Nursing Theory Makes a Practice Turn in the 21st Century

The author assumes that practice became prominent in nursing theory in the first two decades of the 21st century. The end of the last century saw a burgeoning of literature on what is known as grand theories, their implementation, and evaluation. The era of healthcare quality research began when the Institute of Medicine issued a report on building a safer health system. At this time, the 21st-century literature in nursing took a distinct turn toward practice, influencing nursing theory. The movement to individualize care acted to further this influence. The nurse and patient relationship is the source of data for knowledge development. Established research approaches such as grounded theory and new approaches such as story theory were being used to create nursing theory from practice. Grand theory work moved to the development of instruments to measure the effects of theory in practice, such as that of Watson and Roy. The middle-range theories were developed and seen as closer to and easier to use in practice. The evidence-based practice movement also contributed to the role of theory in practice. These knowledge developments led to nurses having expanded roles in nursing.

A Pilot One Group Feasibility, Acceptability, and Initial Efficacy Trial of LISTEN for Loneliness in Lonely Stroke Survivors

Introduction Loneliness is a prevalent problem for adult stroke survivors, and a known contributor to hypertension, secondary stroke, functional decline, poorer quality of life, and mortality in older adults. LISTEN (Loneliness Intervention using Story Theory to Enhance Nursing-sensitive outcomes), a theoretically based behavioral health intervention designed to target loneliness, in a sample of lonely survivors of ischemic stroke. Objectives: To assess the feasibility and acceptability of LISTEN (Loneliness Intervention using Story Theory to Enhance Nursing-sensitive outcomes) in lonely stroke survivors and to evaluate the initial efficacy of LISTEN for loneliness, depressive symptoms, neurological quality of life, and blood pressure in a sample of lonely survivors of ischemic stroke. Methods: The study design was framed using the psychoneuroimmunology paradigm and employed a prospective non-randomized one group design. Six adult stroke survivors were recruited from a Neurology outpatient clinic. Once consented and enrolled, participants attended 5 sequential weekly group sessions of LISTEN. Evaluations, field notes, and video recordings of each session were used to assess feasibility and acceptability of LISTEN. Quantitative data was collected at enrollment and at 1, 6, and 12 weeks post last LISTEN session to assess initial efficacy on loneliness (revised UCLA loneliness scale), depressive symptoms (PHQ-9), neurological quality of life (NeuroQoL), and blood pressure. SPSS was used for descriptive and comparative data analysis to examine within subject changes. Results: LISTEN was feasible to deliver in the selected clinical setting and participants rated LISTEN as highly useful, organized, and clear with an overall rating as excellent for loneliness. Participants reported significant decline in loneliness and improved scores on three subscales of the NeuroQoL; executive function, positive affect and well-being, and satisfaction with social roles. Recruiting stroke survivors for the trial was time intensive for the study team. Conclusions: Larger randomized trials of LISTEN in stroke survivors are needed to build evidence for the longer term effectiveness of LISTEN on loneliness, depressive symptoms, and quality of life. Future study designs will include planning to diminish barriers to recruitment.

Preparing students for intentional conversations with older adults

This paper presents the findings from a study introducing nursing students to narrative production. The aim was to use Story Theory to inspire students to intentionally collaborate with older people and produce a mini-biography of those individuals. Narrative theory was utilised in four ways: designing an educational intervention; collecting and developing older peoples’ life stories; framing an understanding of the meaning of the stories collected; analysing the significance of the storytelling approach. The paper explains the study approach and findings and outlines the benefits as well as challenges that occurred during the process. Most particularly, the anthology produced has become a tangible reminder about a clinical practice that allowed students to meet frail aged residents and come to know them as vibrant human beings.

Interpreter and Aboriginal Liaison Officer identity construction and positioning

This study employs small story theory (Bamberg, 2006; Bamberg & Georgakopoulou, 2008; Georgakopoulou, 2006, 2015, 2017) and narrative positioning analysis (Bamberg & Georgakopoulou, 2008) to explore stories that are told by interpreters of Aboriginal languages and Aboriginal Liaison Officers (ALOs) when they discuss how they do their work and the challenges they face when interpreting for Aboriginal and Torres Strait Islander patients in hospital settings. Findings indicate that the interpreters and ALOs draw on stories to contribute their understanding of complexities of interpreting for Aboriginal patients and do so through the multiple, shifting positions they attribute to themselves as other social actors in the stories they narrate. These positions are reinforced in the ongoing interaction but are also located across the dataset, illustrating that capital-D discourses or master narratives are invoked to frame the role, skills and attributes of the professionals in this study.

Analisis Buku Matematika Sekolah Menengah Atas Pada Topik Turunan

This study is a textbook analysis based on the view that textbook is a crucial aspect which should be recognized in the process of education development. Derivative topic covered on Indonesian eleventh grade’s mathematics textbook from 2008 to 2017 was chosen to be anlyzed. Furthermore, this study attempted to provide a picture of how the mathematics textbooks covered the topics. The analysis of four textbooks: 2017, 2014, 2009, and 2008 textbooks, was carried out by applying conceptual framework and “mathematical story” theory derived from literary theory. The result showed that the 2008 book had the widest range of contexts involved in derivative concept explanation. Meanwhile, all of the books were lack of discussion on derivative as a function within graph, verbal, and physics contexts. Furthermore, the narrative analysis showed that the 2017 and 2014 textbooks provide the most promising “mathematical story” for fostering reader’s curiosity. In addition, the 2017 and 2014 book also offered more multifaceted lesson in comparison with the other textbooks.

Recalcitrant Framing in Kate Chopin’s “Her Letters”

Short story theory in English allows for an analysis of certain particularities of the genre. This article addresses the story “Her Letters,” by Kate Chopin, from the perspective of textual framing: intratextual, extratextual, intertextual and circumtextual views. The recalcitrance resulting from the interplay of these frames produces a reading of the story from the subversive position of the female protagonist and the letters she leaves upon her death, letters that frame the binomial silence/word.