Assignment: Intraprofessional Collaboration

Assignment: Intraprofessional Collaboration

Assignment: Intraprofessional Collaboration

ORDER NOW FOR AN ORIGINAL PAPERASSIGNMENT:Assignment: Intraprofessional Collaboration

DNP Reflective Journal

A reflective journal is one of the most effective ways of reflecting on the knowledge and experiences gained in a course. In addition, a reflective journal offers a chance to reflect on the challenges met during the completion of the course and how the course objectives have been met. Therefore, this write-up explores a reflective journal for DNP-805A: Health informatics. The journal explores how the Grand Canyon University’s Doctor of Nursing Practice Program objective and the competencies set forth by the American Association of Colleges of Nursing Essential for Doctoral Education for Advanced Nursing Practice were acquired.  The American Association of Colleges of Nursing Essential for Doctoral Education for Advanced Nursing Practice particularly gives the competencies that need to be achieved by the doctor of nursing candidate (Ahmed et al., 2018).

The Reflection

This reflection on DNP 805 A entails a record and documentation of the learning experiences, course activities, and other undertakings which were used important in meeting the course requirements. As such, approaches, strategies, attempts, experiences, learning, and achievements encountered all form part of the journey. One of the aspects is the use of weekly class assignments and discussion questions. While the weekly assignment was submitted directly for grading, the weekly discussions were open to peers to read, comment, and make replies. Therefore, it offered a chance to interact and engage in various course contents hence contributing to meeting the course objectives and various competencies. It is also worth noting that the learning strategies and approaches used during the DNP 805A course were key in helping the DNP learner to achieve some of the DNP essentials.

The Grand Canyon University’s DNP-805A course was central to the DNP learner’s acquisition of analytical and discussion skills regarding the healthcare and health care information technology regulations, laws, and ethical standards used in nursing informatics to improve patient care. DNP 805 A was also important in helping the learner to acquire skills for evaluating a vast number of health care technology and technological applications used in improving patient outcomes (Kruse & Beane, 2018). The following DNP essentials were achieved during the DNP 805A class.

Essential IV: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

Essential number six is one of the DNP essentials that were achieved during the course. For instance, during this class, the DNP learner explored healthcare technological applications and the use of healthcare informatics in improving patient outcomes. It was a roller-coaster journey studying health care informatics applications in health care. While some of the aspects were straightforward to understand and apply, it was more complex formulating and examples of patient management database systems that can be used to manage patients with specific conditions. Nonetheless, the instructor was helpful with the useful insights and the well-crafted course materials that were effectively used in creating one. Useful healthcare inventions such as Clinical Decision Support System were also explored and how they can be used in preventing medication errors (Sutton et al., 2020).

One of the highlights was the design of a Clinical Decision Support System that could be integrated into the system, and various aspects were explored, including navigation of a possible fellow workers’ resistance concerning the use of the system in the organization (Sutton et al., 2020). The implication is that the DNP learner acquired more skills in leadership approaches application in the patient care environment to improve patient outcomes and ensure that their safety is guaranteed. In addition, various strategies were applied in this regard, including reading, learning, extra reading, scholarly and group discussions as well as project updates.

Designing databases to be used in caring for patients come with various implications and sometimes challenges. Therefore, it was critical that the DNP student analyses various regulations and laws that govern patient information and data security and integrity. Analyzing such laws and regulations was all-important in achieving this DNP essential. Database management systems and databases concepts’ study was also key in learning the relationships between effective database management and patient safety as well as the security of the information (Sutton et al., 2020). In particular, assistive technologies for older adults were explored, and how various elements are used to create enabling environments for adults who have limited mobility and failing balance and gait. Assistive technologies such as smart homes were noted to be effective in improving patient outcomes.

Essential II: Organizational and Systems Leadership for Quality Improvement

The completion of DNP 805A also helped in achieving the second DNP essential, which entails organizational and systems leadership for quality improvement. Throughout the course, various aspects such as medical error prevention, quality in practice, and patient safety were also explored. In particular, healthcare technologies and nursing informatics used in improving patient care quality and patient safety were also explored as well as possible disadvantages, advantages and specific consequences (Feldman et al., 2018). As part of achieving this essential, the DNP scholar also explored some methods applied in patient education to enhance the uptake of these technologies in improving patient care. To enhance the understanding of these applications, presentations to administrators and class discussions and assignments were undertaken, which led to the achievement of the essential. It was also important to achieve the course objectives. Therefore, strategies were applied toward this end. For instance, a comprehensive study and reading of the course materials and external sources were undertaken.

