Reflective Assignment Three
The Troy University Master of Science in Nursing-Family Nurse Practitioner (MSN-FNP) program faculty have developed student learning outcomes that every student is expected to meet upon successful completion of the curriculum. The student learning outcomes correspond to the American Association of Colleges of Nurses (AACN) essentials of master’s education and the National Organization of Nurse Practitioner Faculties (NONPF) nurse practitioner core competencies. This final reflective assignment will discuss the Troy University MSN-FNP student learning outcomes seven, eight, and nine.
MSN Program Student Learning Outcomes
The seventh learning outcome of the Troy University MSN-FNP program is to “communicate, collaborate
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The learning outcome corresponds to the AACN essential VIII; utilizing culturally appropriate concepts in the conveyance and assessment of clinical prevention interventions and population care (AACN, 2011). The learning outcome corresponds to the NONPF independent practice competency. This NONPF competency delineates providing patient-centered culturally sensitive care to populations (NONPF, …show more content…
The outcome has also been met through the completion of a head to toe physical assessment in the clinical lab with Troy nursing faculty. I have submitted multiple SOAP notes and received feedback from my clinical faculty. I have planned, delivered and assessed the care of multiple patients in the clinical setting under the guidance of my clinical preceptors. Each of these experiences, have equipped me with the role capabilities necessary to practice as a MSN prepared family nurse practitioner upon completion of this program. In conclusion, I have met each of the learning outcomes set forth in the Troy University MSN-FNP nursing program. I feel the MSN-FNP nursing program has provided me with the instruction and knowledge that I need to succeed as a family nurse practitioner. I am prepared to build upon the framework developed by the Troy MSN nursing faculty and continue a lifelong journey of learning and professional
For example, a DNP degree instructor can provide education to MSN or DNP students, therefore, making the student realize the increase level of confidence in clinical, leadership, and application skills that can be gained with a DNP degree. Evidently, this increases the number of DNP degree holders in the long run which subsequently improves patients’ care in nursing practice. DNP- prepared faculty members can act as a model for advanced practice education (Dunbar- Jacob et al., 2013, p.425). Since one of the roles an ARPN is leadership, which also involves with mentoring, other staff members may visualize the ARPN as a role model, thus, enhancing the self-concept of advance nurse
Douglas, Rosenkoetter, Pacquiao, Callister, Hattar-Pollara, Lauderdale, Milstead, Nardi, & Purnell (2014) outline ten guidelines for implementing culturally competent care; knowledge of cultures, education and training in culturally competent care, critical reflection, cross-cultural communication, culturally competent practice, cultural competence in health care systems and organizations, patient advocacy and empowerment, multicultural workforce, cross-cultural leadership, and evidence-based practice and research. One specific suggestion I will incorporate is to engage in critical reflection. This is mentioned both by Douglas, et al. (2014) and Trentham, et al. (2007) as an important part of cultural competency. I will do this by looking at my own culture, beliefs, and values and examining how they affect my actions. I will use this information to better inform my day to day practice when working with patients with a different culture than my
Transitioning from academic nursing student to Registered Nurse/New Graduate Nurse (NGN) within the healthcare environment is a challenging task for many NGNs. They may encounter a number of challenges, such as the following: transition shock, professional isolation, lack of clinical experience, stress, lack of a support network and cultural incompetence. At the end, this essay will discuss the rationale for developing my two most important goals for the next twelve months. I presume the transition from academic nursing student to Graduate Nurse will be challenging and rewarding. In their findings, the researchers Doody, Tuohy & Deasy (2012) stated that for a successful transition NGNs need to be competent in a range of domains: interpersonal skills, managing workloads, providing health information, communication, and prioritising care delivery.
