The Essentials of Reflective Practice-nursing Paper Examples

Reflective Practice-nursing Paper Examples

The reflective journal essay intends to demonstrate the student’s perspective on the course, providing achievements and challenges experienced throughout the course period. The reflective journal highlights course objectives and competencies achieved per the American Association of Colleges of Nursing’s (AACN) Essential of Doctoral for Advanced Nursing Practice. Achieving these milestones is essential in advancing my nursing knowledge and skills and enhancing my preparedness to work as a DNP-prepared nurse. The course provided an opportunity for learners to achieve various competencies and be successful graduates (Reflective Practice-Nursing Paper Examples).

Reflection

The reflective journal highlights the learner’s achievements, lessons learned, and experiences gained in this course. It also presents the strategies adopted to achieve course objectives, summarizing coursework about course objectives. The learner achieved the following essentials in this course: (Reflective Practice-Nursing Paper Examples).

Essential I: Scientific Underpinnings for Practice

This course has been integral in advancing nursing skills, knowledge, and experience, despite the multiple challenges experienced. The learner had to step up commitment, organization, self-discipline, and leadership levels to succeed in this course, which was highly demanding. The student had to collaborate with peers and instructors to gain diverse insights and meaningful feedback about the progress made and areas of improvement (Reflective Practice-Nursing Paper Examples).

The science underpinning nursing practice was one of the essential requirements for students in the DNP program. DNP-prepared nurses are key in enhancing nursing research, making it necessary to understand scientific underpinnings for practice (Graves et al., 2021). The course demanded high-level research and scholarly skills to complete discussions, assignments, responses to peers, and other deliverables. Students needed to select a nursing practice problem affecting patients, develop the PICOT-D question, conduct a literature review to support the recommended intervention and implement the intervention guided by the evidence obtained (Reflective Practice-Nursing Paper Examples).

These deliverables and activities allowed the student to develop scientific knowledge and scientific research skills, essential for practicing as a DNP-prepared nurse. This nurse scholar had not previously engaged in extensive research involving a PICOT-D question. Therefore, developing the question was a challenge because the student needed to understand how to integrate the “D” or data into the PICOT question. The instructor’s feedback came in handy in the successful development of the PICOT-D question.

All course activities aligned with the scientific underpinnings for practice. The discussions, assignments, and responses to peers called for the student to conduct in-depth research and evaluation of evidence to support ideas, opinions, and arguments. This scholar also needed to develop a DNP project and provide supporting evidence for the practice problem and the intervention selected (Reflective Practice-Nursing Paper Examples).

The student also needed to apply both quantitative and qualitative research skills to find relevant studies to answer the PICOT-D question and offer an extensive paper. Therefore, it was an opportunity to improve research skills, translate research into practice, and communicate evidence to the intended audience. Conclusively, this scholar managed to learn and understand the scientific underpinnings for practice (Reflective Practice-Nursing Paper Examples).

Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking

DNP-prepared nurses are educated to be effective leaders in the healthcare industry and influence key decisions to improve the nursing profession and address issues surrounding care delivery (Sevy Majers & Warshawsky, 2020). Therefore, it is imperative to understand organizational and system leadership to guide quality improvement and systems thinking. At the same time, DNP-prepared nurses learn evidence-based practice (EBP) as a central enabler of advanced nursing practice and essential in informing decision-making and problem-solving processes to enhance care quality and health outcomes (Reflective Practice-Nursing Paper Examples).

This nurse scholar needed to integrate leadership skills in identifying a quality improvement opportunity or practice problem and engaging nursing research to inform interventions to address the identified problem. The materials and resources provided in this course, including library resources, guides to library resource utilization, and access to multiple nursing databases, supported the student’s scholarly work.

The student developed the skills and abilities required to advocate for, facilitate, and promote system-level change to improve patient outcomes and overall healthcare delivery. The student scholar needed to collaborate with peers and instructors to inform quality improvement and system thinking to effectively navigate the complex nursing environment and impact positive systems change. In the process, this nursing scholar developed effective collaborative leadership and communication skills required for quality improvement (Reflective Practice-Nursing Paper Examples).

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

Evidence-based practice is integral to DNP-prepared nurse practice. It is a holistic, individualized approach to delivering, informed, high-quality, and safe care (Abu-Baker et al., 2021). This scholar is required to apply patient values, relevant and best available evidence, and clinical expertise in every aspect of care delivery, intending to offer optimal care and improve patient outcomes. This course allowed this scholar to develop abilities in clinical scholarship and use analytical methods for evidence-based practice (Reflective Practice-Nursing Paper Examples).

The course work and activities, including discussions and assignments and PICOT-D question development, problem discussion, and intervention identification require evidence-based practice skills. These activities helped the learner better understand nurse practice, improve clinical and leadership skills, and translate research into practice. This scholar understands the responsibility of a DNP-prepared nurse to adopt EBP to influence reforms in the healthcare system and policy development at the organizational and legislative levels. Conclusively, this scholar can effectively integrate evidence-based practice in every aspect of clinical practice (Reflective Practice-Nursing Paper Examples).

Conclusion

The reflective journal highlights the achievements and experiences in this DNP course and the relevance of these achievements in individual and professional development. The journal also discusses how these achievements support clinical practice. The student achieved three AACN essentials, Essentials I, II, and III, despite the challenges in conducting effective research, finding appropriate scholarly work, and developing the PICOT-D question. The knowledge and skills gained in this course will advance this scholar’s individual and professional development and enable the student to practice as a DNP-prepared nurse, offering high-level quality and safe care (Reflective Practice-Nursing Paper Examples).

References

Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC nursing, 20(1), 13. https://doi.org/10.1186/s12912-020-00522-x

Graves, L. Y., Tamez, P., Wallen, G. R., & Saligan, L. N. (2021). Defining the role of individuals prepared as a doctor of nurse practice in symptoms science research. Nursing Outlook, 69(4), 542–549. https://doi.org/10.1016/j.outlook.2021.01.013

Sevy Majers, J., & Warshawsky, N. (2020). Evidence-Based Decision-Making for Nurse Leaders. Nurse leader, 18(5), 471–475. https://doi.org/10.1016/j.mnl.2020.06.006