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Essentialvi

Essential VI focuses on interprofessional communication and collaboration to improve patient outcomes. The class discussed ethical practice, scopes of practice, advocating for safe patient care as part of a team, and resolving conflicts. The project fulfilled Essential VI by discussing Betty Orem's Self Care Theory and how assessing a patient's willingness to learn and care for themselves is important. Teamwork among professionals and building a caring relationship with patients that shows good communication is necessary to determine patients' needs.

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64 views

Essentialvi

Essential VI focuses on interprofessional communication and collaboration to improve patient outcomes. The class discussed ethical practice, scopes of practice, advocating for safe patient care as part of a team, and resolving conflicts. The project fulfilled Essential VI by discussing Betty Orem's Self Care Theory and how assessing a patient's willingness to learn and care for themselves is important. Teamwork among professionals and building a caring relationship with patients that shows good communication is necessary to determine patients' needs.

Uploaded by

api-318152697
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Essential VI

E-folio Essential VI
Jennifer Burrier
Frostburg State University
RN-BSN Nursing Program

Essential VI

E-Folio Essential VI
Essential VI is necessary for the Bachelor of Nurses program to have students apply
inter-professional communication and collaboration for improving patient outcomes. Quality of
communication and teamwork among healthcare professionals is vital for good patient outcomes.
The class taught about ethical practice, autonomy, and scopes of practice. It also taught about
being an advocate for safe patient care when working with a team of inter-professionals.
Conflict resolution was also discussed since it is necessary often to negotiate on how best to care
for patients.

NURS403 Elements of the Professional Nurse fulfilled the requirement for

Essential VI in the RN-BSN Nursing Program


Exemplar
This project fulfills Essential VI because it was about Betty Orems Self Care Theory. In
order to improve patient care a nurse must be able to assess the patient in their willingness to
learn. Other professionals in the health care team are essential to work together to see what is
best for the patient and the patients needs. Teamwork is necessary among the professionals and
the patient to build a relationship that shows caring and good communication.
Reflection
I can identify with the theory because I continually assess my patients and determine how
well they can perform functions and how willing they are to care for themselves. It is necessary
as a nurse to assess how a patient can care for themselves and if they have necessary supports
such as family and proper resources. If a patient is deficient in their care, then it is my duty to
communicate to other professionals such as the doctor, physical therapist, and/or case manager
about this so the patient can have improved care.

Essential VI

References
American Association of Colleges of Nursing The Essentials of Baccalaureate for Professional
Nursing Practice. Washington DC, Author

Professional Theory Paper


I have chosen to use Dorothea E. Orems Self Care Deficit Theory for my Professional Theory
paper because her theory is universal in all aspects of nursing and it is very applicable at my job
working in acute care at a hospital. I can identify with the theory because I continually assess
my patients and determine how well they can perform functions and how willing they are to care
for themselves.
Betty Orem dedicated her life with over 60 years of nursing, during that time she observed
patients and developed The Self-Care Deficit Nursing Theory, also known as the Orem Model of
Nursing (1). Orems observations were that patients wanted to be involved in taking care of
themselves and would get better more quickly if they were involved in their self- care (3). Her
theory has a broad scope of concepts that is applicable to all types of nursing, so it is classified as
a grand nursing theory(1). The Self-Care Deficit Theory is actually made of three theories:
self- care, self-care deficit and nursing systems (Blais,K and Hayes, J. p.102).
The Self-Care Theory is the actions and behavior a person performs to maintain their health.
Self-care is the activities one does to maintain their health, these activities are also known as

Essential VI

ADLs, or activities of daily living (3). The self-care agency refers to the person that performs
the activities for ones care- if a person is able do their care independently they are a self-care
agent, but if they need another persons help, the person helping is a dependent-care agent.
(Blais,K. and Hayes, J. p.102). Self-care requisites are considered the goals toward self-care,
there are three categories. Universal requisites are the basic requirements, such as food, water,
rest. Developmental requisites take in consideration a persons developmental stage or the
maturation, it can also be from an event or condition in ones life. Health deviation requisites are
when someone is seeking treatment or one adjusting to the treatment or illness.
The Self-Care Deficit Theory is when one needs nursing care and has limitations on how they
can care for themselves. A person may have limitations due to an injury, being sick, or the
treatment they are receiving (Blais, K. and Hayes, J. p102). Orem determined five ways of
helping: performing the assistance for the person, helping guide, giving support, teaching, and
giving one an environment the helps the person improve (Blais, K. and Hayes, J. p.102)
The Nursing Systems Theory describes how a nurse might care for ones self care needs. There
are three systems. A wholly compensatory system is when a person might need complete care.
A partially compensatory system is for a person that can do some self-care, but still needs
assistance. A supportive-educative system is when a person needs to learn how to care for
themselves and is taught how to.
I work on a unit that has patients of varying acuity, specializing in cardiac, renal, med-surgery
and patients that on observation with less than a 24 hours stay. Some patients need minimal
assist, where others are total care and are unable to do any for themselves. I have had patients
that want to do everything themselves, some that want to care for themselves, but due to

Essential VI

limitations cannot, some that are capable to do self-care but seem take advantage of the situation,
and others that need total care. As a nurse, I try to teach patients about their illness and what
they can do to prevent becoming sick again or treatment that they may have with the illness.
Some diagnosis might cause life time changes for patients- such as a newly diagnosed diabetic
who needs to regulate the blood sugar and alter their diet. Some patients learn very quickly but
others need reinforcement-they could be having trouble understanding what is involved, having
trouble coping with the new diagnosis or be in denial and not wanting to change. Some patients
might not be able to return home, they might have to go to sub-acute rehab for therapy or might
need placement to a nursing home because they have too much of a self-care deficit. I have to
take in many factors on why a patient may not be interested in self-care, is it because they have a
terminal diagnosis, money issues-not being able to afford care/medications, not enough support
when they return or other factors. Cultural factors need to be considered in a patients care- the
patient might not be the decision maker, the treatment might be against a persons beliefs, the
patient might not fully understand the teaching due to language barriers, or other factors.
References:
Blais, K., and Hayes, J.S., (2011). Professional nursing practice: concepts and perspectives. 5th
edition. Pearson Publishing Boston.

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