1. Carla Boomershine Sandra Kommit Emily McIntire Tamara Mohr
Diverse Discipline Theory Derivation and
Application to Nurse Educator Role
Carla Boomershine Sandra Kommit Emily McIntire Tamara Mohr

2. Introduction to Theory
Theory is as important to nursing as oxygen is to life!
Describes nursing phenomena
Guides nursing practice
Facilitates nursing research
Nursing incorporates theories from other disciplines when needed
Nursing Student Success incorporates self- transcendence, self-efficacy, and communities of practice

3. Retention of Knowledge
Ensures students are able to complete nursing coursework
Important for passing licensure exams
Makes competent, successful, safe nurses
Critical in nursing shortage
Roberta Spohn statement still true today:
“Although there are recurring reports of manpower shortages in many other professional fields, nursing seems to enjoy the dubious distinction of continually suffering from this condition” (Spohn, 1954, p. 865).

4. If the nurse educator fails to provide and implement successful teaching strategies, the student nurse will not retain necessary knowledge to succeed, and the threatening nursing shortage will continue to rise.
(Chinn & Kramer, 2008)

5. Lecture is sooo boring…. I can’t stay awake!

6. Barriers to Learning
Cognitive style / cognitive processing needs of nursing students
Diversity / demographics – student age, race, culture, etc.
Must ensure above average competency in first medical-surgical class (diversity in student progress and implications of such)
Must consider the diversity of student progress and underlying implications
- Identifying at-risk students and recognizing barriers = nursing student success.

7. Problems Encountered When Ensuring Success
Time Constraints
- extreme amount of content covered in nursing curricula means no time for self evaluation or debriefing
Financial Constraints
- simulation activities are costly
Nurse Educator Shortage
- demand for nursing students = demand for competent academic nurse educators

8. Non-Nursing Theory #1 Self-Efficacy (Bandura, 1997)

9. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Non-Nursing Theory #1
Self-Efficacy
(Bandura, 1997)
Vicarious experience – performance of a task
Social persuasion – Encouraging words from an authority figure who knows how to complete the task
Physiological feedback – Understanding what an individual’s body is experiencing, such as fatigue and tension

10. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Non-Nursing Theory #1
Self-Efficacy
(Bandura, 1997)
Vicarious experience – performance of a task
Social persuasion – Encouraging words from an authority figure who knows how to complete the task
Physiological feedback – Understanding what an individual’s body is experiencing, such as fatigue and tension
Watching others complete the task is important to gain confidence; abilities can improve by performing the task with an expert who gives encouragement, helping to gain assurance and motivation
Once the task is performed successfully confidence will increase
Interpreting personal physical condition – need to recognize body signals of stress
3 principles work together to build self-confidence

11. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Non-Nursing Theory #1
Self-Efficacy
(Bandura, 1997)
Vicarious experience – performance of a task
Social persuasion – Encouraging words from an authority figure who knows how to complete the task
Physiological feedback – Understanding what an individual’s body is experiencing, such as fatigue and tension
Watching others complete the task is important to gain confidence; abilities can improve by performing the task with an expert who gives encouragement, helping to gain assurance and motivation
Once the task is performed successfully confidence will increase
Interpreting personal physical condition – need to recognize body signals of stress
3 principles work together to build self-confidence
Building confidence may help the person learn how to complete a task but it does not guarantee they will continue to complete the task or retain confidence

12. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Non-Nursing Theory #1
Self-Efficacy
(Bandura, 1997)
Vicarious experience – performance of a task
Social persuasion – Encouraging words from an authority figure who knows how to complete the task
Physiological feedback – Understanding what an individual’s body is experiencing, such as fatigue and tension
Watching others complete the task is important to gain confidence; abilities can improve by performing the task with an expert who gives encouragement, helping to gain assurance and motivation.
Once the task is performed successfully confidence will increase
Interpreting personal physical condition – need to recognize body signals of stress
3 principles work together to build self-confidence
Building confidence may help the person learn how to complete a task but it does not guarantee they will continue to complete the task or retain confidence
Can be used in nursing education to assist students in finding confidence while learning in a healthcare environment that can be intimidating
Helping the student to interpret the physiological conditions while in nursing school would be a great benefit
The use of physiological feedback, observation, verbal encouragement , and first time success can be powerful tools for the nursing educator

