Feb 23, 2024 NR 507 Week 7: Reflection Assignment
NR 507 Week 7: Reflection Assignment
NR 507 Week 7: Reflection Assignment
Workplace Incivility
Incivility in the workplace is a pertinent issue with detrimental effects and needs sustainable solutions. Learning about this rarely addressed workplace issue has been informative and eye-opening. Some commonly encountered uncivil behaviors include rudeness, disrespect, verbal abuse, threats, humiliation, and criticism (Bambi et al., 2018). Incivility is a stressor that causes effects on physical, psychological, and occupational health like psychological distress, burn-out, fragmented workplace relationships, absenteeism, resignation, stress, job dissatisfaction, and self-esteem issues (Di Fabio et al., 2019). Incivility in the workplace has negative implications on my perception of the nursing profession as a prestigious field. This is attributed to the associated effects and the potential for reduced quality of care. Those outside healthcare may view the nursing profession as a threat to patient safety and adverse health outcomes stemming from uncivil behaviors.
As a nurse practitioner, various strategies can to foster a positive civil work environment. These include raising workplace awareness about the issue, promoting tailored prevention campaigns, availing resources to adequately address conflicts, devising zero-tolerance policies against any incivility, and engaging in proper courteous communication (Bambi et al., 2018). Clear mechanisms should also be put in place for reporting and ensuing investigation of incivility (Clark et al., 2018). These measures will promote a culture of respectful interactions and civil behaviors.
Cyber incivility is a rising issue with the integration of technology in clinical practices during communication among healthcare professionals. Cyber incivility can be associated with more detrimental effects and psychological distress as compared to in-person incivility attributed to publicity and wider access to social media platforms (Kim et al., 2020). Curbing this issue warrants responsible use of online platforms. Engagement in professional communication for self and others is also essential.
The promotion of optimal personal holistic health requires proactive engagement in certain self-care practices in the professional and personal context. These include workload self-regulation, adequate breaks in between demanding tasks, personal leaves especially during ill health, sufficient sleep, healthy diet, rest, and spiritual practices (Mills et al., 2018). It is also important to maintain harmonious and supportive social relationships while embracing self-reliance. A balance between professional and personal life should be stricken to avoid unnecessary disruptions.
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References
Bambi, S., Foà, C., De Felippis, C., Lucchini, A., Guazzini, A., & Rasero, L. (2018). Workplace incivility, lateral violence, and bullying among nurses. A review of their prevalence and related factors. Acta bio-medica : Atenei Parmensis, 89(6-S), 51–79. https://doi.org/10.23750/abm.v89i6-S.7461
Clark, C. M., & Ritter, K. (2018). Policy to Foster Civility and Support a Healthy Academic Work Environment. The Journal of nursing education, 57(6), 325–331. https://doi.org/10.3928/01484834-20180522-02
Di Fabio, A., & Duradoni, M. (2019). Fighting incivility in the workplace for women and all workers: The Challenge of Primary Prevention. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01805
Kim, S. S., Song, H. J., & Lee, J. J. (2020). Cyber incivility experience of Korean clinical nurses in the workplace: A qualitative content analysis. International Journal of Environmental Research and Public Health, 17(23), 9052. https://doi.org/10.3390/ijerph17239052
Mills, J., Wand, T., & Fraser, J. A. (2018). Exploring the meaning and practice of self-care among palliative care nurses and doctors: A qualitative study. BMC Palliative Care, 17(1). https://doi.org/10.1186/s12904-018-0318-0
Reflect back over the past 8 weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #1, MSN Essential I, and Nurse Practitioner Core Competencies # 1 Scientific Foundation CompetenciesProgram Outcome #1: Provide high quality, safe, patient-centered care grounded in holistic health principles. (holistic health & patient-centered care)
MSN Essential I: Background for Practice from Sciences and Humanities:
Recognizes that the master’s prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.
Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies
Critically analyzes data and evidence for improving advanced nursing practice.
