Course Reflection Requirements 874010

Course Reflection Requirements

The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

The length of the reflection is to be within three to six pages excluding title page and reference pages. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

a. Course Reflection

b. Conclusion

PREPARING YOUR REFLECTION

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR-3178 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

1. Use inter and intraprofessional communication and collaborative skills to deliver evidence-based, patient-centered care.
2. Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships.
3. Contribute the unique nursing perspective to interprofessional teams to optimize patient outcomes.

Paper For Above instruction

The evolving healthcare landscape continually underscores the importance of nurses' capabilities in effective communication, collaboration, and advocacy. As I reflect on my learning during the NUR-3178 course, I recognize significant growth in my readiness to contribute meaningfully to interprofessional teams and to advocate for evidence-based, patient-centered care. This reflective essay explores my development concerning the core competencies outlined by the American Association of Colleges of Nursing (AACN, 2008), with particular focus on communication skills, professional collaboration, and contribution of the nursing perspective to optimize patient outcomes.

Throughout the course, I have gained a deeper understanding of the importance of interprofessional communication. Effective communication is fundamental in ensuring cohesive team functioning and optimal patient care. I have learned to employ various communication techniques such as active listening, clear articulation of concerns, and assertive yet respectful dialogue. For instance, participation in discussion threads and simulation exercises has enhanced my ability to communicate complex clinical information succinctly while considering the perspectives of different health professionals. According to O’Daniel and Rosenstein (2008), effective communication reduces errors, improves patient safety, and strengthens team cohesion. I now feel better equipped to engage in Interprofessional rounds, share critical information effectively, and listen empathetically to colleagues from diverse healthcare backgrounds.

In addition, I have developed skills in negotiation and conflict resolution, which are vital for maintaining professional relationships and ensuring team harmony. During case studies and role-play exercises, I practiced addressing disagreements professionally, seeking common ground, and employing conflict resolution strategies such as compromising and active problem-solving. These skills are essential, as highlighted by Suter et al. (2012), in fostering a collaborative environment conducive to positive patient outcomes. I understand that conflicts often arise from miscommunication or differences in clinical judgment and that managing them constructively can lead to improved teamwork and mutual respect.

Furthermore, this course has reinforced the importance of the nursing perspective in interprofessional teams. As a nurse, I bring a unique holistic view of patient care that considers psychosocial, spiritual, and cultural factors alongside clinical data. I have learned to advocate effectively for my patients by contributing this perspective during team discussions, ensuring care plans are comprehensive and patient-centered. Recognizing the impact of nurses' voices in decision-making aligns with AACN’s emphasis on leadership and advocacy (AACN, 2008). The ability to articulate nursing insights with confidence and evidence supports better decision-making and enhances patient safety.

In terms of preparation, I now feel confident in my ability to use interprofessional communication skills to facilitate team collaboration and deliver evidence-based care. The course has provided practical tools for conflict management, negotiation, and advocacy, which I can apply in clinical settings. I am aware that continued practice and reflection are necessary to refine these skills further, but I am now better prepared to navigate the complexities of healthcare teams effectively.

Challenges remain, particularly in bridging gaps between differing professional cultures and scopes of practice. Future learning should focus on developing cultural competence and understanding other disciplines’ roles more deeply. Nonetheless, the foundational skills I have acquired during this course position me well to contribute actively and positively in healthcare teams, ultimately enhancing patient outcomes through effective communication, collaboration, and advocacy.

In conclusion, the NUR-3178 course has been instrumental in enhancing my readiness as a future BSN-prepared nurse. The competencies outlined by the AACN, particularly in interprofessional communication, conflict resolution, and advocacy, are now integral to my professional approach. As I transition from student to practicing nurse, I am committed to applying these skills diligently, continuing to learn, and contributing my nursing perspective to promote safe, effective, and patient-centered care.

References

• American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: AACN.
• O’Daniel, M., & Rosenstein, A. H. (2008). Professional communication and teamwork: Essential skills for nurses. American Journal of Nursing, 108(3), 54-63.
• Suter, E., et al. (2012). Framework for interprofessional collaboration. Journal of Interprofessional Care, 26(1), 25-31.
• Publication manual of the American Psychological Association (6th ed.). (2010). Washington, DC: APA.
• Gittell, J. H. (2009). High-performance healthcare: Using the power of relationships to achieve quality, efficiency, and resilience. McGraw-Hill Education.
• Zwarenstein, M., Goldman, J., & Reeves, S. (2009). Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes. The Cochrane Database of Systematic Reviews, (3), CD000072.
• Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19(sup1), 188-196.
• Headrick, L. A. (2003). Effective interprofessional education. British Journal of Nursing, 12(6), 357–361.
• Reeves, S., et al. (2013). Interprofessional education: Effects on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (3), CD002213.
• World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. Geneva: WHO.