Feb 23, 2024 NR 500: Reflection on Week 1 Lessons
NR 500: Reflection on Week 1 Lessons
NR 500: Reflection on Week 1 Lessons
The most important concepts I learned in week one include the competencies of the Master’s-prepared nurse, the framework for professional nursing practice, and the roles of the Master’s-prepared nurse. I learned that MSN nurses build on the competencies gained in the BSN program. MSN nurses must demonstrate a deeper understanding of nursing and the related sciences needed to fully evaluate, design, implement, and evaluate nursing care (AACN, 2011). Besides, I have realized that nurses who gain the competencies outlined in the AACN Essentials of Master’s Education in Nursing have advanced nursing knowledge and higher-level leadership skills for improving health outcomes. This has significant value for the current and emerging roles of MSN nurses in healthcare delivery and design.
The concepts are essential because MSN students learn that they are expected to demonstrate a broad knowledge and practice expertise that should build on and expand their BSN nursing practice. They also gain insight that they should have a deeper understanding of the nursing discipline to engage in higher-level practice and leadership in various settings and commit to lifelong learning. The concepts will prepare me for my future role as an MSN-prepared nurse since they have enlightened me on the competencies I should demonstrate before graduating. I can apply the framework for professional nursing practice to provide healthcare that is holistic, person-centered, and care-focused (DeNisco & Barker, 2015). Besides, the concepts will guide me in demonstrating the skills and attitudes needed to meet the professional competencies that I need as an MSN-prepared advanced practice nurse.
NR 500: Reflection on Week 1 Lessons References
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11
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DeNisco, S. M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.
Week 1: Reading
Due Sunday by 11:59pm
Points None
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf
Chamberlain University. (2018). Philosophy and framework. https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf
16-17
Clark, L., Casey, D., & Morris, S. (2015). The value of master’s degrees for registered nursesLinks to an external site.. British Journal of Nursing, 24(6), 328-334. https://doi-org.chamberlainuniversity.idm.oclc.org/10.12968/bjon.2015.24.6.328
DeNisco, S. M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.
Chapter 1 Introduction to the Role of Advanced Practice Nursing
Master’s-Prepared Competencies
Introduction
This is a very exciting time in nursing as we are currently experiencing a transformation of nursing
NR 500 Reflection on Week 1 Lessons
practice. The role of the master’s-prepared advanced practice nurse is evolving in response to the changing healthcare environment and delivery system. A master’s education equips nurses with valuable knowledge and skills to lead change, promote health, and elevate care in various roles and settings (American Association of Colleges of Nursing [AACN], 2011). Several professional nursing guidelines have been established to help guide the transformation of nursing practice. For example, the American Association of Colleges of Nursing (AACN) Essentials of Master’s Education in Nursing, the National Organization of Nurse Practitioner Faculties (NONPF) Nurse Practitioner (NP) Competencies, and the National League for Nurses (NLN) provide guidelines for graduate nursing education. All three professional nursing organizations have developed frameworks to guide graduate nursing education curricula that are consistent with the Initiative on the Future of Nursing call for the transformation of nursing practice (Institute of Medicine, 2010). Likewise, the Chamberlain University (CU) masters of science nursing (MSN) program delivers a curriculum that incorporates professional nursing educational guidelines to help produce competent graduate nurses in a variety of advanced practice specialty areas that include both direct and indirect health care settings. The CU MSN program provides an expanded perspective on the roles and essential competencies of master’s-prepared nurse practice in the 21st century. As a master’s-prepared advanced practice nurse of the 21st century, you must have a diverse set of knowledge, skills, and attitudes that foster and facilitate leadership in complex adaptive systems.
Reflection Box
Think about the role of the master’s-prepared nurse in the 21st century. What skills and abilities must the MSN nurse possess to be an effective healthcare professional? At the end of this course, you will reflect on your answer to see if your opinions have changed.
Framework for Professional Nursing Practice
When students enter the classroom, they are provided with a Syllabus that discusses the knowledge that they are expected to gain as a result of taking the course. Students who read through the assignments often cannot help but wonder why the professor selected certain content or assignments to be included in the course. There are professional standards that serve as the framework and define the expectations of the curriculum of a nursing program. There are several documents that define the critical outcomes of graduate study in nursing: The Essentials of Master’s Education in Nursing (AACN, 2011), the NONPF NP Competencies, the Graduate Competencies (NLN, 2012), and the Chamberlain College of Nursing (2016) Masters of Science in Nursing Conceptual Framework.
