The Annotated Bibliography includes 5 nursing theories. Please write in master level Need nursing knowledge. ? Annotated Bibl
The Annotated Bibliography includes 5 nursing theories.
Please write in master level
Need nursing knowledge.
Annotated Bibliography is already formatted, and articles included. Please only use sources and articles provided.
Annotated Bibliography
Amber
NR501
Dr.Lipps
February 2, 2022
Health Belief Model: Kocoglu‐Tanyer, Dengiz, K. S., & Sacikara, Z. (2020). Development and psychometric properties of the public attitude towards vaccination scale – Health belief model. Journal of Advanced Nursing, 76(6), 1458–1468. https://doi.org/10.1111/jan.14349
· Summarize the article.
· Describe how the article relates to the chosen theory/model.
· Reflect on how the article could (or could not) be relevant to future Family Nurse Practitioner practice.
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Social Cognitive Theory: Plotnikoff RC, Lubans DR, Penfold CM, Courneya KS. Testing the utility of three social‐cognitive models for predicting objective and self‐report physical activity in adults with type 2 diabetes. British Journal of Health Psychology. 2014 05;19(2):329-46.
· Summarize the article.
· Describe how the article relates to the chosen theory/model.
· Reflect on how the article could (or could not) be relevant to future Family Nurse Practitioner practice.
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Transtheoretical Model of Behavioral Change: Selçuk‐Tosun, & Zincir, H. (2019). The effect of a transtheoretical model–based motivational interview on self‐efficacy, metabolic control, and health behaviour in adults with type 2 diabetes mellitus: A randomized controlled trial. International Journal of Nursing Practice, 25(4), e12742–n/a. https://doi.org/10.1111/ijn.12742
· Summarize the article.
· Describe how the article relates to the chosen theory/model.
· Reflect on how the article could (or could not) be relevant to future Family Nurse Practitioner practice.
·
Family Systems Theory: Pratt, K. J., & Skelton, J. A. (2018). Family Functioning and Childhood Obesity Treatment: A Family Systems Theory-Informed Approach. Academic Pediatrics, 18(6), 620–627. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1016/j.acap.2018.04.001
· Summarize the article.
· Describe how the article relates to the chosen theory/model.
· Reflect on how the article could (or could not) be relevant to future Family Nurse Practitioner practice.
Family Assessment and Intervention Model: Aass, Skundberg-Kletthagen, H., Schrøder, A., & Moen, Ø. L. (2020). Young Adults and Their Families Living With Mental Illness: Evaluation of the Usefulness of Family-Centered Support Conversations in Community Mental Health care Settings. Journal of Family Nursing, 26(4), 302–314. https://doi.org/10.1177/1074840720964397
· Summarize the article.
· Describe how the article relates to the chosen theory/model.
· Reflect on how the article could (or could not) be relevant to future Family Nurse Practitioner practice.
,
Testing the utility of three social‐cognitive models for predicting objective and self‐report physical activity in adults with type 2 diabetes
Plotnikoff, Ronald C; Lubans, David R; Penfold, Chris M; Courneya, Kerry S.British Journal of Health Psychology; Leicester Vol. 19, Iss. 2, (May 2014): 329-346. DOI:10.1111/bjhp.12085
Abstract
Objective
Theory‐based interventions to promote physical activity (PA) are more effective than atheoretical approaches; however, the comparative utility of theoretical models is rarely tested in longitudinal designs with multiple time points. Further, there is limited research that has simultaneously tested social‐cognitive models with self‐report and objective PA measures. The primary aim of this study was to test the predictive ability of three theoretical models (social cognitive theory, theory of planned behaviour, and protection motivation theory) in explaining PA behaviour.
