NR 501 Week 3: Steps of Concept Analysis

NR 501 Week 3: Steps of Concept Analysis
At the end of Week 4 your concept analysis is due. This discussion provides an opportunity to start this assignment.
Select a nursing concept, supported by a nursing theory, and address the following components included in a concept analysis:
• Definition of concept
• Identification of three attributes of the concept
• Description of one antecedent and one consequence of the concept
• Identification of at least one empirical referent
• Brief explanation of theoretical applications of the concept (How is the concept relevant to a nursing theory?)
This information does not have to be comprehensive but provides a foundation to the upcoming
assignment. Be sure to include scholarly references.
I believe that there should be a distinction between care and caring. A person may render care to someone and not be caring. On the
NR 501 Week 3 Steps of Concept Analysis
other hand, a person can be caring without giving the proper care to patients. Although care and caring are supposed to be intertwined, in some instances they are not. While some nurses care for patients, others may simply be providing care because it is their job; not that they are caring. Care and caring have been inherently difficult concepts to define, but many believe that care is the central and unifying core of nursing itself. It is vital that nurses understand what care is and patients’ perception of what care means to them.
There is a difference between care and caring—good quality care is always important, but caring for patients is what they will really remember. Taking care of patients and caring for patients are not the same. Taking care of patients emphasizes objective professional care, such as the medical or psychological aspects of nursing. Caring for patients, on the other hand, is a humanistic way of interacting with patients that displays sincere care and concern for patients simply because they are human beings. Focus on patient-centered care necessitates adaptation to patient perceptions (Sossong & Poirier, 2013). It is during those caring moments that the transpersonal relationship between patient and nurse becomes clear………..
The Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties (AMBS) have defined six essential competencies for physicians to provide high-quality care since 1998. These competencies include patient care, medical knowledge, practice-based learning and improvement (PBLI), communication skills, professionalism, and system-based practice (SBP) (1).
Green et al. (2) claim that this process has had an impact on accreditation in the United States since July 2002, and that this paradigm shift, dubbed the Flexnerian revolution of the twenty-first century, is intended to improve physicians’ ability to verify who are competent, at the very least, to deliver safe and effective patient care (3).
The value of competency-based education and these competencies has been stressed at all levels of medical school, including undergraduate, residency, and continuing medical education (4).
Despite the fact that understanding systems is critical for improving the quality and safety of patient care, there is a scarcity of literature on how to incorporate SBP and systems thinking into medical education (5).
The SBP competency is difficult in terms of definition, performance, training, and evaluation (5-7), and it is even considered the most difficult of the six ACGM skills (8).
ACGME purposefully utilized “minimum language”(Box1) (9) when developing these competencies to allow for flexibility in each program when including competencies (10).
SBP knowledge and skill have yet to be defined by the ACGME (11).
The scope of SBP is unclear (12), and these definitions should be enlarged and clarified (13).
Graham believes that this type of description is necessary when employing different type programs, but that the general definition is imprecise and does not clearly illustrate what physicians must demonstrate in the SBP competencies (14).
Educators cannot hope to effectively incorporate SBP into everyday practice of physicians without a common understanding of the SBP competency and adequate methods of evaluation commensurate with the competency (15).
The goal of this study is to use concept analysis to identify SBP’s components for use in practice and training in various medical education domains, as well as to create a foundation for valid and effective competency evaluation measures.

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