Remember, Is A Reflection About The Class 1 Minimum 6 416190

Remember Is A Reflection About The Class1 Minimum 6 Full Pagesminimum

Remember is a Reflection about the class 1) Minimum 6 full pages; minimum 3 pages per document (not words). Cover or reference page not included. 2) Follow APA norms, please use headers. All paragraphs must be narrative and cited in the text. Bulleted responses are not accepted. You can write in the first person. 3) It will be verified by Turnitin and SafeAssign. 4) Minimum 4 references not older than 5 years, including: American Association of Colleges of Nursing [AACN], 2008; Polit & Beck, 2012.

You must submit 2 documents (each 3 pages). Copy and paste will not be admitted. You should address the questions with different wording, different references, but always objectively answering the questions.

Directions

1) Write an introduction (minimum 1/2 page) without using the heading “Introduction,” in accordance with the APA Publication Manual (2010). Include headers:

• a. Course Reflection
• b. Conclusion

The introduction should present the purpose of the reflection and address BSN Essentials (AACN, 2008) related to healthcare policy and advocacy. The purpose of this assignment is to reflect on selected RN-BSN competencies acquired through the course.

2) Body (minimum 2 pages): Include a self-assessment regarding your learning, skills, knowledge, and integrative abilities in meeting the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning. Use examples from readings, discussions, and applications to support your assertions, addressing each of the following sub-competencies:

1. Explain the interrelationships among theory, practice, and research.
2. Demonstrate understanding of the basic elements of the research process and models for applying evidence to clinical practice.
3. Advocate for the protection of human subjects in research.
4. Evaluate the credibility of sources of information, including databases and internet resources.
5. Participate in retrieval, appraisal, and synthesis of evidence collaboratively to improve patient outcomes.
6. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating care outcomes.
7. Collaborate in the collection, documentation, and dissemination of evidence.
8. Understand how nursing and healthcare quality and safety measures are developed, validated, and endorsed.
9. Describe mechanisms to resolve practice discrepancies that may impact patient outcomes.

3) Conclusion (minimum 1/2 page): Summarize the main ideas and conclusions from the body, emphasizing the benefits of the BSN Essential and sub-competencies for evidence-based practice scholarship.

Paper For Above instruction

The transition from foundational nursing knowledge to advanced practice is marked by a rigorous exploration of theory, research, and clinical application. This reflection aims to uncover the depth of understanding and skills acquired during this course, anchored in the American Association of Colleges of Nursing (AACN, 2008) Essentials for baccalaureate education and expanded through active engagement with research methodologies, evidence-based practice models, and healthcare policies. Central to this reflection is understanding how these elements interconnect to promote quality, safe, and patient-centered care, and how they align with professional nursing standards and advocacy for vulnerable populations.

Firstly, the intricate relationship among theory, practice, and research forms the cornerstone of nursing science. Theory provides the conceptual framework that guides practice, while research generates the evidence needed to validate and refine this practice. My engagement with these components has enhanced my ability to critically evaluate evidence, understand its application in real-world settings, and appreciate the importance of theory-driven practice (Polit & Beck, 2012). For example, during a clinical practicum, I applied evidence-based protocols derived from recent research to improve patient mobility, illustrating how research influences practice and outcomes.

Secondly, I have developed a clear understanding of the research process, from hypothesis formulation to data collection, analysis, and application. This understanding is crucial for implementing evidence-based interventions that enhance patient care quality. I learned to identify appropriate research designs and models, such as qualitative and quantitative methods, and to align findings with clinical practice (Polit & Beck, 2012). For instance, reviewing literature on fall prevention enabled me to advocate for and implement specific strategies that reduced falls within the clinical setting, demonstrating the practical application of research evidence.

The ethical considerations in research, particularly protecting human subjects, are paramount. I have learned the importance of informed consent, confidentiality, and beneficence, which are essential in safeguarding patient rights during research activities. Advocating for ethical standards ensures that research contributes to knowledge without compromising patient safety or dignity (American Nurses Association, 2015). An example includes ensuring proper documentation and consent procedures when participating in a quality improvement project involving patient surveys.

Evaluating information credibility has become integral in my practice. I now critically appraise sources using criteria such as authority, accuracy, currency, relevancy, and purpose (Ghanaat & Sadeghi, 2019). For example, I differentiate peer-reviewed journal articles from unsupported internet sources, ensuring that clinical decisions are based on validated data. This skill is essential in an era saturated with information, where misinformation can compromise care quality.

Engaging in evidence retrieval, appraisal, and synthesis, often in collaboration with the healthcare team, has sharpened my collaborative skills. I have actively participated in interdisciplinary meetings to discuss evidence supporting new protocols, ultimately aiming to improve patient outcomes. Such collaboration reinforces the importance of diverse perspectives and shared decision-making (Melnyk & Fineout-Overholt, 2018).

Integration of evidence, clinical judgment, and patient preferences forms the basis of holistic care. For example, tailoring pain management plans based on patient values, current research, and clinical assessment exemplifies this integration. It underscores the importance of respecting individual differences while following evidence-based standards (Jarvis, 2018).

Effective documentation and dissemination of evidence are critical for transparency, accountability, and ongoing learning. Participating in quality improvement initiatives, documenting outcomes, and sharing findings through presentations or publications are ways I have contributed to this process. Such efforts not only advance personal growth but also enrich the collective knowledge within healthcare settings.

Understanding how nursing and healthcare quality and safety measures are developed and validated is essential for accountability. I have participated in initiatives to implement patient safety protocols, such as hand hygiene compliance and medication reconciliation, which are based on validated standards endorsed by accrediting agencies (Kelly et al., 2020).

Finally, recognizing practice discrepancies and actively seeking resolutions is vital for patient safety. For instance, identifying medication administration deviations and collaborating with a team to rectify practices demonstrates the application of clinical judgment and systems thinking to mitigate adverse outcomes (Pronovost et al., 2018).

In conclusion, the competencies cultivated during this course significantly contribute to my professional growth and ability to deliver evidence-based, safe, and patient-centered care. The profound understanding of the interconnectedness of theory, research, and practice enables me to critically evaluate evidence, advocate ethically, and collaborate effectively. These skills align with the BSN essentials and serve as a foundation for continuous learning and improvement in nursing practice, ultimately enhancing patient outcomes and advancing the nursing profession.

References

• American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.
• Ghanaat S., & Sadeghi N. (2019). Critical appraisal skills for evidence-based practice: A review of tools and strategies. Journal of Evaluation in Clinical Practice, 25(5), 811–821.
• Jarvis, C. (2018). Physical Examination and Health Assessment (8th ed.). Elsevier.
• Kelly, D. M., Snyder, S., & Wills, J. (2020). Patient safety and quality improvement: Integration into nursing education. Journal of Nursing Education, 59(4), 201–205.
• Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice (4th ed.). Wolters Kluwer.
• Polit, D. F., & Beck, C. T. (2012). Resource manual to accompany Nursing research: Generating and assessing evidence for nursing practice. Wolters Kluwer.
• Pronovost, P., et al. (2018). Creating a culture of safety in healthcare. BMJ Quality & Safety, 27(3), 188–192.
• American Nurses Association. (2015). Code of Ethics for Nurses with Interpretive Statements. Author.