Discussion Prompt After Completing The Assigned Readings

Discussion Promptafter completing the assigned readings and activities

Discussion Prompt After completing the assigned readings and activities found in Unit 7, visit the American Association of Colleges of Nursing website at AACN Essentials link. Select and click on the BSN Essentials (free PDF document). In the BSN Essentials document, review the corresponding competencies for each Essential by finding the signal phrase "The baccalaureate program prepares the graduate to" for each Essential's list of competencies. Select an Essential for the discussion board and answer the prompt. State on competency from your chosen Essential you feel you are meeting now in practice. Give a detailed example of how you meet this competency in your daily practice. State on competency from your chosen Essential you feel you are not meeting yet. Discuss how the goals you created for your professional development plan and your RN to BSN degree can help you meet this competency.

Paper For Above instruction

The American Association of Colleges of Nursing (AACN) outlines the essential competencies that guide baccalaureate nursing education, emphasizing the knowledge, skills, and attitudes necessary for effective nursing practice. For this discussion, I have selected Essential III, "Scholarship for Nursing Practice," which emphasizes the importance of integrating research, evidence-based practice (EBP), and lifelong learning in nursing. This essential underscores the role of nurses as scholars committed to advancing the quality and safety of patient care through continuous inquiry and knowledge application.

Currently, I believe I am effectively meeting the competency within Essential III that states, "The baccalaureate program prepares the graduate to critically appraise and synthesize evidence for practice." In my daily practice, I regularly review current research articles and clinical guidelines to inform my patient care strategies. For example, I recently encountered a patient with chronic hypertension who was not responding optimally to standard medication therapy. Recognizing the need for a more tailored approach, I reviewed recent studies on alternative antihypertensive medications and lifestyle modifications. After evaluating the evidence, I collaborated with the healthcare team to implement a treatment plan that incorporated dietary changes, increased physical activity, and a switch to a medication with a better evidence profile for resistant hypertension. This process involved critically appraising the literature, integrating evidence into practice, and monitoring patient outcomes, demonstrating my engagement with scholarly evidence as emphasized in Essential III.

Conversely, I recognize that I am not yet fully meeting the competency that states, "The baccalaureate graduate demonstrates the ability to generate new knowledge through research." While I incorporate existing evidence into my practice, I have limited experience in conducting original research studies or contributing to scholarly knowledge creation. My current focus has been on applying research findings rather than developing new research questions or methodologies. To address this gap, my professional development goals include gaining experience in research methods and participating in community-based quality improvement projects that could evolve into research initiatives.

My RN to BSN degree and the professional development plan I have devised are integral to advancing my competency in research generation. My plan includes enrolling in research courses, seeking mentorship from nurse researchers, and actively participating in evidence-based quality improvement projects at my workplace. These initiatives will help me acquire the skills necessary to formulate research questions, design studies, and analyze data, thus bridging the gap between practical application and scholarly contribution. Ultimately, achieving proficiency in research generation will enable me to contribute more meaningfully to nursing science and improve patient care through evidence-based innovations.

In conclusion, foundational competencies related to evidence appraisal are well within my current practice capacity, but I aim to expand my expertise to include research development. The RN to BSN degree serves as a catalyst for this growth, aligning with my professional aspirations to become a nurse scholar and leader committed to lifelong learning and advancing nursing science.

References

• American Association of Colleges of Nursing. (2021). The essentials of baccalaureate education for professional nursing practice. AACN. https://www.aacnnursing.org/Portals/42/Publications/Baccalaureate-Essentials.pdf
• Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
• Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Wolters Kluwer.
• LoBiondo-Wood, G., & Haber, J. (2018). Nursing research: Methods and critical appraisal for evidence-based practice (9th ed.). Elsevier.
• White, K. M., & Dudley-Baah, J. (2019). Translation of evidence into nursing and health care (2nd ed.). Springer Publishing Company.
• Shannon, S., & Prentice, D. (2016). Advancing evidence-based practice through research: A focus on nursing and healthcare. Journal of Nursing Scholarship, 48(4), 382-389.
• Craig, J. R., & Smyth, R. L. (2017). The evidence-based nursing practice guide. Elsevier.
• Sitzman, K. L., & Ebright, P. R. (2019). The role of research in nursing: Foundations and advances. Nursing Research, 68(2), 86-88.
• Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.
• Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.