PHILOSOPHIES OF NURSING PRACTICE
Now is the time to commit to a higher level of contribution and practice as a future DNP-prepared nurse and to reflect that commitment in your personal philosophy of nursing practice.
For this first Discussion of the course, you will share your initial thoughts about your personal philosophy of nursing practice. You will draw on your professional experiences, your area(s) of interest and expertise, as well as your personal beliefs. You will also challenge yourself to expand your awareness of issues beyond your own current practice. Finally, you will consider how you will fulfill Walden’s mission to become an agent of positive social change as a future DNP-prepared nurse.
Note: As you work your way through this course, the image above to the upper-right will appear with each Discussion or Blog to remind you that this is an opportunity to connect your thinking with that of your colleagues, to harness the knowledge in the room, and to learn with and from one another.
Resources
· McEwen, M., & Wills, E. M. (2022).
Theoretical basis for nursing (6th ed.). Wolters Kluwer.
· Chapter 1, “Philosophy, Science, and Nursing” (pp. 2–22)
· Chapter 2, “Overview of Theory in Nursing” (pp. 23–50)
· Algase, D. L. (2009).
The centrality of theoretical thinking and the value of empirical evidenceLinks to an external site..
Research and Theory for Nursing Practice, 23(4), 251–252.
Note: This resource is seminal to the field.
· Centers for Disease Control and Prevention. (2024, January 17).
Social determinants of health (SDOH)Links to an external site.
. CDC.
· Fawcett, J. (1999).
The state of nursing science: Hallmarks of the 20th and 21st centuriesLinks to an external site..
Nursing Science Quarterly, 12(4), 311–318.
Note: This resource is seminal to the field.
· Fawcett, J. (2014).
Thoughts about conceptual models, theories, and quality improvement projectsLinks to an external site..
Nursing Science Quarterly, 27(4) 336–339.
Note: This resource is seminal to the field.
· Read, C. Y., Betancourt, D. M. P., & Morrison, C. (2016).
Social change: A framework for inclusive leadership development in nursing educationLinks to an external site..
Journal of Nursing Education, 55(3), 164–167.
· Sebrant, L., & Jong, M. (2020).
What’s the meaning of the concept of caring? A meta-synthesisLinks to an external site..
Scandinavian Journal of Caring Science, 35(2), 353–365.
· Sharma, A., Arpanantikul, M., & Asdornwised, U. (2022).
Nursing knowledge development from the standpoint of philosophical and methodological perspectiveLinks to an external site..
International Journal of Nursing Education, 14(3), 1–6.
· Walden University. (n.d.).
Social determinants of health: Understanding vision health equityLinks to an external site.
.
· Walden University. (n.d.).
Walden University student handbook: Vision, mission, and goalsLinks to an external site.
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· Walden University Library. (n.d.).
Databases A–Z: NursingLinks to an external site.
.
· Fawcett, J. (2014).
Thoughts about conceptual models, theories, and quality improvement projectsLinks to an external site..
Nursing Science Quarterly, 27(4) 336–339.
Note: This resource is seminal to the field.
· Walden University. (2021).
DNP glossaryLinks to an external site.
[Interactive media]. Walden University Canvas.
· Walden University Library. (n.d.).
Evaluating resources: Primary and secondary sourcesLinks to an external site.
.
· Walden University Library. (n.d.).
Library webinar archives: NursingLinks to an external site.
.
Note: View the two videos available at the top of the page:
· Introduction: Nursing and Health Research
· Advanced: Nursing and Health Research
· Walden University, LLC. (2024).
Welcome to the DNP program [Video]. Walden University Canvas.
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
To Prepare
· Review the Learning Resources for this week. Pay special attention to Chapters 1 and 2 of the McEwen & Wills text.
· Reflect on your professional experiences, the expertise you have developed and are continuing to develop, and the personal beliefs about nursing practice that you have formed as a result.
· Consider how your experiences, expertise, and personal beliefs inform the development of your personal philosophy of nursing practice.
· Consider how your personal philosophy intersects with the four nursing domains: person, environment, health, and nursing.
· Consider your goals and plans for expanding your awareness of issues beyond your current practice in alignment with Walden’s mission for social change and the Social Determinants of Health (SDOH) framework.
