. 8
The essay demonstrated consistency between concepts, assumptions, and clinical application. 8
The essay identified and discussed students\’ perspective on two other concepts specific to their practice. 8
The essay included a numbered list of at least 5 propositions or assumptions. 8
The concepts were connected and integrated to reveal a meaningful sequence. 8
The essay demonstrated clarification and organization of the students\’ professional foundation. 8
The essay demonstrated evidence of critical thinking in analysis and response. 8
The essay demonstrated understanding and integration of lecture material, reading assignments, and sources consulted. 8
Essay was well written, well organized, and articulate. 8
Presentation Criteria
The paper clearly demonstrated understanding of theoretical principles (i.e., concept development, definitions, assumptions, etc.) 3
The paper revealed clarity, organization, and articulation of ideas. 3
The paper showed that ideas were well-documented. 3
The paper revealed the breadth of research effort. 2
The paper demonstrated appropriate use of APA format in references and citations. 3
Total 150
Your project paper should be in Microsoft Word 2010. Follow the current APA style. Your paper should be double-spaced, Times New Roman, and in 12 pt. font.


Concept Synthesis Paper on Personal Nursing Philosophy

Personally, ever since my childhood, it has been desire to take care of vulnerable and mostly sick people. My desire was finally actualized when I settled to study and practice nursing. Having reached my desires, I usually serve my clients with utmost empathy and compassion. This has given me great satisfaction as I could help and see a client move from the status of suffering to a healthy and joyful status.

Specifically, I have mostly helped patients in the hospice department. Throughout my practice in this departmental unit, I have acknowledged the importance of working in collaboration with every team member involved in the patient management. I consider this approach in line with a holistic view of care hypothesized in four basic nursing metaparadigms, which include person component, environment component, health component, and the nursing component (Fawcett & Desanto-Madeya, 2012).

Person component

This component focuses on the emotional and psychological needs of the person receiving the treatment. Achieving so entails ensuring the family ties, as well as with other groups of individuals that are concerned with the management of the patient are aligned with the objectives of the care plan.  A treatment plan that focuses on satisfying this component must address the unity of body, mind, and nature if the patient (McCance & McCormack, 2016).

In dealing with my clients, I noted that, their emotional status significantly impacted their recovery process. In response to this need, I usually worked in liaison with other medical professionals attending to the clients in ensuring that we take notice of any changes in the emotional needs of each and every client. I was aware that some of the patients could feel uncomfortable with some of us, and that could go unnoticed if we did not work as a team.

Environmental component

This component focuses on the interactions of the person with the immediate surroundings, as well as how the interaction affect their wellbeing. This component in most times defines the settings whereby care is taking place.

In ensuring the best for the patient in this component, it is important to collaborate with all the treatment team towards individualizing the treatment plan (Masters, 2014). Some of the ways for achieving such objectives include employing effective communication with the team, as well as with the patient.

Health component

This component focuses on the state of well-being of the patient (McCance & McCormack, 2016). The component requires nurses to connect the health care needs of specific patient. This includes the consideration that each of the specific clients usually have a different inherent method of coping with their illness. As such, it would be normal for them to unwell and ultimately fail to recognize the ailment.

In preventing this, a nurse ought to work in collaboration with other team members to ensure that all health-related and personal issues have been addressed. In this context, one needs to be aware that, something that is healthy for one person may be totally different for another person.

Nursing component

As the last component of the nursing metaparadigms, it dwells on the aspects of the actions, characteristics, as well as the attributes of the individual giving care (Fawcett & Desanto-Madeya, 2012). This includes but not limited to the immediate actions taken by the nurse when the patient enters the healthcare center, as well as the competences of the person giving the care such as their clinical judgment skills.

A nurse who is in consonant with this component ought to be willing to protect, promote as well as preserve human dignity for their clients.

