Managing professional nursing career Discussion

Managing professional nursing career Discussion

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Question Description
Purpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3805 course.

Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:

The students will be able to identify the evolution and history of the nursing profession (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
The student will identify the scope of the nursing practice (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
The student will identify the importance of the evidence-based practice in the nursing profession and its impact on the healthcare guidelines (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
The student will be able to identify the different roles in the nursing profession (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
Points

This assignment is worth a total of 100 points (10%).

Due Date

Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.

Requirements
The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
The length of the reflection is to be within three to six pages excluding title page and reference pages.
APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

Course Reflection
Conclusion
Preparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3805 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

“Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice.
Use telecommunication technologies to assist in effective communication in a variety of healthcare settings.
Apply safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
Understand the use of CIS systems to document interventions related to achieving nurse sensitive outcomes.
Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes.
Evaluate data from all relevant sources, including technology, to inform the delivery of care.
Recognize the role of information technology in improving patient care outcomes and creating a safe care environment.
Uphold ethical standards related to data security, regulatory requirements, confidentiality, and clients’ right to privacy.
Apply patient­care technologies as appropriate to address the needs of a diverse patient population.
Advocate for the use of new patient care technologies for safe, quality care.
Recognize that redesign of workflow and care processes should precede implementation of care technology to facilitate nursing practice.
Participate in evaluation of information systems in practice settings through policy and procedure development.
Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.
Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.
Implement holistic, patient­ centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health­ illness continuum, across the lifespan, and in all healthcare settings.
Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.
Deliver compassionate, patient­ centered, evidence-based care that respects patient and family preferences.
Implement patient and family care around resolution of end ­of ­life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.
Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.
Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
Facilitate patient­ centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.
Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.
Create a safe care environment that results in high quality patient outcomes.
Revise the plan of care based on an ongoing evaluation of patient outcomes.
Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.
Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload
Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.
Develop a beginning understanding of complementary and alternative modalities and their role in health care.
Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.
Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.
Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients
Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.
Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 18-19, 31-32).
Reference:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

Directions and Grading Criteria
Category

Points

%

Description

(Introduction – see note under requirement #4 above)

8

8

Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.

You Decide Reflection

80

80

Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:

“Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice.
Use telecommunication technologies to assist in effective communication in a variety of healthcare settings.
Apply safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
Understand the use of CIS systems to document interventions related to achieving nurse sensitive outcomes.
Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes.
Evaluate data from all relevant sources, including technology, to inform the delivery of care.
Recognize the role of information technology in improving patient care outcomes and creating a safe care environment.
Uphold ethical standards related to data security, regulatory requirements, confidentiality, and clients’ right to privacy.
Apply patient­care technologies as appropriate to address the needs of a diverse patient population.
Advocate for the use of new patient care technologies for safe, quality care.
Recognize that redesign of workflow and care processes should precede implementation of care technology to facilitate nursing practice.
Participate in evaluation of information systems in practice settings through policy and procedure development.
Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.
Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.
Implement holistic, patient­ centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health­ illness continuum, across the lifespan, and in all healthcare settings.
Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.
Deliver compassionate, patient­ centered, evidence-based care that respects patient and family preferences.
Implement patient and family care around resolution of end ­of ­life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.
Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.
Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
Facilitate patient­ centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.
Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.
Create a safe care environment that results in high quality patient outcomes.
Revise the plan of care based on an ongoing evaluation of patient outcomes.
Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.
Develop a beginning understanding of complementary and alternative modalities and their role in health care.
Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.
Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.
Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients
Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.
Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 18-19, 31-32).
Conclusion

4

4

An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice.

Clarity of writing

6

6

Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others.

APA format

2

2

All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:

Document setup
Title and reference pages
Citations in the text and references.
Total:

100

100

A quality essay will meet or exceed all of the above requirements.

Grading Rubric
Assignment Criteria

Meets Criteria

Partially Meets Criteria

Does Not Meet Criteria

(Introduction – see note under requirement #4 above)

(8 pts)

Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to scholarship for evidence-based practice. Rationale is well presented, and purpose fully developed.

7 – 8 points

Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

5 – 6 points

Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

0 – 4 points

You Decide Reflection

(80 pts)

Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.

70 – 80 points

Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.

59 – 69 points

Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.

0 – 58 points

Conclusion

(4 pts)

Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.

3 – 4 points

Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

2 points

Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

0 – 1 point

Clarity of writing

(6 pts)

Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning.

5 – 6 points

Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.

3 – 4 points

Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.

0 – 2 points

APA format

(2 pts)

APA format correct with no more than 1-2 minor errors.

2 points

3-5 errors in APA format and/or 1-2 citations are missing.

1 point

APA formatting contains multiple errors and/or several citations are missing.

0 points

Total Points Possible = 100 points

Managing professional nursing career Discussion

Managing professional nursing career Discussion

Managing professional nursing career Discussion

Managing professional nursing career Discussion

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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.