Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes

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Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes

Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes

The AACN developed the DNP essentials, which define the elements and competencies that the curriculum for a degree in Doctor of Nursing Practice must have. The AACN outlines eight essentials, which are considered the basic outcome competencies regarded as essential for every DNP graduate in spite of their nursing specialty or career focus (AACN, 2006). The Walden University mission is offering a diversified community of professionals with a chance to revolutionize themselves from scholar to practitioners to bring about positive social change (Walden University, 2021). Additionally, the Walden University foresees a uniquely diverse 21st-century learning community where knowledge is deemed valuable to the program that it can be employed by its learners to the solutions of vital challenges in the society, thus enhancing the overall global good.

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The Walden University’s standpoint relates to the AACN competencies, including

Essential I, Scientific Underpinnings for Practice. The AACN Essential I states that DNP-prepared nurses should have broad and deep knowledge gained from sciences and should demonstrate the translation of that scientific knowledge promptly and efficiently to assist patients in the daily needs in the practice setting (AACN, 2006). Walden’s mission relates to this competency as it offers its students the opportunity to scholarly transforms themselves to bring about positive social change (Walden University, 2021). DNP students at Walden can become scholar-practitioners and effect positive health outcomes in society through putting evidence-based research into practice. They can also establish new strategies that can improve communities’ health outcomes and promote better outcomes in specific patient populations.

Walden’s standpoint is also support the AACN essential III on Clinical Scholarship and Analytical Methods for EBP. Essential III explains that the DNP learner should apply knowledge to find solutions to challenges in practice through the scholarship of nursing practice (AACN, 2006). The Walden standpoint relates to essential III since it aims at having learners applying knowledge to identify immediate solutions to societal challenges.

nursing masters

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My academic and professional goals are to improve health outcomes among individuals diagnosed with chronic illnesses. I also aim at making our communities healthier through sustainable and socially acceptable health promotion interventions. Walden’s standpoint relates to my goals as it encourages a learning community where scholars apply knowledge to solve crucial societal challenges (Walden University, 2021). My professional goals challenge me to make a difference in the community by addressing the common health challenges encountered in the community I live. Besides, promoting a healthier community through health promotion interventions will help shape a better world and advance the greater global good.

I will incorporate social change in the academic goal of improving health outcomes among individuals diagnosed with chronic illnesses by researching and identifying evidence-based community interventions that can promote better health outcomes. For instance, I will examine interventions that have effectively reduced morbidity rates in persons with chronic conditions such as diabetes, cancer, and cardiovascular diseases (Phillips, 2019). I will also collaborate with an interdisciplinary team, which will help me implement the interventions in the community and measure their impact in achieving the overall goal (Phillips, 2019). Furthermore, I will incorporate social change to make communities healthier through sustainable and socially acceptable health promotion interventions by focusing on real-world applications that can improve the health of individuals (Phillips, 2019). I will also research theories and evidence-based strategies that engender positive social change.

References

American Association of Colleges of Nursing. (2006). DNP essentials: the essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org/DNP/DNP-Essentials

Phillips, A. (2019). Effective approaches to health promotion in nursing practice. Nursing Standard. https://doi.org/10.7748/ns.2019.e11312

Walden University. (2021). Social change. Accredited Online University | Online Degree Programs | Walden University. https://www.waldenu.edu/why-walden/social-change#mission

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Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes

Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes.  

Competent leadership is an essential component in nursing training and professionalism. Leadership development has been a bedrock of Walden University programs and services. The special attention accorded to leadership development is crucial in influencing students under nursing training to become leaders in their profession to contribute to high-quality healthcare delivery. Healthcare organizations provide a positive social service, and nurses should be instrumental change agents in these institutions so that healthcare becomes more accessible to everyone.

