DNP 835 Topic 8 Reflective Journal CAROLYN Essay

DNP 835 Topic 8 Reflective Journal CAROLYN Essay

DNP 835 Topic 8 Reflective Journal CAROLYN Essay

DNP Reflective Journal

A reflective journal involves formal documentation of reflection experienced in a particular course, such as new learning experiences and new knowledge gained in the same duration. Besides, through a reflective journal, a learner can also document various difficulties or challenges encountered during the course as well as the strategies implemented to overcome the challenges and fulfill the course objectives. Therefore, the purpose of this assignment is to compose a reflection on the new learning, experiences, and difficulties encountered in undertaking and completing the Grand Canyon University DNP 835, which focuses on patient outcomes and sustainable change. As such, this reflection is evidence that the DNP learner accomplished the laid down course objectives as well as the AACN essentials for doctoral education (Ahmed et al., 2018). Throughout the course, the DNP learner managed to gain knowledge and skills on the formulation of various strategies important for patient care and quality health care promotion as well as a safe patient environment in the patient care settings.

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Reflection

This reflection focuses on various strategies, activities, and efforts that were applied by the DNP students to help achieve the DNP 835 set objectives and requirements. For example, weekly assignments, class participation, and class discussions entailed a bigger part of the journey toward course completion, which focuses on patient outcomes and sustainable change. Throughout the learning experience, the student managed to integrate competencies and various care suspects such as healthcare delivery, patient-centered care, sustainable change, and ethical principles connected to practice. The next section discusses the essentials met.

Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking

This DNP essential deals with quality improvement and system thinking through organizational and systems leadership. This essential is directly connected to this course. During the experience, the DNP learner studied various roles that a DNP-prepared nurse can engage in in the promotion of care delivery and sustainable change in the care environment. Various aspects explored include how theory is applied to practice, challenges to cost management as part of costs management, and various activities for care coordination (Younas & Quennell, 2019). As part of the course, the DNP student also discussed strategies that can be used to evaluate quality and safety issues related to patient care activities. Innovative approaches to sustainable change and change theories were also key in fulfilling this essential. This essential was also accomplished by exploring strategies that can be used to formulate a culture of safety and quality care in the patient care environment.

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

Essential III, which focuses on clinical scholarship and analytical methods for evidence-based practice, was also achieved in this course. The DNP student focused on various activities which were key. For example, as part of the course, the DNP learner explored an evidence-based quality improvement program as well as some of the potential challenges or obstacles that can prevent the implementation of the proposed project. Coming up with such a proposal advanced the achievement of analytical methods and clinical scholarship. Improvement of patient outcomes and care delivery in the care environment has been shown to rely heavily on such evidence-based practice quality improvement projects and initiatives  (Ortiz, 2021). Aspects of evidence-based practices were also studied, including planning related to population health, evaluation, and development. In addition, the sustainability of a proposed project was explored as appropriate, as well as how change spreads through various theorists such as Lewin and Everett.

During the DNP 835 course, the student also managed to critically analyze evidence-based policy decisions concerning populations and how such policies are key to patient outcome improvements. In addition, the learner also explored how evidence-based policy decisions and population health are related by carefully analyzing the two to explore the aspects that can be used to improve patient care and ensure that change efforts are sustainable (Knepper et al., 2019). Another aspect that was explored is the culture of excellence and the strategies that can be used to promote such a culture, with a major focus on promoting patient safety. Various aspects were studied, for example, the use of quantitative and qualitative data in assessing organizational culture and applying the same data to promote the culture of safety.

Essential VII: Clinical Prevention and Population Health for Improving the Nation’s Health

Essential number seven was also accomplished by completing the Grand Canyon University DNP 835. This essential focus is on clinical prevention and population health for the improvement of a nation’s health. Various aspects were explored to help accomplish this essential. For example, the DNP students studied aspects such as vision and strategic planning and how they are related to healthcare. Again, the DNP learner also discussed healthcare outcome-related aspects such as healthcare disparity, for instance, the factors that lead to health disparity in the US (Brown et al.,2019). As part of health disparity, the student also explored various initiatives that can be used to help fight disparity and health iniquities in the US and some of the strategies and initiatives that can be applied to help fight healthcare iniquities and promote effective change.

Improving a nation’s health involves various strategies that need to be studied. In addition, various interventions need to be implemented to help improve a nation’s health. An example is the study of social determinants of health and how such determinants of health impact people’s health, and how they can also be changed to improve people’s health outcomes (Brown et al.,2019). As part of this discussion, health equity was also explored as to how it can be used to eliminate the healthcare disparities among people. Such discussions were achieved by exploring the IHA module. The module was mainly focusing on how to improve health equity among populations hence eliminating or reducing health disparities. By identifying a particularly underserved population and formulating various activities to improve their health, it is possible to impact the overall health of a population positively. Therefore, exploring aspects of dealing with health disparity and inequity was key in helping the DNP learner accomplish this essential.

Conclusion

This reflective journal has attested that the DNP learner has successfully accomplished the requirements for the Grand Canyon’s DNP 835A course by engaging in various activities throughout the duration of the course. The activities were mainly dealing with strategies for improving patient outcomes and sustainable change. Some of the activities undertaken include scholarly activities, class readings and assignments, and class discussions. In the process, three DNP essentials were achieved as appropriate.