· Taking all of the above into account, begin formulating your personal philosophy of nursing practice.
By Day 3 Of Week 1
Post the following:
· Explain your initial thinking about your personal philosophy of nursing practice. Be specific and provide examples. Include descriptions of the following:
· Your professional experiences
· Your area(s) of interest and expertise
· Your personal beliefs about nursing practice
· Your goals and plans for expanding your awareness of issues beyond your current practice in alignment with Walden’s mission for social change and the SDOH framework
Note: Your posts should be substantial . supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.
Read a selection of your colleagues’ posts.
RESPOND TO THIS DISCUSSION POST
A D H
Nursing is both an art and a science, guided by compassion, evidence-based practice, and a commitment to holistic patient care (AACN, 20219). My personal philosophy of nursing reflects these core principles, shaped by my professional experiences in critical care and my passion for serving patients during their most vulnerable moments. Working in critical care and the intensive care unit (ICU) has significantly shaped my understanding of nursing practice. Critical care demands precision, adaptability, and empathy. For instance, managing patients on ventilators or supporting families during end-of-life decisions requires not only technical expertise, but also emotional intelligence. These experiences have reinforced my belief that nursing is a vocation rooted in trust, accountability, and the capacity to connect with patients and their families during times of uncertainty.
One particularly memorable experience involved caring for a patient with sepsis who required aggressive intervention, including continuous renal replacement therapy (CRRT) and hemodynamic monitoring. The interdisciplinary teamwork and critical thinking required in this case underscored the importance of collaboration, communication, and evidence-based interventions in achieving positive outcomes. The ICU offers an environment where I can integrate my interests in advanced hemodynamics, critical care pharmacology, and mechanical ventilation (Ginger, 2020). These areas allow me to continually grow and refine my skills while delivering high-quality care to patients with complex conditions. For example, understanding the intricacies of ventilator management enables me to advocate for lung-protective strategies and ensure optimal outcomes for patients with acute respiratory distress syndrome (ARDS).
I believe nursing is more than a career; it is a calling grounded in compassion, advocacy, and resilience (Marmot & Wilkinson, 2023). Nurses play a vital role as patient advocates, bridging gaps in communication and ensuring patient needs are met with dignity and respect (AACN, 20219). Nursing is consistently ranked as one of the most trusted professions, which reflects the public’s reliance on nurses to act in the best interest of their patients (Ginger, 2020). This belief fuels my commitment to delivering patient-centered care that recognizes individuals’ unique experiences, cultures, and values. For example, when caring for patients from diverse cultural backgrounds, I strive to understand their perspectives on health and incorporate culturally sensitive approaches into their care plans.
To align my nursing philosophy with Walden University’s mission of social change, I aim to expand my awareness of health disparities and the social determinants of health (SDOH). These determinants such as socioeconomic status, education, and access to healthcare profoundly influence patient outcomes and must be addressed to achieve health equity. One goal is to actively participate in initiatives that reduce disparities in critical care access. For instance, many underserved populations face barriers to timely interventions in emergencies. By collaborating with community organizations and advocating for policies that increase access to ICU-level care, I hope to contribute to systemic improvements.
Additionally, I plan to engage in lifelong learning through continuing education and research to stay updated on the latest evidence-based practices. For example, exploring how implicit bias affects clinical decision-making in critical care settings can help me become a more equitable and reflective practitioner (Ginger, 2020). My personal philosophy of nursing emphasizes compassion, technical expertise, and advocacy for all patients, especially those in critical care. By expanding my knowledge of SDOH and aligning my practice with social change initiatives, I can contribute to a more equitable healthcare system while maintaining the trust and integrity that define nursing as a profession.
References
American Association of Critical-Care Nurses (AACN). (2019).
AACN Standards for Establishing and Sustaining Healthy Work Environments: A Journey to Excellence.
Giger, J. N. (2020).
Transcultural nursing: Assessment and intervention. Elsevier Health Sciences.
Marmot, M., & Wilkinson, R. G. (Eds.). (2023).
Social determinants of health. Oxford University Press.
World Health Organization (WHO). (2020).
Social determinants of health. World Health Organization.
to an external site.Links to an external site.