Practice-Specific Concepts

Patient and Family Education

In the current practice, patient and family education happens to be one of the fundamental rights of the patient, as well as a professional obligation (Vessey & Huss, 2002). It usually involves impacting information to the patient, as well as their care givers who are often their immediate family members. The process is geared towards improving their understanding of the ailment, which in turn enables them to partake in the management of the condition, as well as in avoiding unnecessary complications.

Considering that the patient in hospice care have chronic ailments, this is an important element of my nursing philosophy since it helps me to enhance their patient outcomes. In essence, it enables the patient to take better responsibility of their condition (Street,, 2010). It also helps the patients to improve or change some of the lifestyle areas that could be slowing down the recovery process. As a result, the patient is more drawn to the care process, which ultimately results in increased satisfaction with the care (Moyer, 2016).

Most profoundly, it enhances their adherence to medication and treatment plans, which results in a more efficient and cost-effective management of their chronic condition. The values I espouse in this aspect is to endeavor to find more techniques of educating my clients in understanding their condition, and reassuring them full recovery.

Collaboration with Team

This aspect involves joint communication and decision-making process geared towards achieving absolute satisfaction to the health care needs of a patient (Yeager, 2005). The process is centered on the understanding that quality care can only be realized from the collective contribution of all healthcare providers. Such arrangement needs no hierarchy arrangement, but should rather be centered on the patient needs.

Each team member should view the other as equal partners to care, and only focus on how to best provide their expertise knowledge and experience. Drinka & Clark (2000) proposes an Interdisciplinary Teamwork System as a sure way of realizing collaboration among all the team providing care. In its working, Drinka & Clark proposes the formation of an Interdisciplinary Health Care Team (IHCT) that comprises individuals with diverse training backgrounds working together as an identified unit or system towards solving patient problems.

In accomplishing their mandate, the team members ought to share leadership of the care plan execution. This needs to be done in a manner that is appropriate to the presenting problem, as well as with the aim of promoting the use of differences for confrontation and collaboration (Orchard, Curran & Kabene, 2009). In essence, each team member contributes equally in determining the mission and common goals of the treatment plan. As a result, there is interdependence and collaboration among all stakeholders involved in the care.


  • The patient is able to feel and understand the entire treatment process
  • The treatment process gives room for the care plan to be implemented and adjusted where necessary according to the patient needs
  • Everyone involved in the care is able to have a more deeper understanding of every possible factor that could influence the patient’s health outcomes
  • The right information is able to flow among the care providers, as well as to the patient and their immediate family members on the medical condition
  • A therapeutic human relationship is nurtured and fostered throughout the care process due to the horizontal and vertical communication environment



Drinka, T. J., & Clark, P. G. (2000). Health care teamwork: Interdisciplinary practice and teaching. Greenwood Publishing Group.

Fawcett, J., & Desanto-Madeya, S. (2012). Contemporary nursing knowledge: Analysis and evaluation of nursing models and theories. FA Davis.

Masters, K. (2014). Nursing theories: A framework for professional practice. Jones & Bartlett Publishers.

McCance, T., & McCormack, B. (2016). The Person-centred Practice Framework. Person-Centred Practice in Nursing and Health Care: Theory and Practice, 36.

Moyer, A. R. (2016). Empowering Patients, Engaging Teams: An Interprofessional Continuing Education Pilot. The Journal of Continuing Education in Nursing47(9), 421-426.

Orchard, C. A., Curran, V., & Kabene, S. (2009). Creating a culture for interdisciplinary collaborative professional practice. Medical Education Online10.

Street, R. L., Slee, C., Kalauokalani, D. K., Dean, D. E., Tancredi, D. J., & Kravitz, R. L. (2010). Improving physician–patient communication about cancer pain with a tailored education-coaching intervention. Patient education and counseling80(1), 42-47.

Vessey, J. A., & Huss, K. (2002). Using standardized patients in advanced practice nursing education. Journal of Professional Nursing18(1), 29-35.

Yeager, S. (2005). Interdisciplinary collaboration: the heart and soul of health care. Critical care nursing clinics of North America17(2), 143-148.

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