Essential VII: Clinical Prevention and Population Health for Improving the Nation’s Health

            The completion of DNP 805A also allowed the DNP learner to achieve essential number seven which revolves application of various clinical strategies to promote populations’ health and improve the nation’s health. During the course, technology and technological applications used in preventing diseases were studied. For instance, as part of the course, strategies that can be used to prevent and manage pressure ulcers effectively were studied in addition to the screening and diagnostic tools (Kottner et al., 2018). Such strategies are important in improving the population’s health, hence a nation’s health. The use of smart homes in caring for the adult population was also explored. In addition, the use of such environments to enhance adult care and reduce healthcare costs was also studied. Therefore, the study of various technological interventions to prevent, diagnose, treat and manage particular diseases was key in helping the DNP learner achieve this essential.

Conclusion

            This reflective essay has played a critical role in explaining how the DNP learner achieved the requirements and the objectives of DNP 805A and the DNP essentials. The essentials achieved through the course include essential II, essential IV, and essential VII. The reflection has also outlined various strategies and activities to achieve the course objectives and the DNP essentials. The study of the current technological applications used in creating enabling environments for the elderly such as smart homes for better outcomes, was of much importance.

 

References

Ahmed, D. N. P., Stephanie, W., WHNP, L. C., Davis, D. N. P., Sheila, M., & Fuller Ph.D., D. N. P. (2018). DNP Education, Practice, and Policy. Springer Publishing.

Feldman, S. S., Buchalter, S., & Hayes, L. W. (2018). Health information technology in healthcare quality and patient safety: literature review. JMIR Medical Informatics, 6(2), e10264. https://doi.org/10.2196/10264

Kottner, J., Cuddigan, J., Carville, K., Balzer, K., Berlowitz, D., Law, S., … & Haesler, E. (2019). Prevention and treatment of pressure ulcers/injuries: The protocol for the second update of the international Clinical Practice Guideline 2019. Journal of Tissue Viability, 28(2), 51-58. https://doi.org/10.1016/j.jtv.2019.01.001

Kruse, C. S., & Beane, A. (2018). Health information technology continues to show a positive effect on medical outcomes: systematic review. Journal of Medical Internet Research, 20(2), e8793. https://doi.org/10.2196/jmir.8793.

Sutton, R. T., Pincock, D., Baumgart, D. C., Sadowski, D. C., Fedorak, R. N., & Kroeker, K. I. (2020). An overview of clinical decision support systems: benefits, risks, and strategies for success. NPJ Digital Medicine, 3(1), 1-10. https://doi.org/10.1038/s41746-020-0221-y

DNP 805 Week 8 Assignment Reflective Journal

Details:

Learners are required to maintain a reflective journal integrating leadership and inquiry into current practice.

In your journal, reflect on the personal knowledge and skills gained in the this course and address a variable combination of the following: new practice approaches, intraprofessional collaboration, health care delivery and clinical systems, ethical considerations in health care, population health concerns, the role of technology in improving health care outcomes, health policy, leadership and economic models, and/or health disparities. Outline what you have discovered about your professional practice, personal strengths and weaknesses that surfaced, what additional resources and abilities could be introduced to a given situation to influence optimal outcomes, and finally how you met the competencies aligned to this course.

You are not required to submit this assignment to Turnitin.

Submit your reflective journal both to the instructor and in the Typhon Tracking System under the corresponding course section. Failure to submit your journal in both the course room and Typhon systems may result in a grade of Incomplete for the course.In the practice setting this refers to collaboration among different professions. In contrast, intraprofessional education refers to education that occurs when two or more disciplines within the same profession are engaged in learning together and subsequently collaborating in the workplace.INTERDISCIPLINARY COLLABORATION is a vital phenomenon to healthcare providers and patients. The level of collaboration that takes place among providers can directly impact patient outcomes. … An increase in nurse-physician collaborationand communication can improve both patent outcomes2–6 and provider satisfaction.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.