13. Non-Nursing Theory #2 Communities of Practice (Lave & Wenger, 1991)

14. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Non-Nursing Theory #2
Communities of Practice
(Lave & Wenger, 1991)
Domain – shared area of interest; commitment and shared competence; more than just a network of people or club of friends
Community – members engage in joint activities and discussions; help each other and share information; relationships and trust built through these interactions
Practice – members are practitioners; develop a shared repertoire of resources (stories, experiences, tools, etc.); involves time and sustained interaction

15. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Non-Nursing Theory #2
Communities of Practice
(Lave & Wenger, 1991)
Domain – shared area of interest; commitment and shared competence; more than just a network of people or club of friends
Community – members engage in joint activities and discussions; help each other and share information; relationships and trust built through these interactions
Practice – members are practitioners; develop a shared repertoire of resources (stories, experiences, tools, etc.); involves time and sustained interaction
Communities of practice are everywhere; people can be involved in several of them; they can change over the course of a lifetime
People can be core or peripheral members; peripheral members may become motivated to become more active and central to the community
Learning can be unintentional when involved in communities; students may be motivated to hone skills to become more like members they admire
Build relationships and foster trust over a period of time
Give rise to the ability to take on larger/more complex tasks through cooperation

16. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Non-Nursing Theory #2
Communities of Practice
(Lave & Wenger, 1991)
Domain – shared area of interest; commitment and shared competence; more than just a network of people or club of friends
Community – members engage in joint activities and discussions; help each other and share information; relationships and trust built through these interactions
Practice – members are practitioners; develop a shared repertoire of resources (stories, experiences, tools, etc.); involves time and sustained interaction
Communities of practice are everywhere; people can be involved in several of them; they can change over the course of a lifetime
People can be core or peripheral members; peripheral members may become motivated to become more active and central to the community
Learning can be unintentional when involved in communities; students may be motivated to hone skills to become more like members they admire
Build relationships and foster trust over a period of time
Give rise to the ability to take on larger/more complex tasks through cooperation
Some communities of practice may be weak or have power imbalances which may inhibit new member entry and participation
It may be difficult for some members to find time to devote themselves to a community of practice

17. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Non-Nursing Theory #2
Communities of Practice
(Lave & Wenger, 1991)
Domain – shared area of interest; commitment and shared competence; more than just a network of people or club of friends
Community – members engage in joint activities and discussions; help each other and share information; relationships and trust built through these interactions
Practice – members are practitioners; develop a shared repertoire of resources (stories, experiences, tools, etc.); involves time and sustained interaction
Communities of practice are everywhere; people can be involved in several of them; they can change over the course of a lifetime
People can be core or peripheral members; peripheral members may become motivated to become more active and central to the community
Learning can be unintentional when involved in communities; students may be motivated to hone skills to become more like members they admire
Build relationships and foster trust over a period of time
Give rise to the ability to take on larger/more complex tasks through cooperation
Some communities of practice may be weak or have power imbalances which may inhibit new member entry and participation
It may be difficult for some members to find time to devote themselves to a community of practice
Nursing students become their own communities of practice due to shared interest in nursing education
Students learn from each other when involved in communities of practice
Students farther along in nursing program can mentor and act as role models for newer students
Communities of practice provide support for members, which is critical in nursing school

18. Nursing Theory Self-Transcendence (Reed, 1991)

19. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Nursing
Self-Transcendence Theory
(Reed, 1991)
Self-Transcendence – human capacity to expand one’s boundaries intra-personally, extra-personally, temporally, or trans-personally
Well-being – personally defined sense of wholeness and health
Vulnerability – sense of personal mortality in response to significant life events and challenges
Moderating / Mediating Factors – variables that can positively or negatively influence self-transcendence
Points of intervention – external actions which can potentiate inner resources or external factors

20. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Nursing
Self-Transcendence Theory
(Reed, 1991)
Self-Transcendence – human capacity to expand one’s boundaries intra-personally, extra-personally, temporally, or trans-personally
Well-being – personally defined sense of wholeness and health
Vulnerability – sense of personal mortality in response to significant life events and challenges
Moderating / Mediating Factors – variables that can positively or negatively influence self-transcendence
Points of intervention – external actions which can potentiate inner resources or external factors
Simple, clear, logical, and comprehensive with easily understood concepts facilitate understanding of the human capacity to overcome adversity
Acknowledges the multi-dimensional nature of humans
Well validated in a variety of interest groups and settings
Encourages self-reflection and self-awareness

21. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Nursing
Self-Transcendence Theory
(Reed, 1991)
Self-Transcendence – human capacity to expand one’s boundaries intra-personally, extra-personally, temporally, or trans-personally
Well-being – personally defined sense of wholeness and health
Vulnerability – sense of personal mortality in response to significant life events and challenges
Moderating / Mediating Factors – variables that can positively or negatively influence self-transcendence
Points of intervention – external actions which can potentiate inner resources or external factors
Simple, clear, logical, and comprehensive with easily understood concepts facilitate understanding of the human capacity to overcome adversity
Acknowledges the multi-dimensional nature of humans
Well validated in a variety of interest groups and settings
Encourages self-reflection and self-awareness
Relies on the ability of the individual to recognize and express vulnerability and needs
Spiritual nature of the theory may be misunderstood or misinterpreted

22. Evaluation Grid Theory Concepts Strengths Weaknesses
Application to Theory
Nursing
Self-Transcendence Theory
(Reed, 1991)
Self-Transcendence – human capacity to expand one’s boundaries intra-personally, extra-personally, temporally, or trans-personally
Well-being – personally defined sense of wholeness and health
Vulnerability – sense of personal mortality in response to significant life events and challenges
Moderating / Mediating Factors – variables that can positively or negatively influence self-transcendence
Points of intervention – external actions which can potentiate inner resources or external factors
Simple, clear, logical, and comprehensive with easily understood concepts facilitate understanding of the human capacity to overcome adversity
Acknowledges the multi-dimensional nature of humans
Well validated in a variety of interest groups and settings
Encourages self-reflection and self-awareness
Relies on the ability of the individual to recognize and express vulnerability and needs
Spiritual nature of the theory may be misunderstood or misinterpreted
Broad interpretation of concepts triggering vulnerability makes it useful in creating an interventional framework to support students in meeting educational challenges by the following:
Identification of intervention points
Identification of mediating factors for supporting student success
Recognition of importance of social support in achieving success
Reinforcement of self-efficacy concepts

23. Putting It All Together

24. Compiled Evaluation Grid Diverse Theory
Concepts
Strengths
Weaknesses
Application To
Educator Role
Non Nursing Theory #1
Self-Efficacy
(Bandura, 1997)
Main Concepts:
Vicarious experience
Social persuasion
Physiological feedback
1. Abilities can improve by performing the task with an expert for increased confidence.
2. Self-awareness of our own physical condition and stress levels.
3. Three principles work together to build a higher level of self-confidence or self-efficacy
1. Building confidence may help the person learn how to complete a task but it does not mean they will continue to complete the task or retain the confidence.
1. This theory could be used in nursing education to assist students in finding confidence while learning in a health care environment that can be so intimidating.
2. Helping the student to interpret the physiological conditions while in nursing school would be a great benefit.
3. The use of physiological feedback, observation, verbal encouragement, and first time success can be powerful tools for the nursing educator.
Non Nursing Theory #2
Communities of Practice
(Lave & Wenger, 1991)
Communities of Practice:
Domain
Community
Practice
1. Communities of practice…
…are everywhere;
… build relationships and foster trust over time
…give rise to the ability to take on increasingly complex projects
2. Members can be core or peripheral
3. Learning can be unintentional
1. Some communities of practice may be weak, or have power imbalances which may inhibit new member entry and participation.
2. It may be difficult for some members to find time to devote themselves to a community of practice.
1. Nursing students become their own communities of practice
2. Students learn from each other when involved in their communities of practice as mentors and ole models
3. Communities of practice provide support for members, which is important in nursing school.
Nursing Theory
Self-Transcendence
(Reed, 1991)
Well-Being
Vulnerability
Secondary Concepts:
Moderating/Mediating Factors
Points of Intervention
1. Simple, clear, logical, well validated , and comprehensive with easily understood concepts facilitate understanding of the human capacity to overcome adversity
2. acknowledges the multidimensional nature of humans
3. encourages self-reflection and self-awareness
1. Relies on the ability of the individual to recognize and express vulnerability and needs
2. Spiritual nature of the theory may be misunderstood or misinterpreted
1. Concepts useful in creating an interventional framework to support students in meeting educational challenges by:
-identification of intervention points
- identification of mediating factors for supporting student success
-recognition of importance of social support in achieving success
- reinforcement of self-efficacy concepts
Compiled Concepts Related to Nursing Education Role: Nursing students create their own community of practice through their shared interest in nursing education as they learn from each other, act as role models, mentor, and support each other through the nursing educational experience. Self-awareness of physiological feedback, combined with observation, verbal encouragement, and first time success can be powerful tools for both the nursing student and nursing educators, especially when used within the context of nursing education to assist students in finding confidence while learning in a health care environment that can be so intimidating. Finally, recognition of vulnerability triggers, intervention points, and mediating factors that encourage student success facilitate the creation of an interventional framework that allows students to transcend educational challenges.