Methods
Participants were adults with type 2 diabetes (n = 287, 53.8% males, mean age = 61.6 ± 11.8 years). Theoretical constructs across the three theories were tested to prospectively predict PA behaviour (objective and self‐report) across three 6‐month time intervals (baseline–6, 6–12, 12–18 months) using structural equation modelling. PA outcomes were steps/3 days (objective) and minutes of MET‐weighted PA/week (self‐report).
Results
The mean proportion of variance in PA explained by these models was 6.5% for objective PA and 8.8% for self‐report PA. Direct pathways to PA outcomes were stronger for self‐report compared with objective PA.
Conclusions
These theories explained a small proportion of the variance in longitudinal PA studies. Theory development to guide interventions for increasing and maintaining PA in adults with type 2 diabetes requires further research with objective measures. Theory integration across social‐cognitive models and the inclusion of ecological levels are recommended to further explain PA behaviour change in this population.
Young Adults and Their Families Living With Mental Illness: Evaluation of the Usefulness of Family-Centered Support Conversations in Community Mental Health care Settings
Keywords
Being diagnosed with mental illness often has a negative impact on many aspects of a young adult’s life including decreased self-esteem, optimism, confidence, as well as difficulties concentrating and carrying out daily taken for granted tasks (McCann et al., 2012). In addition, young adults experiencing mental illness face the developmental challenges of emerging adulthood that include making the transition from living with, to living apart from parents; obtaining education or vocational training; making their way into the workforce; and finding a life partner (Arnett et al., 2014). Being a family member who is caring for a young adult with mental illness can be a highly positive experience through the provision of empathy, love, and support; it may also entail burden and difficulties (Ewertzon, 2015).
Families Living With Mental Illness
Young adults living with mental illness need support from their family as they strive to find healing and recovery; family members unquestionably play a key role in supporting the young adult’s pathway to recovery (Aass et al., 2020; Lindgren et al., 2015). Parents of young adults describe involvement in informal and professional mental health care as an isolated involvement with lack of being informed, seen, or acknowledged by health professionals (Andershed et al., 2017). Parents and adult children suffering from long-term mental illness describe dependency and influencing each other’s lives. Nevertheless, parents experience being excluded from care, simultaneously being taken for granted and expected to contribute to the care (Johansson et al., 2014). Relatives of inpatients with depression report that health problems, burdens, and worries in everyday life are challenging (Skundberg-Kletthagen et al., 2014). Their lives are often very intertwined with the life of their severely mentally ill family member (Weimand et al., 2010). The well-being of siblings of an individual with a severe mental disorder like psychosis has also been shown to be negatively affected as they experience challenges in relation to be a sibling (Ewertzon et al., 2012).
Mental Health Care of Families Living With Mental Illness
The range of services for young adults with mental illness in Norway is split among administrative levels. The municipalities have a legal obligation and responsibility for young adults with mental health and mental illness. The regular general practitioner (GP) service in the primary health service plays a key role as a “gate-keeper” of other services and welfare. Community mental health services are staffed by health care professionals such as nurses, social workers, social educators, and occupational therapists. A number of them have supplementary education in mental illness so that they have a preventive role and can offer treatment and follow-up to young adults with mental illness. The importance of involving and acknowledging family as a resource in treatment and care is emphasized (Aass et al., 2020; Schröder et al., 2007; Weimand, 2012) as well as the implementation of strengths-based approaches (Gottlieb, 2013). Studies have found that approximately 18%–34% of young people with high levels of depression or anxiety symptoms seek professional help. Research about this population reports perceived stigma and embarrassment, problems recognizing symptoms, and a preference for self-reliance as barriers for help-seeking (Gulliver et al., 2010). However, insufficient attention has been paid to the care that young adults receive once they are in the health care system (Stroud et al., 2015). Interventions which focus on interactions and the family as a resource for offering unique skills, strengths, resources, and unmet needs are needed. These kinds of interventions may facilitate the experience of mental health treatment and care (Goudreau et al., 2006; Tedeschi & Kilmer, 2005) and increase knowledge and the coping abilities of families (Chesla, 2010). As community-services often rely on the commitment of families and their coping capacity, families should be assessed regularly to ensure that they benefit from the necessary support, education, and provision of resources (World Health Organization, 2013).