Nursing is a profession that requires a unique skill set. A few of the traits include compassion, understanding and empathy. Clayton State University has a goal to produce competent, compassionate, professional nurses with communication and technical skills. Clayton State’s School of Nursing has outlined nine program outcomes or concepts that are part of the Conceptual Curriculum Model. These concepts include caring, communication, critical thinking, human diversity, informatics, interdisciplinary collaboration, nursing therapeutics, professional development, and theory based practice. These program outcomes relate to three nurse and client transitions; health-illness transitions, developmental transitions and organizational transitions. In health care, it is necessary to be knowledgeable and advanced in many areas in order to provide efficient care; these concepts are the foundation for a healthy nurse and client relationship.
5th ed. of the book. New York: Springer Publishing Company. Zaccagnini, M., & White, K. (2014). Doctor of Nursing Practice Essentials.
The key to a successful healthcare reform is interdisciplinary collaboration between Family Nurse Practitioners (FNPs) and physicians. The purpose of this paper is to review the established role of the FNP, appreciate the anticipated paradigm shift in healthcare between FNPs and primary care physicians, and recognize the potential associated benefits and complications that may ensue. Description of the Topic Definition The American Nurses Association (2008) has defined the FNP, under the broader title of Advanced Practice Registered Nurse (APRN), as one “who is educationally prepared to assume responsibility and accountability for health promotion and/or maintenance as well as the assessment, diagnosis, and management of patient problems, which includes the use and prescription of pharmacologic and non-pharmacologic interventions” (p. 7).... ... middle of paper ... ...
Cultural Competence is important for many reasons. First, it can help develop culturally sensitive practices which can in turn help reduce barriers that affect treatment in health care settings. Second, it can help build understanding, which is critical in competence, in order wards knowing whom the person recognizes as a health care professional and whom they views as traditional healer, can aid the development of trust and improve the individual’s investment and participation in treatment. Third, our population in the United States is not only growing quickly but also changing, cultural competence will allow us as educators and healthcare workers keep up wi...
Our course, Transition to Professional Nursing, is barely two weeks old and already I am being enlightened and challenged to expand my experience of nursing. I will attempt to explain my personal journey and experience thus far including how and why I got here, my beliefs about nursing and related values, and my visions for the future.
There is a lack of conceptual clarity with cultural competence in the field and the research community. Cultural competence is seen as encompassing only racial and ethnic differences, and omitting other population groups who are ethnically and racially similar to providers, but are stigmatized or discriminated against, who are different in other identities, and have some differences in their health care needs that have resulted in health disparities. (Agency for Healthcare Research and Quality,
1. What is the difference between a. and a. Which K, S, and A pertain to the care you provided to the patient you have chosen? Why do you need to be a member? K- Describe the limits and boundaries of therapeutic patient-centered care. S- Assess levels of physical and emotional comfort.
Cultural competence like so many other social constructs has been defined in various ways. One particular definition as determined by the Office of Minority Health states cultural competence is a set of behaviors, attitudes, and policies that are systematically exercised by health care professionals which enables the ability to effectively work among and within cross-cultural situations (Harris, 2010). Betancourt (2005) implied cultural competence is starting to be seen as a real strategy to help with improving healthcare quality and eliminating the injustices pertaining to healthcare delivery and healthcare access. This appeal is gaining favor from healthcare policy makers, providers, insurers and
The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experiencing in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goal for each. I will also discuss the plan I created in order to successfully meet my learning needs prior to becoming an RPN, and
Nursing students at State University need better clinical experiences and better clinical sites. Clinical sites that have nothing to do or preceptors who don’t want to educate should be cut out and replaced with better sites. Ideally each clinical should allow nursing students to gain experience in critical skills and patient ca...
*As my first year in the nursing program comes to a close, I am to write this assessment based upon my abilities in each of the listed outcomes. I know I have much to learn, but I have also gained a tremendous amount of knowledge in the short amount of time I have been a part of this program.
Nurse Family Partnership presented at: University of Washington School of Nursing. Kazloric J, RN, Manager for NFP. November 6, 2013.