The model chosen for this discussion is Shuler’s Nurse Practitioner Practice model. This particular model exemplifies a traditional, holistic approach to care. In fact, Hamric et al. (2019) discusses, “Shuler’s Nurse Practitioner Practice Model is a complex systems model that is holistic and wellness oriented,” (p. 49). This model is limited in the organization of beliefs and knowledge about advanced practice nursing in that it focuses solely on holism. Furthermore, “Nurse practitioner textbooks and materials are medically focused, and few provide a holistic approach with practice essentials from a nursing perspective,” (Wood, 2020, p. 58). Although this does support the idea that this model has limitations in regards to furthering knowledge about advanced practice nursing, this model provides structure for research on advanced practice nursing. This is because traditional nursing began as a holistic form of care.
Moreover, this model does provide a coherent structure that includes advanced practice nursing concepts that are related to one another. “The model addresses important components of advanced practice nursing: (1) nursing’s metaparadigm (person, health, nursing, and environment; (2) the nursing process; (3), assumptions about patients and [nurse practitioners (NPs)]; and (4) theoretical concepts relevant to practice,” (Hamric et al., 2019, p. 49). Thus, the model interconnects various components of advanced practice nursing. To say it differently, the model takes into consideration the individual as a whole including their holistic needs, assumptions about the patients and nurse practitioners in order to create a strong and positive nurse practitioner-patient bond, and utilizes the nursing process and theoretical concepts to address health prevention, promotion, and wellness. In regards to curriculum development, however, Shuler’s Nurse Practitioner Practice Model continues to serve as a qualitative basis. In truth, as Kinchen (2015) points out, “Recent studies regarding the incorporation of holistic values in NP education reveal that, while faculty members are actively engaged in promoting awareness of holistic principles in educating NPs, and students strive to incorporate these principles…these studies utilized largely qualitative methods and did not quantitatively address practitioners’ or patients’ perceptions of NP care,” (p. 154). While qualitative data is important, it is imperative to include quantitative data through different conceptual models.
Lastly, this model does allow practitioners to see the bigger picture so that they are able to provide holistic and comprehensive care. “Schuler describes NP practice as assessing patients from a holistic perspective, developing a mutually agreeable, self-care oriented treatment plan, considering nonpharmacological treatments including alternative healing practices, functioning within a multidisciplinary team, and enhancing the patient’s movement toward improved wellness,” (Kinchen, 2015, p. 146).
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