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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and consult as a leader and member of intra-professional and inter-professional teams for improvement of health care outcomes” (MSN Student Orientation Manual, 2014). The learning outcome corresponds to the AACN essential VII; collaborating with other health care professions to improve health outcomes (AACN, 2011). Troy University MSN-FNP learning outcome seven corresponds to the NONPF leadership and health delivery systems competencies. These NONPF competencies foster collaboration among health care professionals to plan and improve transitions of care to achieve better health outcomes (NONPF, 2012). The eighth learning outcome of the Troy University MSN-FNP program is to “integrate clinical prevention interventions for the provision of culturally responsive advanced nursing care to individuals and populations in a global society” (MSN Student Orientation Manual, 2014).
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…
2012). The ninth student learning outcome is to “demonstrate role competencies in a specialized area of advanced nursing practice at the master’s level” (MSN Student Orientation Manual, 2014). The learning outcome corresponds to AACN essential IX; master’s-level nursing practice. This outcome delineates that master’s-level graduates are prepared to provide safe and effective care in an assortment of roles and settings (AACN, 2011). This learning outcome also corresponds to the NONPF independent practice competency. This NONPF competency delineates that the MSN-FNP graduate function as an autonomous practitioner at the highest level of liability for professional practice (NONPF, 2012). Level of Outcome/Role Competency Achievement I feel that I have met each of the previously discussed learning outcomes. The Troy University MSN-FNP faculty have prepared me with the knowledge and skills to successfully collaborate with other health care professionals, integrate clinical prevention interventions to a global society, and to demonstrate role competencies as an advanced practice nurse. Supportive Evidence The seventh learning outcome, professional communication, collaboration, and consult, has been achieved both in the classroom and in the clinical setting. I have collaborated with other students throughout the program in the development of group projects and case studies. Each of these collaborations have been successful and have enhanced my learning experience at Troy University. In the clinical setting, I have attended multidisciplinary team meetings with my preceptor. These meetings have demonstrated to me the importance of communication and collaboration in the planning of patient care. I have also participated in consultations between health care providers to ensure that patients receive the best available care. The eighth student learning outcome, integrating clinical prevention interventions to provide culturally competent advanced nursing care to individuals and populations, has been met through researching and completing a family cultural assessment on a family of Jewish faith, community assessment project on the Birmingham, Alabama area, and a group project on the Asian Indian population. The outcome has also been met through completing multiple clinical hours in a variety of settings providing care for diverse populations. The final learning outcome, demonstrating role capabilities in a focused area of nursing at the master’s prepared level, has been met through completing formal papers on leadership roles and evidence based practice.
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
development. References American Association of Colleges of Nurses. (2011). The essentials of master’s education in nursing. Retrieved from: http://www.aacn.nche.edu/educationresources/MastersEssentials11.pdf National Organization of Nurse Practitioner Faculties. (2012). Nurse practitioner core competencies. Retrieved from http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdf Troy University College of Health and Human Services School of Nursing. (2014). MSN student orientation manual. Retrieved from http://trojan.troy.edu/healthandhumanservices/assets/documents/nursing/msn/MSN_Student_Orientation_Manual_2014-2015.pdf
The role of nurse practitioner in the Canadian healthcare system is relatively new compared to the traditional roles of doctors and registered nurses, and as with any new role, there are people who oppose the changes and others who appreciate them. Some members of the public and the healthcare system believe that the addition of the nurse practitioner (NP) role is an unnecessary change and liability to the system because it blurs the line between a doctor and a nurse; this is because nurse practitioners are registered nurses with additional training (usually a masters degree) that allows them to expand their scope of practice into some areas which can be treated by doctors. Other people feel that nurse practitioners can help provide additional primary care services, while bridging communication between nurses and doctors. There are always legitimate challenges to be overcome when changing a system as complicated as healthcare,
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
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.
Introduction 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 experience 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 goals for each.
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.
Nursing, as a crucial part of the health care system, keeps evolving while dealing with an increasingly complex clinical situation that involves quality of patient care. Therefore, to successfully handle these scenarios, nursing needs to become more advanced, clinically and academically. A DNP degree is needed in this situation because according to Dunbar- Jacob, Navito & Khalil (2013), a DNP degree is considered to have more impact on nursing than a Master’s or Bachelor’s degree due to the advanced clinical education a DNP provides (p. 425). Hence, the DNP degree has an enormous impact in nursing practice especially in terms of improving clinical care, promoting leadership roles, and improving educational status.
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...
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...
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,
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
Nurse Family Partnership presented at: University of Washington School of Nursing. Kazloric J, RN, Manager for NFP. November 6, 2013.