25. Synthesis of Concepts
Self-transcendence, self-efficacy, and communities of practice combine to support nursing student success
Communities of Practice Theory:
Support groups
Mutual interest in nursing
Help decrease attrition rates (Rouse & Rooda, 2010)
Foster trust, motivation, and additional learning

26. Synthesis of Concepts Self-efficacy Theory: Self-transcendence Theory:
Social persuasion by encouraging peers with words and providing means for successful outcomes
Student gains confidence with watching, then doing, a skill
Students interprets physiological symptoms related to stress
Self-transcendence Theory:
Offers students explanation of vulnerability felt in nursing school
Helps find ways of coping and dealing with nursing school stress
Realizes the need for social support and emphasizes self-efficacy

27. Nursing students create their own communities of practice through shared interest in nursing education, learning from each other, acting as role models, mentoring, and supporting each other. Self-awareness of physiological feedback, combined with observation, verbal encouragement, and first time success are powerful tools for both nursing students and nurse educators.
Recognition of vulnerability triggers, intervention points, and mediating factors that encourage student success facilitate the creation of an interventional framework that allows students to transcend educational challenges.

28. These traits provide the basis for nursing student success.
These three theories are excellent when used together in nursing education. Research has shown that attrition rates decrease when students find support in challenging situations (Rouse & Rooda, 2010). Combining these theories into one provides a way in which nurse educators can foster self-confidence, trust, motivation and additional learning in their students.
These traits provide the basis for nursing student success.

29. References
References Bandura, A. (1997). Insights, self-efficacy. Harvard Mental Health Letter, 3(4), 4-6. Chinn, P. L., & Kramer, M. K. (2008). Integrated theory and knowledge development in nursing (7th ed.) St. Louis, MO: Mosby Elsevier Coward, D. D. (2010). Pamela G. Reed: Self-transcendence theory. In: M. R. Alligood & A. M. Tomey (Eds.), Nursing Theorists and Their Works (7th ed., pp ). Maryland Heights, MO: Mosby Elsevier Communities of Practice (Lave and Wenger) (n.d.) Learning-Theories.com. Retrieved from Jeffreys, M. (2007). Tracking students through program entry, progression, graduation, and licensure: Assessing undergraduate nursing student retention and success. Nurse Educator Today, 27(5), Noble, K., Miller, S., & Heckman, J. (2008). The cognitive style of nursing students: Educational implications for teaching and learning. Journal of Nursing Education, 47(6), Peterson, S. J., & Bredow, T. S. (2009). Middle range theories: Application to nursing research (2nd ed.). St. Paul, MN: Wolters Kluwer / Lippincott Williams & Wilkins

30. References
Reed, P. G. (2008). Theory of self-transcendence. In: M. J. Smith & P. R. Liehr (Eds.), Middle range theory for nursing (2nd ed., pp ). New York: Springer Publishing Reed, P. G. (1991). Toward a nursing theory of self-transcendence: Deductive reformulation using developmental theories. Advances in Nursing Science, 13(4), Rouse, S. & Rooda, L. (2010). Factors for attrition in an accelerated baccalaureate nursing program. Journal of Nursing Education, 49(6), doi: / Schoening, A. M. (2009). The journey from bedside to classroom: Making the transition from nurse to nurse educator. Retrieved from s Smith, M. K. (2009). Communities of practice: The encyclopedia of informal education. Retrieved from Spohn, R. R. (1954). Some facts about the nursing shortage. American Journal of Nursing, 54(7), Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from

31. The End!