Read the following case study:

You are a staff nurse working in an intensive care unit and assigned to care for a 75-year-old African American man who had coronary artery bypass graft surgery four days ago. The patient has a history of chronic obstructive pulmonary disease exacerbated by heavy smoking. His postoperative course has been difficult, and he has suffered a number of setbacks. Staff members, despite their diligent efforts, have not been able to wean him off the ventilator since the surgery. He has required frequent suctioning throughout the shift, and he is being evaluated for the development of ventilator-associated pneumonia.

Today, when returning from lunch, you observed that an experienced nurse was suctioning your patient. His secretions were thick, and you observed that the nurse was instilling saline into the patient’s endotracheal tube as she was suctioning him. The patient turned red and began coughing, and it was obvious he was in distress.

 

1. Develop a plan to address nursing theory gaps in this scenario including how theory, research, and practice interact to create positive patient outcomes.  

 

2. Define the theory-practice gap and describe how this potential gap can impact nursing practice and patient care.

 

3. Format your assumptions and findings of the theory-practice gap in a document, to show alignment of nursing theory and its relation to the nursing process (including alignment with critical thinking and clinical decision making) for an improved nursing care plan.

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Read the following case study:

Sue is an RN who has been practicing for three years and typically works in labor and delivery, and she volunteers at a clinic that serves diabetic OB patients. She encounters two patients, one who has developed gestational diabetes and the other who has been diabetic her entire life. 

While working on her normal shift in labor and delivery, Sue is in charge of a student nurse who will be graduating in two weeks and assigns this nurse to the newly admitted patient with gestational diabetes. The patient started having contractions about 2 hours ago that are now 2–3 minutes apart, lasting approximately 10–15 seconds. 

 

1. Develop a self-reflective report on Benner’s novice to expert model describing where you fall on the continuum, as well as Sue and the student nurse. Include an explanation as to why you placed each in the specific area. Use this information to develop a personalized nursing theory or model for the above scenario to address the care needed for each patient.

 

2. Define each stage on the continuum and describe the characteristics associated with each stage. Include setting, patient needs, level of understanding, and complexities that may contribute to increased risks. 

 

3.Format your self-reflection and nursing theory/model as a concept map to show alignment of nursing theory based on Benner’s stages from novice to expert and its relation to the nursing process (including alignment with critical thinking and clinical decision-making) for an improved nursing care plan. 

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