Intervention Studies: Families Living With Mental Illness
The families in this study participated in three Family-Centered Support Conversations (FCSC). The FCSC is theoretical grounded in Wright and Leahey’s Calgary Family Assessment Model (CFAM) and Calgary Family Intervention Model (CFIM) which are strengths-oriented family nursing assessment and intervention models for families living with illness (Shajani & Snell, 2019; Wright & Leahey, 2013). The Illness Beliefs Model (IBM; Wright & Bell, 2009) also guided the FCSC and is based on the principle that it is not necessarily the illness itself, but rather the beliefs about the illness that are potentially the greatest source of individual and family suffering. Emphasis must be placed on recognizing that families, as well as health care professionals, have beliefs that both facilitate and constrain their lives, relationships, behavior, suffering, and healing (Wright & Bell, 2009).
Previous family nursing intervention studies have been conducted with individual and group psycho-educational training, tasks, and therapeutic conversations combined with family interviews involving family members of adolescents and young adults with eating disorders and attention-deficit hyperactivity disorder (ADHD) in a hospital unit. Findings revealed improvement and differences in caregivers’ emotional and cognitive support, illness beliefs, emotional functioning, caregiving demands and caregivers, and patient behavioral difficulties (Gísladóttir et al., 2017) and better quality of life and social functioning for caregivers (Gísladóttir & Svavarsdóttir, 2017). Intervention studies with patients and family members in acute psychiatric hospital units, who received family nursing conversations focused on family strengths, reported that family members perceived significant higher emotional and cognitive support after the intervention (Sveinbjarnardóttir et al., 2013). In addition, benefits were observed in families of young people living with severe mental illness regarding revisiting and building new connections among family members, and strengthening and supporting the family network (Sveinbjarnardóttir & Svavarsdóttir, 2019).These family nursing intervention studies were guided by the CFAM and CFIM and/or the IBM as the theoretical framework to inform the interventions offered (Gísladóttir et al., 2017; Gísladóttir & Svavarsdóttir, 2017; Svavarsdóttir et al., 2019; Sveinbjarnardóttir et al., 2013; Sveinbjarnardóttir & Svavarsdóttir, 2019). Nevertheless, to our knowledge, strengths-oriented family support conversation studies with young adults and their family as the unit of care in community mental health services have only been reported to a limited extent. Moreover, interventions need to be explicitly tested in young adults because they can be influenced by many factors includingthechallengesofemergingadulthood, maneuvering developmental transitions, and adjusting to adult mental health care (Lindgren et al., 2015). Therefore, knowledge from this study can provide direction about how to meet young adults and the family’s needs and will also help to expand information about family focused care for this population of families nationally and internationally.
Method
This intervention study used an explorative qualitative design with a phenomenographic approach (Marton, 1988). Phenomenography was chosen to incorporate variety and differences in how the phenomenon was experienced, conceived, and captured at the family level. In this study, we endeavored to capture data at the family level to identify multiple perspectives and focus on the family as a unit. Phenomenographytakesasecond-orderperspective, meaning that it offers different ways of conceiving the phenomenon that are of interest and how it is described (Marton & Booth, 1997). In this study, the phenomena was the family members’ experiences of receiving the FCSC intervention.
Recruitment of Participants
The focus of this study was on families living with mental illness of a young adult family member where family was a self-identified group of two or more individuals who were or were not related by legal or blood relationships and who functioned in such a way that they considered themselves to be a family (Whall, 1986). Health care professionals recruited patients who were young adults living with mental illness in urban and rural communities and asked them both verbally and in writing to participate, both in the family conversation and in a follow-up family research interview. Family members (one or two) were recruited through the young adult patient who asked his or her family members to participate in the study. Family members then gave the patient permission to submit their name and telephone number to health care professionals. Both the patient and the family members gave oral and written consent (International Committee of Medical Journal Editors, 2018).
