Throughout The Course, Students Will Engage In Weekly Reflec

Throughout The Course Students Will Engage In Weekly Reflection And S

Throughout the course, students will engage in weekly reflection and scholarly activities. These assignments are presented in Topic 1 to allow students to plan ahead and incorporate the deliverables into the Individual Success Plan if they so choose. The weekly reflective journals and scholarly activities will not be submitted in LoudCloud each week; a final, culminating submission will be due in Topic 10. No submission is required until Topic 10.

Students are required to maintain weekly reflective narratives throughout the course to combine into a final, course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This journal should reflect on the personal knowledge and skills gained throughout the course, addressing practice immersion clinical experiences encountered each week. The reflection should cover areas such as new practice approaches, intraprofessional collaboration, healthcare delivery systems, ethical considerations, population health concerns, the role of technology, health policy, leadership and economic models, and health disparities. Each area should be addressed in one or more weekly entries, especially in the final submission at Topic 10.

This reflection journal also encourages students to explore what they have learned about their professional practice, identify personal strengths and weaknesses, consider additional resources and skills that could influence outcome improvements, and demonstrate how they met course competencies and objectives.

In addition to the reflective journal, students are required to participate in scholarly activities outside of clinical practice. Such activities include attending conferences, seminars, journal clubs, grand rounds, morbidity and mortality meetings, interdisciplinary committees, and quality improvement initiatives, whether at their practice site, community, or nationally.

Students must post at least one scholarly activity documentation during the program, which should be completed by the end of this course. Furthermore, students are expected to contribute regularly to interdisciplinary initiatives. In Topic 10, students will submit a summary report of their scholarly activity, guided by the "Scholarly Activity Summary" resource provided.

Paper For Above instruction

The Professional Capstone and Practicum course emphasizes the importance of reflective practice and scholarly engagement for nursing students aiming to enhance their leadership and inquiry skills within healthcare. The course framework requires students to maintain a weekly reflective journal, which collectively forms a comprehensive, course-long narrative. This reflective journal serves as a tool for students to critically analyze their clinical experiences, personal growth, and professional development throughout the program. It helps students synthesize their learning by assessing how their practice evolves week by week, with particular attention to areas such as clinical approaches, collaboration, healthcare systems, ethics, technology, health policy, leadership, and disparities.

The weekly reflections are intended to foster continuous learning and self-assessment, enabling students to track progress against course objectives and identify areas for improvement. The final submission at Topic 10 consolidates these insights, providing a holistic view of the student's professional journey and their integration of leadership principles into practice. This reflective practice aligns with the broader goals of the BSN program, emphasizing critical thinking, self-awareness, and lifelong learning.

Scholarly activities further augment this learning process by encouraging active engagement with the nursing and healthcare community. Activities such as attending conferences, participating in journal clubs, or contributing to committees serve to broaden students’ perspectives and facilitate interdisciplinary collaboration. Documentation of at least one scholarly activity is mandatory, reflecting the student’s proactive involvement in ongoing professional development. The required final report synthesizes these experiences, highlighting their significance in advancing evidence-based practice, enhancing interprofessional relationships, and fostering a culture of quality improvement.

Overall, the integration of reflective practice and scholarly engagement within this course equips future nurse leaders with essential skills to enhance healthcare outcomes. It encourages ongoing inquiry, critical analysis, and application of evidence in clinical decision-making, fostering a sophisticated understanding of the complexities within healthcare systems. Through these assignments, students are prepared to assume leadership roles that advocate for patient safety, equity, and excellence in nursing practice.

References

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2. Craig, D., & Smyth, R. (2012). The evidence-based practice manual for nurses. Elsevier Health Sciences.
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5. Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice. Wolters Kluwer.
6. National League for Nursing. (2015). Achieving excellence in nursing education. NLN Publishing.
7. Rosenfeld, L., & Hand, K. (2016). Interprofessional education: Enriching learning and patient care. Journal of Interprofessional Care, 30(4), 417-423.
8. Benner, P., Sutphen, L., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass.
9. World Health Organization. (2016). Framework on integrated, people-centred health services. WHO Press.
10. Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. The National Academies Press.