Students Are Required To Submit Weekly Reflective Nar 120551
Students Are Required To Submit Weekly Reflective Narratives Throughou
Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice. This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s). In each week's entry, students should reflect on the personal knowledge and skills gained throughout the course.
Journal entries should address one or more of the areas stated below. In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission. Ensuring the integrity of human dignity in the care of all patients, and addressing population health concerns.
Paper For Above instruction
The assignment requires students to engage in weekly reflective writing throughout the duration of the course, which will eventually be compiled into a comprehensive final journal at the end of the course (Topic 10). This reflective practice is vital for fostering critical thinking, self-awareness, and professional growth in the context of leadership and inquiry within healthcare settings (Boud, Keogh, & Walker, 2013). The reflections should go beyond mere description, aiming to analyze experiences, draw connections between theory and practice, and assess personal development related to course competencies.
The weekly narratives serve multiple purposes. Firstly, they enable students to identify and evaluate their growth in understanding key concepts, including maintaining human dignity in patient care and addressing broader population health issues (Epstein & Peck, 2015). Secondly, these reflections act as a platform for introspection concerning personal strengths and weaknesses. Recognizing one's limitations and areas for improvement is crucial in cultivating effective leadership skills necessary for implementing ethical and culturally competent care (Higgins & Hartley, 2017). Thirdly, these narratives facilitate the integration of leadership theories and inquiry-based approaches into real-world practice, fostering a mindset of continual improvement (Goleman, 2013).
A significant component of weekly reflections involves examining how each student has met specific course objectives. For example, students should explicitly discuss their application of ethical principles in clinical practice, their response to population health concerns, or their efforts to uphold human dignity in diverse care environments (Fronteira et al., 2014). This requires thoughtful analysis of experiences, identifying successful strategies, and considering areas where alternative approaches may be beneficial. Furthermore, students are encouraged to identify additional resources or evidence-based practices that could enhance patient outcomes and professional competence (Ahern et al., 2018).
In the final reflective journal, students are expected to synthesize insights from all weekly entries. This synthesis should highlight overarching themes, such as the importance of compassionate care, ethical considerations, and health equity. The culmination of these reflections provides a comprehensive view of the student's development as a healthcare leader committed to ethical standards and population health (Benner, 2018). Importantly, the final submission should demonstrate critical self-assessment, illustrating how the student plans to continue leveraging these insights to advance their professional practice.
The content of the reflective narratives should also engage with the core principles of safeguarding human dignity and addressing population health challenges. Students should critically analyze scenarios where human dignity was preserved or challenged, and explore strategies to strengthen advocacy and compassionate communication (Lachman, 2016). Likewise, reflections on population health should encompass the social determinants influencing patient outcomes and how leadership can drive initiatives to promote health equity at community and organizational levels (Braveman & Gottlieb, 2014).
In summary, this assignment encourages a continuous process of reflection, critical analysis, and professional growth, emphasizing ethical practice, leadership, and inquiry. Through consistent weekly entries, students can develop a robust, introspective understanding of their evolving role in delivering person-centered, culturally competent, and population-focused healthcare (Kleinman & Benson, 2012). The final journal culminates this ongoing reflective process, demonstrating the integration of theory, practice, and personal development necessary for effective leadership in healthcare settings.
References
Ahern, S., Kelleher, M., & McAvoy, H. (2018). Evidence-based practice in healthcare: A guide for clinicians. Routledge.
Benner, P. (2018). From novice to expert: Excellence and power in clinical nursing practice. Prentice Hall.
Braveman, P., & Gottlieb, L. (2014). The social determinants of health: Coming of age. Annual Review of Public Health, 35, 375-398.
Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning. Routledge.
Epstein, R. M., & Peck, H. L. (2015). The importance of maintaining human dignity in healthcare. Journal of Medical Ethics, 41(12), 973-978.
Fronteira, I., Clark, M., & Gomes, M. (2014). Ethical principles in healthcare. Bioethics, 28(3), 147-152.
Goleman, D. (2013). Emotional intelligence: Why it can matter more than IQ. Bantam.
Higgins, D., & Hartley, J. (2017). Developing leadership skills through reflective practice. Leadership in Health Services, 30(3), 234-242.
Kleinman, A., & Benson, P. (2012). The role of reflection in health care. Academic Medicine, 87(11), 1528-1532.
Lachman, V. D. (2016). Promoting dignity and respect through nursing care. Nursing Management, 47(4), 12-17.