Integrates knowledge from the humanities and sciences within the context of nursing science.
Translates research and other forms of knowledge to improve practice processes and outcomes.
Develops new practice approaches based on the integration of research, theory, and practice knowledge.
I would like to start by saying this course has been very demanding yet, an enhancing course. The course needed prudent time management so as to complete assignments, readings, quizzes and exams. The advanced pathophysiology course has prepared me to function in an advanced practice role by offering a detailed understanding of the pathophysiological processes, allowing me to predict clinical symptoms, choose evaluative studies, begin appropriate treatments, and plan for possible complications (CCN, 2018). Insights into the underlying disease process will enable the nurse practitioner for incorporation of current and groundbreaking interventions. Relevant screening and diagnostic testing approaches will also be incorporated.
Program outcome
The MSN course program outcomes included delivering high standard, safe patient centered- care by forging a caring atmosphere and taking part in long lasting personal and professional development and advocating for positive health outcomes in virtue of evidenced-based synergetic advanced nursing practice (CCN, 2018). Course outcomes require exploring pathophysiology processes, investigating the approach in which homeostatic, adaptive and compensative physiologic processes may be sustained or altered through specific interventions, risk factors, and approaches of diagnosis and therapy of health problems in chosen populations and analogous research conclusions to management of patients with multifaceted pathophysiologic dysfunction (CCN, 2018). The course outcomes allow the advance practice nurse to utilize pathophysiology to support clinical decision making concerning diagnosis and therapy of acute and chronic presentations frequently managed by nurse practitioners (CCN, 2018).
MSN Essential
Essential IV: Interpreting and incorporating scholarship into practice (AACN, 2011). The master’s prepared nurse should apply research findings within the practice environment, solve issues, work as a change advocate and promulgates results (AACN, 2011). The case study assignments we did in this class allowed me to employ evidence, clinical discernment and interpreting methods to enhance related outcomes for patient groups (AACN, 2011). The advanced practice nurse must be able to articulate to a diversity of audiences, the evidence-base for practice determinations, in addition to the reliability of sources of evidence and the pertinence to the practice problem encountered (AACN, 2011).
Nurse Practitioner Competencies
Nurse practitioners have an extensive range of knowledge and expertise, which they bring into play in their appraisals and decision making to begin application of interventions to patients (Stanford, 2016). Their work is all evidence-based (Stanford, 2016). Competencies may be seen as a mixture of practical and academic knowledge that enhances performance or the capability to carry out a specific role (Stanford, 2016). The word advance practice is suggestive and oftentimes conferred in the context of a degree of practice with autonomy supported through skillful knowledge basis and clinical expertise through expanded and extended roles (Stanford, 2016). As advanced practice nurses we should utilize information in this course and use this information to evaluate patients, make diagnosis, order and translate diagnostic exams and conduct treatment plans in addition to prescribing medications as learnt from this course.
NR 507 Week 7: Reflection Assignment References
American Association of Colleges of Nursing. (2011).The essentials of master’s education in nursing. Retrieved from. www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf (Links to an external site.)
Chamberlain College of Nursing. (2018). NR-507-62413. Program outcomes [Online lesson] Downers Grove, IL: DeVry Education Group. Stanford, P. E. (2016). How can a competency framework for advanced practice support care? .British Journal Of Nursing, 25(20), 1117-1122
This course has been very challenging yet very rewarding to me on so many levels, and it has prepared me for the rigors of graduate instruction as well as the processes of pathophysiology. The case studies were extremely helpful in understanding some of the more common disease processes. The case studies provided valuable information and helped me know the signs, symptoms, lab values and diagnostic evaluations.