References

Ahmed, D. N. P., Stephanie, W., WHNP, L. C., Davis, D. N. P., Sheila, M., & Fuller, Ph.D., D. N. P. (2018). DNP Education, Practice, and Policy. Springer Publishing.

Brown, A. F., Ma, G. X., Miranda, J., Eng, E., Castille, D., Brockie, T., … & Trinh-Shevrin, C. (2019). Structural interventions to reduce and eliminate health disparities. American Journal of Public Health, 109(S1), S72-S78. Doi: 10.2105/AJPH.2018.304844

Younas, A., & Quennell, S. (2019). Usefulness of nursing theory‐guided practice: an integrative review. Scandinavian Journal of Caring Sciences, 33(3), 540-555. https://doi.org/10.1111/scs.12670

Knepper, H., Sonenberg, A., & Savage, P. (2019). Evidenced-based policy decisions and population health: Policies, disparities, and data integrity. Public Administration Quarterly, 43(1), 5-27. https://www.proquest.com/docview/2199062827?pq-origsite=gscholar&fromopenview=true

Ortiz, M. R. (2021). Best practices in patient-centered care: Nursing theory reflections. Nursing Science Quarterly, 34(3). https://doi-org/10.1177/08943184211010432

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Assessment Description

Learners must maintain a reflective journal integrating self-reflection and inquiry demonstrated in the current Doctor of Nursing Practice (DNP) course.

General Requirements:

Use the following information to ensure successful completion of the assignment:

• Download the “Reflective Journal Template,” located in the DNP PI Workspace, for submission. Directions provided in the template should be followed because they align to the assignment rubric.
• A minimum of three peer-reviewed references published within the last 5 years is required.
• Doctoral learners are required to use the current APA style for their essay writing assignments. The current APA Style Guide is located in the Student Success Center.
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
• You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
• Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use. Failure to submit the reflective journal to both locations can result in an Incomplete for the course

Directions:

Using a scholarly approach, maintain a reflective journal integrating self-reflection and inquiry demonstrated in the current DNP course.

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Rubric Criteria

Total20 points

Criterion	1. Unsatisfactory	2. Insufficient	3. Approaching	4. Acceptable	5. Target
Course Outcomes and Competencies Aligned to the Course Course Outcomes and Competencies Aligned to the Course	0 points A description of how the learner achieved course outcomes and met the competencies aligned to the course is not included.	3.2 points A description of how the learner achieved course outcomes and met the competencies aligned to the course is incomplete or otherwise deficient.	3.52 points An introductory description of how the learner achieved course outcomes and met the competencies aligned to the course is provided with minimal detail or support.	3.68 points A complete description of how the learner achieved course outcomes and met the competencies aligned to the course is provided with appropriate details and support.	4 points A cogent, scholarly description of how the learner achieved course outcomes and met the competencies aligned to the course is thoroughly explored and clearly explained with relevant details and support.
Personal Knowledge and Skills Personal Knowledge and Skills	0 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is not included.	3.2 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is incomplete or otherwise deficient.	3.52 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is provided, but with minimal detail or support.	3.68 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is provided with appropriate details and support.	4 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is thoroughly explored and clearly explained with relevant details and support.
Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience.	0 points The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.	0.64 points The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.	0.7 points The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.	0.74 points The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.	0.8 points The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.
Development, Structure, and Conclusion Advances position or purpose throughout writing; conclusion aligns to and evolves from development.	0 points No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.	0.64 points Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.	0.7 points The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.	0.74 points The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.	0.8 points The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.
Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives.	0 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.	0.64 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.	0.7 points Relevant evidence that includes other perspectives is used.	0.74 points Specific and appropriate evidence is included. Other perspectives are integrated.	0.8 points Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.
Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.	0 points Appropriate format is not used. No documentation of sources is provided.	0.64 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.	0.7 points Appropriate format and documentation are used, although there are some obvious errors.	0.74 points Appropriate format and documentation are used with only minor errors.	0.8 points No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
Professional Practice and Approach Professional Practice and Approach	0 points A discussion of discoveries by the learner about professional practice and approach is incomplete or limited.	3.2 points A discussion of discoveries by the learner about professional practice and approach is not included.	3.52 points An introductory discussion of discoveries by the learner about professional practice is included, but only minimal detail or support is provided for approach.	3.68 points A detailed discussion of discoveries by the learner about professional practice and approach is complete, with appropriate details and support.	4 points A cogent, scholarly discussion of discoveries by the learner about professional practice and approach is clearly explained, with relevant details and support.
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.	0 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.	0.64 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.	0.7 points Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.	0.74 points Few mechanical errors are present. Suitable language choice and sentence structure are used.	0.8 points No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
Additional Resources for Influencing Optimal Learning Outcomes Additional Resources for Influencing Optimal Learning Outcomes	0 points A discussion of additional resources for influencing optimal learning outcomes is not included.	3.2 points A discussion of additional resources for influencing optimal learning outcomes is incomplete or otherwise deficient.	3.52 points An introductory discussion of additional resources for influencing optimal learning outcomes is provided, but with minimal detail or support.	3.68 points A complete discussion of additional resources for influencing optimal learning outcomes is provided with appropriate details and support.	4 points A clear discussion of additional resources for influencing optimal learning outcomes is provided, with relevant details and support.