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The goal of professional nursing guidelines is to serve as an outline of the skills, knowledge, and attitudes that are expected of all graduates of a master’s in nursing program. The graduate curriculum is designed to build upon the knowledge of the baccalaureate or entry-level of practice (AACN, 2011) and to provide graduates with the knowledge needed to support practice in a complex, fluid, and dynamic health care setting with an emphasis on quality and safe care (National League for Nursing, 2012). Regardless of the selected focus of graduate study, the MSN nursing student must demonstrate the skills and attitudes necessary to meet the professional competencies of a master’s-prepared advanced practice nurse. Professionally competent is also a prerequisite attribute of the Person-Centred Nursing Framework that addresses the importance of having the right knowledge, skills, and attitude to deliver holistic care (McCormack & McCance, 2017). This framework and holistic care will be explored in upcoming weeks of this course.
According to the AACN (2011), the nurse who earns a master’s degree will be accountable for quality-care outcomes and integration of care throughout a healthcare system; providing leadership and mentorship, collaborating and developing interdisciplinary teams, devising innovative measures to provide care, and aiding in the transition of evidence into the workplace setting. Additionally, as stated by the NLN (2012), master’s-prepared nurses are expected to perform as leaders, scholars, and members of interprofessional teams in the advancement of the nursing profession.
Literature supports advanced education for nursing with noted benefits related to patient care (Gerard, Kazer, Babington, & Quell, 2014). According to Clark, Casey, and Morris (2015), evidence suggests that nurses who’ve engaged in postgraduate study may have skills such as effective leadership, complex problem-solving, change management, and relationship building, making them a good fit for today’s complex healthcare environment.
Reflection Box
Critical thinking is a buzzword that is heard and expected at all levels of nursing. It is not a new concept to nursing practice; critical thinking has permeated nursing literature for the last 30 years. Healthcare delivery is a collaborative effort that involves scholarly dialogue with other disciplines, as well as challenging each other’s perspective on practice. Master’s-prepared nurses have improved critical thinking skills that can be utilized in leadership roles and used to challenge poor practices (Clark, Casey, & Morris, 2015) and influence positive change.
The master’s-prepared nurse also appreciates the interrelationships of ethical and legal issues, financial sustainability, and the translation of evidence-based research into practice (AACN, 2011). Nurses prepared at the master’s level must also possess the ability to utilize technology and engage and lead interprofessional teams to improve healthcare delivery and health outcomes (Gerard et al., 2014) with a sustained focus on quality and safety.
Roles of the Master’s-Prepared Nurse
As discussed in this lesson, the profession of nursing is transforming based on changes in healthcare. The Institute of Medicine (2010) issued a statement in the landmark Future of Nursing Report calling for nurses to work to the full extent of their education and scope of practice. Master’s-prepared nurses take on many different roles in a variety of healthcare and healthcare-related settings. Master’s-prepared nurses are educated to practice in a variety of direct and indirect practice settings, including administration, education, acute care, and informatics, among others (AACN, 2011).
NR 500: Reflection on Week 1 Lessons References
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf
Chamberlain College of Nursing (2016). Chamberlain College of Nursing Masters of Science I Nursing conceptual framework. https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf
Clark, L., Casey, D., & Morris, S. (2015). The value of master’s degrees for registered nurses. British Journal of Nursing, 24(6), 328-334. https://doi.org/10.12968/bjon.2015.24.6.328
Gerard, S. O., Kazer, M. W., Babington, L., & Quell, T. T. (2014). Past, present, and future trends of master’s education in nursing. Journal of Professional Nursing, 30(4), 326-332. https://doi.org/10.1016/j.profnurs.2014.01.005
Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. The National Academies Press. https://doi.org/10.17226/12956.
McCormack, B. & McCance, T. (2017). Person-centred practice in nursing and health care. Theory and practice (2nd ed.). Wiley Blackwell.
National League for Nursing. (2012). Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master’s, practice doctorate, and research doctorate programs in nursing. http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nln-competencies-for-graduates-of-nursing-programs
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 500: Reflection on Week 1 Lessons Grading Rubric Guidelines
Performance Category
10
9
8
4
0
Scholarliness
Demonstrates 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 decisions
Evaluates literature resources to develop a comprehensive analysis or synthesis.
Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
Provides 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 reliable
No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
Information is not valid, relevant, or reliable
Performance Category
10
9
8
4
0
Application 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 situations
Posts 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 life
Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
Posts 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 life
Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
Posts 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 content
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
5
4
3
2
0
Interactive Dialogue
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 days.
(5 points possible per graded thread)
Exceeds minimum post requirements
Replies 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 peer
Summarizes 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 days
Replies to a question posed by a peer
Summarizes 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 deadline
Does not reply to a question posed by a peer or faculty
Has only one post for the week
Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
Does not post to the thread
No connections are made to the topic
Minus 1 Point
Minus 2 Point
Minus 3 Point
Minus 4 Point
Minus 5 Point
Grammar, Syntax, APA
Note: 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 Edition
2-3 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 instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread
The 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 days
Early Participation Requirement
per discussion thread
The 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.
Participation for MSN
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