NR 501 Week 5 Annotated Bibliography
Student Name
Chamberlain University
NR-501: Theoretical Basis for Advanced Nursing Practice
Prof. Name
Date
Health Belief Model
Annotated Bibliography
Cengiz, B., Bahar, Z., & Canda, A. E. (2020). The Effects of Patient Care Results of Applied Nursing Intervention to Individuals With Stoma According to the Health Belief Model. Cancer Nursing, 43(2), E87–E96. https://doi.org/10.1097/NCC.0000000000000692
This study examined the impact of nursing interventions based on the Health Belief Model (HBM) for individuals who recently underwent stoma surgery. Adapting to life with a stoma can be challenging, often requiring patients to alter their self-care routines and overcome emotional barriers. The researchers aimed to determine whether HBM-guided home-based nursing care improved recovery outcomes and adaptation to lifestyle changes.
The research design was a semi-experimental study that utilized both pre-test and post-test evaluations with an intervention and a control group. A total of 61 participants were enrolled, with 30 receiving structured nursing care aligned with HBM principles and 31 placed in the control group. Findings highlighted that ongoing consultation and guidance improved patients’ ability to adjust to living with a stoma.
HBM provided a framework for identifying perceived challenges, which enabled nurses to reduce patients’ psychological and practical barriers. Patients reported improved self-care behaviors, increased motivation, and better adaptation when they understood the benefits of health practices. By reshaping patients’ beliefs about stoma care, HBM fostered stronger self-efficacy and healthier long-term outcomes.
Table: Study Summary – Health Belief Model
| Element | Details |
|---|---|
| Design/Method | Semi-experimental, with pre-test, post-test, and control group |
| Sample/Setting | 61 stoma patients (30 intervention, 31 control) |
| Framework Used | Health Belief Model (HBM) |
| Key Variables | Adaptation to stoma, perceived barriers, self-care behaviors |
| Findings | HBM-guided care improved adaptation, reduced barriers, and promoted self-care |
Application to Practice
As a future nurse practitioner, I see the value of HBM in addressing patients’ perceptions of barriers and benefits when teaching them about chronic illness or postoperative care. By integrating this model into discharge education, I can empower patients to take ownership of their recovery. The approach not only improves adherence to self-care but also builds collaborative relationships where patients feel supported in overcoming health challenges.
Social Cognitive Theory
Annotated Bibliography
Irvine, S., Williams, B., Özmen, M., & McKenna, L. (2019). Exploration of self-regulatory behaviours of undergraduate nursing students learning to teach: A social cognitive perspective. Nurse Education in Practice, 41, 102622. https://doi.org/10.1016/j.nepr.2019.102622
The Social Cognitive Theory (SCT) emphasizes self-regulation, learning through observation, and the role of self-efficacy in shaping behaviors. This study focused on how undergraduate nursing students applied self-regulation strategies while engaging in peer-teaching during their clinical placements.
The qualitative study used questionnaires and interviews to gather data. Results showed that structured peer-teaching improved self-confidence and strengthened self-regulated learning practices. Nursing students demonstrated greater awareness of their learning progress and actively influenced their own motivation and cognitive strategies.
SCT highlights the interaction between personal beliefs, social environments, and behaviors. In this study, peer-learning not only enhanced self-efficacy but also provided an environment for observational learning and professional skill development.
Table: Study Summary – Social Cognitive Theory
| Element | Details |
|---|---|
| Design/Method | Qualitative design using questionnaires and interviews |
| Sample/Setting | Undergraduate nursing students in peer-teaching contexts |
| Framework Used | Social Cognitive Theory (SCT) |
| Key Variables | Self-efficacy, motivation, peer-teaching, confidence in learning |
| Findings | Peer-teaching improved confidence, self-regulated learning, and motivation |
Application to Practice
In my future role, applying SCT will help me develop self-regulation strategies during both learning and clinical practice. Engaging in peer-learning and reflective practice can enhance my ability to monitor progress, adapt strategies, and strengthen motivation. Additionally, SCT provides insight into how I can mentor future students by encouraging observational learning and confidence-building, both of which are critical for professional growth in nursing.
Family Systems Theory
Annotated Bibliography
Looman, W. S. (2019). Teaching systems thinking for advanced family nursing practice: A theory-based tool. Journal of Family Nursing, 26(1), 5–14. https://doi.org/10.1177/1074840719893079
The Family Systems Theory (FST) views families as interconnected systems in which changes to one member affect the entire unit. This study examined the use of the Family Nursing Assessment and Intervention Map (FN-AIM) in graduate-level nursing education to promote system-based approaches to family care.
NR 501 Week 5 Annotated Bibliography
Graduate nursing students applied FN-AIM to design interventions that addressed both individual and family health needs. Findings revealed that students gained stronger systems-thinking skills, allowing them to understand families as complex, interdependent units. This approach improved clinical competence and prepared students to address health outcomes at both the individual and family level.
Table: Study Summary – Family Systems Theory
| Element | Details |
|---|---|
| Design/Method | Application of FN-AIM in graduate nursing education |
| Sample/Setting | 30 graduate nursing students |
| Framework Used | Family Systems Theory (FST) |
| Key Variables | Systems thinking, family interventions, holistic practice |
| Findings | Improved capacity to treat families as interconnected systems |
Application to Practice
In future practice, adopting FST will allow me to develop holistic care plans that consider family dynamics, communication patterns, and shared health responsibilities. By focusing on the family unit rather than the individual alone, I can foster sustainable health outcomes and create interventions that address both physical and emotional needs. This systemic approach is particularly beneficial in managing chronic conditions, where family support plays a central role in long-term patient well-being.
References
Cengiz, B., Bahar, Z., & Canda, A. E. (2020). The Effects of Patient Care Results of Applied Nursing Intervention to Individuals With Stoma According to the Health Belief Model. Cancer Nursing, 43(2), E87–E96. https://doi.org/10.1097/NCC.0000000000000692
NR 501 Week 5 Annotated Bibliography
Irvine, S., Williams, B., Özmen, M., & McKenna, L. (2019). Exploration of self-regulatory behaviours of undergraduate nursing students learning to teach: A social cognitive perspective. Nurse Education in Practice, 41, 102622. https://doi.org/10.1016/j.nepr.2019.102622
Looman, W. S. (2019). Teaching systems thinking for advanced family nursing practice: A theory-based tool. Journal of Family Nursing, 26(1), 5–14. https://doi.org/10.1177/1074840719893079