The American Association of College of Nursing (AACN) is a quintessential organization within the academic nursing community that advocates for advancing diversity and inclusivity. Its position statement regarding diversity, equity, and inclusion in nursing academics reflects Walden University’s core interests. America is increasingly becoming a multicultural diverse society, and it is projected that immigrants will account for a higher percentage of U.S population growth (Biggerstaff & Skomra, 2020). Moreover, discerning ways of caring for a culturally diverse society is crucial for implementing well-being and positive health outcomes (Zaccagnini & Pechacek, 2021). The Walden University inclusivity in the admission process is crucial for developing culturally competent nurses at the forefront of implementing social justice in various organizations and hospitals of practice. Receiving enlightenment on different cultural values and communication styles is crucial in reducing unconscious racial bias and promoting positive health outcomes in patients.

Applying a positive social change is one of the core values that Walden University roots for. As it is succinctly stated, incorporating social change encompasses the graduate’s ability to generate creative ideas, strategies, and actions that would promote worth and dignity across a spectrum of individuals, communities, organizations, and cultures. The will to help other people has been the core foundation for pursuing a nursing degree. Therefore, I plan to incorporate social change with the knowledge gained from the School of Nursing’s rigorous training by putting that knowledge into practice. As a family nurse practitioner working in a clinic setting, I constantly endeavor to encourage families to strengthen their health or sickness relationships by providing truthful information, being dependable, and providing emotional support to the patients. According to Hafskjold et al. (2017), expressing emotional affections promote a caring relationship based on mutual trust and support. I underscore to my patients the fact that they should be physically and emotionally affectionate to each other during illness to help them cope successfully and promote positive health outcomes.

References for Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes

Biggerstaff, M. E., & Skomra, T. S. (2020). Nurses as immigrant advocates: A brief overview. OJIN: The Online Journal of Issues in Nursing, 25(2). https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-25-2020/No2-May-2020/Articles-Previous-Topics/Nurses-as-Immigrant-Advocates-A-Brief-Overview.html

Hafskjold, L., Sundling, V., van Dulmen, S., & Eide, H. (2017). The use of supportive communication when responding to older people’s emotional distress in home care — An observational study. BMC Nursing, 16, 1–12. https://doi-org.ezp.waldenulibrary.org/10.1186/s12912-017-0220-8

Jongen, C., McCalman, J., & Bainbridge, R. (2018). Health workforce cultural competency interventions: a systematic scoping review. BMC Health Services Research, 18(1), 232. https://doi-org.ezp.waldenulibrary.org/10.1186/s12913-018-3001-5

Zaccagnini, M. & Pechacek, J. M. (2021). The doctor of nursing practice essentials: A new model for advanced practice nursing (4th ed.).  Jones & Bartlett.

According to a Gallup poll completed in 2013, 82% of respondents indicated that they believe nurses have high to very high levels of honesty and ethical standards, and nursing has been rated as the most trusted profession for several years (Gallup, 2010). What other values and characteristics are associated with the nursing profession? Which ones are the most professionally, academically, and personally significant to you?

For this Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes Discussion, you will consider the alignment of qualities outlined by the AACN with those promoted by Walden University.

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You will examine the AACN document appropriate for your degree path and consider how you can incorporate either the Essentials or the Quality Indicators into your academic endeavors.

To prepare:

  • Consider the competencies presented in The Essentials of Doctoral Education for Advanced Nursing Practice (for DNP students)or The Research-Focused Doctoral Program in Nursing: Pathways to Excellence (for PhD students)in this week’s Learning Resources.
  • Examine Walden University’s mission, vision, and university outcomes.
  • Review the media presentation Introduction: The Doctor of Nursing Practice, which includes Dr. Joan Stanley’s comments about the AACN’s vision for the DNP degree.
  • Identify commonalities among the concepts presented in each of these items.
  • Think about your professional and academic goals. Consider how Walden’s standpoint and the AACN’s perspective fit with your objectives. Based on this information, what ideas do you have for incorporating a commitment to social change into your academic and professional plans?

By Day 5

Post a cohesive response that addresses the following in Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes:

  • Describe one or more significant ways in which Walden’s standpoint (i.e., vision, mission, social change message, and outcomes) relates to the AACN competencies as well as to your professional and academic goals.
  • Articulate a plan for incorporating social change into two of your professional and/or academic goals.

