Identify a middle range theory in nursing that has links to a non-nursing theory. Describe the theory and explain the relationship to the related non-nursing theory. Connect the selected middle range theory to nursing research or advanced nursing practice. Responses #1 KB The middle range theory that I chose is Motivation in health behavior by Cox. Basically, it identifies the determinants of a person’s behavior towards their health then their perceived ability to navigate their health matters. In other words, how they see their health, what choices and external factors influence their health. Then how do they respond to those choices and perceptions. I like this theory because regardless of the health problem, issues, or wellness, we are only as good as our perception and understanding of it. There-in lies the choice. Do we let things (conditions, external events, finances, healthcare promotion and wellness, life choices) happen to us, or might we forge our own path and make our own destiny by educating ourselves and taking control of the factors that we can control (Younas & Quennell, 2019)? Cox’s theory is used as a framework on which to build nursing/patient centered relationships by educating, promoting good behaviors, and reinforcing good choices. This theory fits well in many healthcare scenarios but the article I have referenced addressed women’s health and was a great example. The variables will change from scenario to scenario but the take-away for most instances is that this theory is centered around the patient’s choices, the support that they have or perceive to have, and consideration of the variables in that specific study or practice in which the theory is being used. This theory considers the whole: psychological, physiological, behavioral, social, and wellbeing of the patient. (Kim et al., 2020) This middle range nursing theory goes hand in hand with the non-nursing theory of Bandura’s social learning theory. Bandura’s theory proposes that developing internal and external healthy thoughts, behaviors, and actions, promotes well-being, thereby creating more educated individuals that make better choices (Yildirim et al., 2020). And the opposite is true. If a patient does not believe they can understand or change their outcomes or behavior, even if they have the ability to do so, they most likely won’t even try. This is why the nurse patient relationship is so important. If we as healthcare providers can promote, educate and reinforce those positive beliefs and behaviors, we and those we serve can affect lasting change in a patient’s life (Bektas et al., 2008). Bektas, Murat, and Candan Ozturk. 2008. “Effect of Health Promotion Education on Presence of Positive Health Behaviors, Level of Anxiety and Self-Concept.” Social Behavior & Personality: An International Journal 36 (5): 681–90. doi:10.2224/sbp.2008.36.5.681. Kim, Y., Lee,H., Ryu, G., (2020). Theoretical evaluation of Cox’s interaction model of client health behavior for health promotion in adult women. Korean Journal of Women Health Nursing. 26(2):121-130. doi:10.4069/kjwhn.2020.06.13 Yildirim, H., Isik, K., Gulcek, E., & Aylaz, R. (2020). Effect of the education which is offered in accordance with Bandura’s social learning theory on children’s health locus of control, perceptions, and behaviors. International Journal of Caring Sciences, 13(2), 1365–1371. Younas, A., & Quennell, S. (2019). Usefulness of nursing theory-guided practice: an integrative review. Scandinavian Journal of Caring Sciences, 33(3), 540–555. https://doi.org/10.1111/scs.12670 #2 laure ham Pender’s Health Promotion Model (HPM) was based on expectancy-value theory and social cognitive theory and applied for nursing (McEwen & Wills, 2019). Pender’s HPM was used to help determine what factors influence a person’s health decisions and encourage them or hinder them from making healthy choices (McEwen & Wills, 2019). Pender’s model has been used for many studies, many of which involve health education or the determining of how certain behaviors will affect a person’s health (McEwen & Wills, 2019). Expectancy-value theory is typically a study of cause and effect (Schnettler et al., 2020). For instance, one study by Schnettler et al. (2020) uses expectancy-value theory to determine why more university are not completing their degrees. It examines what motivates the students and what causes them to stay in school and complete their degrees versus end their education before their degree is completed (Schnettler et al., 2020). The social-cognitive theory, on the other hand, is the theory that if people believe they can control the outcome, they are more likely to make better choices to get to that outcome (Romeo et al., 2021). For instance, in the study by Romeo et al. (2021), they studied people’s behavior changes that resulted from using a physical activity application. In the case of this study, the app did not change people’s behavior, but the social cognitive theory was the basis for the study (Romeo et al., 2021). Both expectancy-value theory and social cognitive theory find their basis in psychology, but both are very applicable for nursing theory as well (McEwen & Wills, 2019). A study by Gorbani et al. (2020) use Pender’s HPM to predict how patients would change their lifestyle after getting a diagnosis of diabetes and to help plan interventions for treatment. The study showed that HPM