Patient inclusion and exclusion criteria
Inclusion criteria for patients: aged 18−25 years, facing mental illness and strain, impaired function associated with distress, symptoms, and diagnosable mental disorders; living alone or with family and/or friends and/or others; could speak and read Norwegian; and had contact with community health services related to mental illness. Exclusion criteria for patients included cognitive impairment; psychotic state; active alcohol or drug abuse; or living in a residential home for persons suffering from mental illness.
Family member inclusion and exclusion criteria
Family members over 18 years old who were defined by the young adult to be part of the family, and who were able to speak and read Norwegian. This study excluded family members who showed evidence of cognitive impairment, psychosis, or active alcohol or drug abuse.
Description of the Intervention: FCSC
FCSC included the young adult who was suffering from illness, those designated as belonging to his or her family, and a mental health care professional. Operationalized within a non-hierarchical therapeutic relationship, three conversations with each family were conducted by the same mental health care professionals that include a psychiatric nurse, social worker, and social educator with advanced training in mental health. The goals of the FCSC were to (a) shift the focus from a deficit- or dysfunction-based family assessment to a strengths- and resource-based family conversation including those persons who were important in the patient’s life and (b) recognize that family members serve a variety of roles including advocate, care provider, trusted companion, and surrogate decision maker (Levine & Zuckerman, 1999; Wright & Leahey, 2013). The mental health care professionals involved in this study had completed a 2-day educational program on family assessment and intervention as well as skills training with different clinical vignettes from mental illness care (Benzeinetal.,2012; Sveinbjarnardóttir et al., 2011; Wright & Bell, 2009; Wright & Leahey, 2013).
Procedure for FCSC
First session
Each family member was invited to relate their narrative about their experiences and beliefs in relation to everyday life. Family structure, development, and function were explored and assessed to later reflect on these aspects of family functioning, and the strengths and resources that can have an impact on everyday family life (Benzein et al., 2015; Gísladóttir & Svavarsdóttir, 2011; Wright & Leahey, 2013).
Second session
The focus of the second session was on cognitive, affective, and behavioral domains of family functioning and strengths and resources within and outside the family. The impact of problems/illness on the family was assessed. Problem-solving skills, coping strategies, and strengths were elicited, and change invited. Aspects of family functioning, strengths, and resources within and outside the family were reflected on.
Third session
The focus of the third session was on families’ experience of everyday life and support strategies for the future. Families were commended for their and individual strengths, competencies, and resources. While three conversations are recommended, the health care professional must evaluate if families need more than three conversations (Benzein et al., 2008, 2012). If families needed additional support conversations, they were free to contact the mental health care professionals.
Data Collection
Family research interviews with open-ended questions were conducted with each of the seven families who received the FCSC intervention. Data were collected 1 to 2 months after the FCSC was completed. The families were allowed to narrate freely about their experience of the FCSC. The initial research interview question asked was: “You have participated in three FCSC. How did you experience the FCSC?” The focus was on how the conversations were experienced and what was experienced. To gain a deeper sense of the experiences, follow-up questions were asked such as: how? who? can you tell more? what do you mean? is it always so? to elicit a richer and more detailed description, and further questions were adjusted to the participants’ response. In each family research interview, consideration was given to the developmental level of the patient (Donalek, 2009) who was asked first to talk about his or her experiences in a relaxed and accepting atmosphere, giving the patient time and space to answer questions, and focusing the conversation in the direction of the phenomenon (Lepp & Ringsberg, 2002). When the patient had no more to say or was reluctant to answer, the family members were asked the same questions. Throughout the family research interview, the dialogue alternated between the family and the interviewer asking questions. The family research interviews were conducted by the first author and took place either at the family’s home, at the mental health care service office, or the university according to the wishes of the participants. Notably, one patient and a partner who participated in the FCSC did not participate in the family research interview due to private concerns. The interviews lasted 50−65 min and were audio-taped and transcribed verbatim by the first author.