Read a selection of your colleagues’ postings.

By Day 7

Respond to at least one of your colleagues’ postings on Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes in one or more of the following ways:

  • Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
  • Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
  • Validate an idea with your own experience and additional research.
  • Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
  • Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

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Building on what you have said, I would add that the AACN has worked hard to refine NP Core Competencies so as to reflect the most up to date requirements for the current state of healthcare (Chan, Lockhart, Schreiber, & Kronk, 2020).  The goal is to ensure that DNP students gain highly specific skills sets that evolve from Competency Based Education (CBE) as set forth by the Domains of Nursing or observable and measurable aspects of performance that allows the student to demonstrate competent, fully functional abilities in order to provide safe, quality care to a wide variety of patient populations, while promoting social justice and equality in medicine (Chan et al., 2020).  Graduates of DNP programs possess the evidenced-based knowledge, practical experience, and professional attitudes necessary to advocate and facilitate changes that will shape future healthcare policies (Mullin, 2019).

The attainment of social justice and equity in healthcare is a lofty goal, but it doesn’t have to be “pie in the sky”.  DNP graduates need to cultivate leadership skills that entitle them to pull up a chair and sit at the big table where the crucial decisions that affect nursing and medical practice are rolled out (Mullin, 2019).  This will allow nursing representatives to have an influential voice in political decision making and social change policies where it has the greatest impact on professional nursing (Mullin, 2019).  DNP graduates should be the gold standard in Advanced Nursing Practice because as leaders in the field there is no area of institutional, local, state, regional, and federal politics where knowledge of health policy, expert experience in evidenced-based research, and influential advocacy in practice cannot serve to promote proactive development and implementation of social change policy for the betterment of society and population health (Mullin, 2019).

Two nursing organizations that are full service professional organizations the DNP student can join so as to advance political abilities and become agents of social change are the American Nurse’s Association (ANA) and the International Council of Nurses (ICN) (Matthews, 2012).

Thank you for your excellent post, Mary Ann Keith-Marcus

References

Chan, T. E., Lockhart, J. S., Schreiber, J. B., & Kronk, R.  (2020).  Determining nurse practitioner core competencies using a Delphi approach.  J Am Assoc Nurse Pract, 32(3), 200-217.  doi: 10.1097/JXX.0000000000000384.PMID: 32132457.

Matthews, J.  (2012).  Role of professional organizations in advocacy for the nursing profession.  OJIN: The Online Journal of Nursing, 17(1).  Manuscript 3.  doi: 10.3912/OJIN.Vol17no01Man03.

Mullin, M. H.  (2019).  Chapter 5: DNP involvement in healthcare policy.  In Chism, L. A. (4th Ed).  Doctor of Nursing Practice: A Guidebook for Role Development and Professional Issues (131-156).  Burlington, MA.  Jones & Bartlett.

Name: NURS_8000_Week2_Discussion2_Rubric

  Excellent Good Fair Poor
RESPONSIVENESS TO DISCUSSION QUESTION

Discussion post minimum requirements:

*The original posting must be completed by Friday, Day 5, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Sunday, Day 7, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.
 
8 (26.67%) – 8 (26.67%)
Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.
 
7 (23.33%) – 7 (23.33%)
Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.
 
6 (20%) – 6 (20%)
Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.
 
0 (0%) – 5 (16.67%)
Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.
CONTENT KNOWLEDGE
 
8 (26.67%) – 8 (26.67%)
Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.
 
7 (23.33%) – 7 (23.33%)
Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.
 
6 (20%) – 6 (20%)
Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course
 
0 (0%) – 5 (16.67%)
Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.
CONTRIBUTION TO THE DISCUSSION
 
8 (26.67%) – 8 (26.67%)
Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.
 
7 (23.33%) – 7 (23.33%)
Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature
 
6 (20%) – 6 (20%)
Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demon

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