could help set the framework for patient interventions that were tailored for each patient (Gorbani et al., 2020). All of these studies relate to advanced nursing practice as they demonstrate how theory is applicable to patient care. Theory sets the framework for research, and research can be applied to care, allowing us to provide the best available practices for our patients. This is an invaluable asset, and knowledge of theory only helps us to provide better care. References Gorbani, F., Mahmoodi, H., Sarbakhsh, P., & Shaghaghi, A. (2020). Predictive performance of Pender’s health promotion model for hypertension control in Iranian patients. Vascular Health and Risk Management, 16, 299–305. https://doi.org/10.2147/VHRM.S258458 McEwen, M., & Wills, E.M. (2019). Theoretical Basis for Nursing (5th ed.). Wolters Kluwer. Romeo, A. V., Edney, S. M., Plotnikoff, R. C., Olds, T., Vandelanotte, C., Ryan, J., Curtis, R., & Maher, C. A. (2021). Examining social-cognitive theory constructs as mediators of behaviour change in the active team smartphone physical activity program: A mediation analysis. BMC Public Health, 21(1), 1–11. https://doi.org/10.1186/s12889-020-10100-0 Schnettler, T., Bobe, J., Scheunemann, A., Fries, S., & Grunschel, C. (2020). Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university. Motivation & Emotion, 44(4), 491–507. https://doi.org/10.1007/s11031-020-09822-w 

What competitor information categories are useful in competitor analysis? Are these categories appropriate for health care organizations? How can these information categories provide focus for information gathering and strategic decision making? Why is it important to clearly define the service area? How does managed care penetration affect service area definition? Professional Development:  Conduct a service area competitor analysis within your community. Keep it fairly small in scope (i.e. laser hair removal business, extended care facility for ventilator-dependant patients, etc.) so that it is manageable. Begin by introducing the macro issues (general and health care) and then use this outline as an initial guide: Specify the Service Category Delineate the Service Area. General Economic Demographic Psychographic Health Status Perform a Service Area Structure Analysis Threat of New Entrants Intensity of Rivalry Threat of Substitutes Power of Customers Power of Suppliers Do a Competitor Analysis/Identify Service Category Critical Success Factors  Competitor Strengths and Weaknesses Critical Success Factors Strategic Groups Map Competitors Likely Responses of Competitors Identify and Map Strategic Groups Provide a Synthesis.

Purpose: To investigate & integrate knowledge of advanced nursing practice, scholarly inquiry, & leadership by examining a policy at the level of clinical practice, health care systems, or public/social health policy. Students are to submit a paper between 5-8 pages long excluding title page and reference pages. Paper must be organized according to the guidelines below and should include all the identified sections as required. Paper must be completed in APA format and contain current scholarly sources dated from 2014 until current. student may choose one of these topic to do their paper on. -Abortion clinic access-Planned Parenthood funding-Correctional health-LGBTQ health-Tobacco regulation -Veterans health-Medicaid-Medicare-Prescription drugs-Managed health care-Clean Air act-Clean Water act-NIH reauthorization-Head Start-Healthcare reform Introduction:10 points - Generally, define and describe the policy issue to be addressed. - Identify the purpose of analysis, the targeted level of policy (i.e., clinical practice, health care systems, or public/social health) & significance of topic. -Identify questions the policy analysis is intended to address. Background: 10 points - Provide details of the issue or problem, including its nature/scope, relevant literature & history, & the context within which the issue exists. - Describe existing policy addressing the issue, if any. - Discuss strengths and shortcomings in existing policy. -Identify & describe key stakeholders (individuals & groups) that are or will be affected by the policy and why. Analysis:15 points -Identify alternative policies to achieve objectives. - Establish/identify criteria that will be used for selection of “best” policy. - Evaluate each alternative & its potential impact relative to the healthcare and patient outcomes. -Assess the trade-offs between alternatives. Recommendations: 15 points -Based on the analysis, identify the “best” alternative to address the current issue & policy situation. -Provide rationale for selection. -Describe possible strategies to implement selected alternative. -Identify barriers to implementation of selected alternative. - Describe methods to evaluate policy implementation. Discussion: 20 points -Discuss analysis & recommendations relative to the original questions identified, and the level of policy it is intended to address (i.e., clinical practice, health care systems, or public). - Identify limitations of analysis. -Discuss implications for practice, education, research, & policy- making. Conclusion:15 points -Summarize findings & recommendations of analysis. - Identify questions to be addressed in future studies or policy analyses. References:15 points -List all references cited in paper. Must be completed in APA format.