Ethical Considerations
Ethical considerations and guidelines with respect to confidentiality, integrity, and the voluntary participation of the participants were followed throughout the study (International Committee of Medical Journal Editors, 2018; World Medical Association, 2001). Both the patient and family members received written and oral information and gave their written consent. They were informed that the material would be treated confidentially. The patient gave written informed consent for the publication of patient information (International Committee of Medical Journal Editors, 2018). The Regional Committee for Medical & Health Research Ethics (REC) found the Research Project, Ref: 2017/717, to be outside the remit of the Norwegian Act on Medical and Health Research) and the project could therefore be implemented without its approval. Approval was given by the Data Protection Official for Research (NSD), June 2017, Ref: 54696.
Data Analysis
The data were analyzed as a “pool of meanings” (Marton & Booth, 1997) inspired by Dahlgren and Fallsbergs’ (1991) steps for analyzing phenomenography studies: (a) Familiarization—the researcher read through the transcripts to become familiar with all the details and establish an overall impression of the data; (b) Condensation—the most significant statements made by the families concerning the phenomenon were condensed to give a short but representative version of the entire dialog; (c) Comparison—significant conceptions were compared to find sources of variation and agreements in how the phenomenon were experienced; (d) Grouping—concepts appearing to be similar were grouped together; (e) Articulating—a preliminary attempt was made to describe the essence of the similarity within each group of concepts; (f) Labeling—descriptive categories were labeled based on findings of suitable linguistic expressions; and (g) Contrasting—description categories were compared to ensure that each category was mutually exclusive and at the same level. The last three steps were repeated several times. The outcome space refers to a horizontal structure in which the descriptive categories reflect the distinctions of the FCSC.
Findings
Research Participants
A sample of 19 family members from seven families participated in the FCSC with mental health care professionals in four different municipalities in Norway in the period from December 2017–May 2018. Out of the 19 family members, 17 consented to participate in family research interviews. The sample represented variation with respect to age, gender, education, and occupation (see Table 1). Mental illness among the young adults ranged from depression and anxiety distress or disorders, personality disorders, ADHD, and eating disorders.
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Table 1. Participating Young Adults and Family Members.
Families’ Experience of the FCSC
The findings describe the families’ experiences of FCSC under two descriptive categories, “Facilitating sharing reflections on everyday life” and “Possibility of change in everyday life.” The descriptive categories embody five concepts that comprise the outcome space (Marton & Booth, 1997) (Table 2).
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Table 2. Experiences of the Usefulness of the Family-Centered Support Conversations: The Perspectives of Young Adults and Their Families Living With Mental Illness.
Facilitating sharing reflections on everyday life
The FCSC facilitated an opportunity to share and reflect on the family’s beliefs on the past, present, and future of everyday family life related to symptoms, problems, challenges, worries, and hopes. This descriptive category includes three concepts: the unfamiliar conversations, a team with mutual understanding, and experiencing a change in the patient approach. The category describes the FCSC in regard to potential benefit for individuals and family, state of consciousness, and degree of confidence after reflecting on everyday family life together with a mental health care professional.
The unfamiliar conversations
How the families experienced the FCSC varied, and for most, it was a new experience, perceived as strange, unpleasant, and uncomfortable but also positive, beneficial, and safe. The patients, who were used to having conversations with mental health care professionals alone, described the FCSC as strange and unpleasant. One patient said, “It’s a bit strange because I don’t usually talk about these things with my mother.” Some of the patient’s symptoms, strain, and difficult thoughts had never been shared with the family prior to the FCSC because it was too hard to talk about. However, when struggling to explain, reveal, and talk with the family about dif
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