This course has helped me advance from my foundational background in nursing to understanding more complex pathophysiological processes in everyday practice. It has helped grow in the process of thinking like an FNP by integrating evidence-based care the patient. The evidence-based practice has been recognized as the safer approach for the patient in many aspects. It provides nurses with an up-to-date knowledge base that can be used in practice without reverting to “traditional” unfounded methods of the past. This class has helped me by using current knowledge, theory, and skills in my practice that I can use for further diagnosis in the role of the FNP (National Organization of Nurse Practitioner Faculties, 2017). As nurses, we are always learning and advancing in our practice to better advocate for our patients while growing within our roles. Benner’s theory of Novice to Expert helps explain that we are always learning, regardless of how long one has been a nurse, and this journey will only further strengthen us as family nurse practitioners (Fitzpatrick & Gripshover, 2016). I gained a lot of knowledge from my classmates by tackling different case studies in weeks 2, 3, and 5. Everyone’s opinions and perspectives were respected without criticizing. The project in Week 6 was gratifying, and I got to learn new things from watching the videos and personal experiences.
Reference
Fitzpatrick, S., & Gripshover, J. (2016). Expert nurse to novice nurse practitioner: The journey and how to improve the process. The Journal for Nurse Practitioners, 12(10), 419-421.
The National Organization of Nurse Practitioner Faculties. (2017). Nurse practitioner core competencies content. Retrieved from http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreComps_with_Curric.pdf
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
NR 507 Week 7: Reflection Assignment Grading Rubric Guidelines
Performance Category109840ScholarlinessDemonstrates achievement of scholarly inquiry for professional and academic decisions.Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisionsEvaluates literature resources to develop a comprehensive analysis or synthesis.Uses valid, relevant, and reliable outside sources to contribute to the threaded discussionProvides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.Evaluates information from source(s) to develop a coherent analysis or synthesis.Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.Demonstrates little or no understanding of the topic.Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) without any interpretation/evaluation.The posting uses information that is not valid, relevant, or reliableNo evidence of the use of scholarly inquiry to inform or change professional or academic decisions.Information is not valid, relevant, or reliablePerformance Category 109840Application of Course Knowledge -Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situationsPosts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;Applies concepts to personal experience in the professional setting and or relevant application to real life.Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.Applies concepts to personal experience in their professional setting and or relevant application to real lifeInteractions with classmates are relevant to the discussion topic but do not make direct reference to lesson contentPosts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifeDoes not demonstrate a solid understanding of the principles and concepts presented in the lessonPosts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.Posts are superficial and do not reflect an understanding of the lesson contentDoes not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifePosts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignoredNo discussion of lesson concepts to personal experience in the professional setting and or relevant application to real lifePerformance Category 54320Interactive DialogueReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.(5 points possible per graded thread)Exceeds minimum post requirementsReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.Replies to a post posed by faculty and to a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate daysReplies to a question posed by a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.Meets expectations of 2 posts on 2 different days.The main post is not made by the Wednesday deadlineDoes not reply to a question posed by a peer or facultyHas only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ commentsDoes not post to the threadNo connections are made to the topic Minus 1 PointMinus 2 PointMinus 3 PointMinus 4 PointMinus 5 PointGrammar, Syntax, APANote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.Points deducted for improper grammar, syntax and APA style of writing.The source of information is the APA Manual 6th Edition2-3 errors in APA format.Written responses have 2-3 grammatical, spelling, and punctuation errors.Writing style is generally clear, focused, and facilitates communication.4-5 errors in APA format.Writing responses have 4-5 grammatical, spelling and punctuation errors.Writing style is somewhat focused.6-7 errors in APA format.Writing responses have 6-7 grammatical, spelling and punctuation errors.Writing style is slightly focused making discussion difficult to understand.8-10 errors in APA format.Writing responses have 8-10 grammatical, spelling and punctuation errors.Writing style is not focused, making discussion difficult to understand.Post contains greater than 10 errors in APA format.Written responses have more than 10 grammatical, spelling and punctuation errors.Writing style does not facilitate communication.The student continues to make repeated mistakes in any of the above areas after written correction by the instructor0 points lost -5 points lostTotal Participation Requirementsper discussion threadThe student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different daysEarly Participation Requirementper discussion threadThe student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
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