DNP 815 Topic 8 Reflective Journal
Assessment Description
Learners must maintain a reflective journal integrating self-reflection and inquiry demonstrated in the current Doctor of Nursing Practice (DNP) course.
General Requirements:
Use the following information to ensure successful completion of the assignment:
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- Download the “Reflective Journal Template,” located in the DNP PI Workspace, for submission. Directions provided in the template should be followed because they align to the assignment rubric.
- A minimum of three peer-reviewed references published within the last 5 years is required.
- Doctoral learners are required to use the current APA style for their essay writing assignments. The current APA Style Guide is located in the Student Success Center.
- This assignment uses a rubric. Review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
- You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
- Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use. Failure to submit the reflective journal to both locations can result in an Incomplete for the course.
Directions:
Using a scholarly approach, maintain a reflective journal integrating self-reflection and inquiry demonstrated in the current DNP course
Reflective Journal on DNP 815 Topic 8
The primary objective of this reflective journal essay is to articulate personal experiences during the course of DNP-815A. Much like other advanced practice courses, DNP-815A serves to enhance nurses’ capabilities in addressing intricate health issues, aiming to elevate patient outcomes. The reflections presented here offer a candid and thorough analysis of the personal journey undertaken to achieve the course objectives and competencies outlined by the American Association of Colleges of Nursing (AACN) Essentials of Doctoral Education for Advanced Nursing Practice (2022). This essay delves into how the learning process unfolded and its intricate connection to the AACN Essentials.
Reflection
DNP-815A serves as a cornerstone for nursing students, providing a robust foundation for the application of scientific principles in advanced nursing practice. It serves as a valuable opportunity for learners to assimilate core program competencies and specialized practice requirements, showcasing proficiency in advanced nursing practice. This reflective journal endeavors to articulate the diverse learning experiences pivotal in completing the course, encompassing activities related to the Direct Practice Improvement (DPI) project and weekly analyses contributing to the attainment of the course’s competencies. The intricate and enlightening learning experiences align with various AACN essentials.
Essential 1: Scientific Underpinnings for Practice
The focal point of the nursing discipline lies in actions that positively influence the health status of diverse populations. DNP graduates, by advancing their clinical knowledge and experience, gain practice expertise rooted in sciences, enabling them to translate knowledge effectively for the benefit of patients (AACN, 2022). The course equips DNP nurses to utilize science-based theories and concepts, fostering the development of strategies that enhance health and alleviate health-related challenges.
In the initial week, discussions revolved around the process of theory building and the application of nursing theory to guide the DNP project. A theory-based approach proves instrumental in advanced practice, enabling nurses to purposefully and theoretically implement nursing care (Gasaba et al., 2021). Subsequent weeks witnessed further developments, with an in-depth exploration of deductive versus inductive reasoning and its relevance in nursing theory. Additional learning experiences included meeting the preceptor and delving into the intricacies of the DNP project, with a specific focus on the PICOT framework and the sourcing of scientific evidence from scholarly outlets. This exploration into the components of nursing theory and the essentials of scientific evidence positions the DNP student to effectively apply science-based theories in the realm of quality improvement for both individual patients and broader populations.
Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking
Essential II concentrates on essential nursing skills crucial for eradicating health disparities, fostering patient safety, and attaining excellence in practice. In consequence, the DNP program equips nurses to devise care delivery strategies that cater to the current and future needs of patient populations (McCauley et al., 2020; Rivaz et al., 2021). These approaches should be grounded in scientific findings. Significant learning experiences contributing to these competencies involved the exploration of a patient care problem (pressure ulcers) and the recommendation of an intervention (preventive bundle) based on the PICOT approach. Activities in weeks three and four encompassed discussions and reviews of the selected population (elderly and debilitated patients) with the preceptor, alongside the examination of available records. As emphasized by Neal-Boylan (2020), the DNP degree prepares nurses to implement evidence-based practice, offering innovative solutions derived from credible research findings. Consequently, the DNP nurse actively sought credible research to construct the PICOT. The discussions and assignments revolved around connecting nursing theory with evidence-based change models, challenging learners to identify health problems and propose evidence-based solutions for enhancing patient safety and practice excellence.
Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice
Scholarly nursing practice entails applying new discoveries to address complex practice situations. DNP 815A readies the DNP nurse to integrate knowledge from diverse sources, resolving practice problems, and enhancing health outcomes. As emphasized in Essential III, the program readies the nurse to critically appraise literature to determine the best evidence for practice (AACN, 2022). Various learning experiences aided the nurse in developing these competencies, encompassing the creation of quality improvement methodologies (preventive bundle to reduce pressure ulcers) and critical appraisal of relevant literature for evidence-based implementation. An analytical approach involved sourcing quantitative studies and selecting the most appropriate ones to formulate the PICOT/project question. Additional learning experiences spanned discussions and assignments from week five to week eight, exploring literature, disseminating findings, and scrutinizing patterns of behaviors and outcomes. These experiences and insights both prepared and challenged learners to achieve the primary course objective of applying science to advanced nursing practice.
Conclusion
The DNP-815A course positions nurse students to apply science in practice, incorporating crucial philosophical, ethical, and historical foundations. The purpose of this reflective essay is to encapsulate the exemplars that played a pivotal role in enabling nurse students to meet the course objectives and AACN’s Essentials. As expounded in the essay, weekly discussions, assignments, and project-related activities facilitated the expansion of individual knowledge and skills. Other learning experiences encompassed scholarly research, the practical application of findings, and engaging in discussions with the preceptor.
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