Outcome and Analysis Planning/Narrative Analysis Essay

Outcome and Analysis Planning/Narrative Analysis Essay

Outcome and Analysis Planning/Narrative Analysis Essay

Narrative Analysis

Advanced practice nurses are trained to provide high-level care to patients from diverse backgrounds. They possess advanced knowledge and skills needed to ensure optimum patient outcomes. Master’s level prepared nurses to have competencies that must be met to practice safety in their respective roles. Therefore, this paper is a narrative analysis of how the course artifacts met the diverse goals of the MSN/FNP program, practice competencies, and their effect on my cultural competencies.

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How Artifacts Meet MSN/FNP Program Outcomes

The produced and submitted artifacts meet each of the MSN/FNP program outcomes. First, the produced and submitted artifacts meet the MSN/FNP program outcome of ensuring that MSN students synthesize theoretical knowledge from organizational, nursing, biological, and social sciences and apply it in their advanced nursing practice role. The course artifacts such as those related to quality healthcare, healthcare policy, and advocacy developed my understanding of how nurses can translate theoretical concepts into practice. The artifacts enhanced my understanding of how measures in healthcare can be evaluated to achieve the desired outcomes. It also enhanced my understanding of the critical roles that MSN-prepared nurses play in healthcare transformation through effective leadership and advocacy.

The submitted artifacts also facilitated the program outcome of ensuring critical thinking, holistic assessment, and clinical decision-making to provide culturally appropriate, patient-centered care. Holism and patient-centeredness in nursing practice contribute to care outcomes that include safety, efficiency, and quality (O’Rourke et al., 2019). By engaging in program artifacts such as examining C. diff, global and environmental health, pathophysiology, and case study of chronic diseases, I developed critical thinking, holistic assessment, and clinical decision-making skills to enhance outcomes for diverse populations.

The program artifacts also facilitated the realization of the program outcome of designing and implementing advanced practice plans of care in collaboration with other disciplines and communities. Collaboration ensures decisions made prioritize the care needs of the patients for holistic care. Program artifacts such as the focus on conditions including asthma, COPD, psychiatric disorders, allergic rhinitis, and heart failure increased my understanding of the importance of interdisciplinary collaboration in the care of patients (Emich, 2018). For example, physicians, nurses, respiratory therapists, and pharmacists should collaborate to ensure optimum outcomes for patients with COPD.

The program artifacts also facilitated the realization of the FNP outcome of using leadership skills to enhance change and influence healthcare policy. Advanced practice nurses are key drivers of quality and excellence in their organizations. They advocate the translation of evidence in clinical practice. They also advocate implementing policies that address the prioritized needs of their populations (Abbasinia et al., 2020). The focus on artifacts such as health policy and advocacy, transformational leadership, global and environmental health, and quality healthcare met the program outcome. Therefore, the program artifacts met the MSN/FNP program outcomes.

Summative Evaluation

The FNP program contributed to my growth and development in cognitive, psychomotor, and affective domains. The cognitive domain of learning focuses on knowledge acquisition and its use in clinical practice. The FNP program has facilitated my growth and development in this domain. Accordingly, it has increased my understanding of the complex nature of different processes that cause diseases and recovery. The program exposed me to different pathophysiological processes related to health problems such as heart failure, allergies, asthma, and psychiatric disorders. The focus on these topics expanded my understanding of the approaches to care that nurse practitioners should adopt. It also equipped me with insight into the different modalities of treatments that can be used to achieve optimum outcomes in the care process (Nascimento et al., 2021).

The FNP program has also contributed to my psychomotor growth and development. The psychomotor domain of growth and development focuses on learning through physical activity. The FNP program activities contributed to my growth in this aspect in several ways. First, by working with mentors in the clinical setting, I learned from the efficient ways I could utilize patient care. I learned through imitation by observing and using behaviors similar to those of my preceptors. I also led interdisciplinary team interventions by guiding the implementation of evidence-based interventions for patient care. I also undertook patient assessment, planning, implementation, monitoring, and evaluation of care plans independently. I also guided junior nurses in translating evidence into practice (Nascimento et al., 2021). Therefore, the program activities contributed to developing psychomotor skills needed for my practice as a family nurse practitioner.

I also experienced growth and development in the affective domain of learning. The affective domain entails receiving, reacting, valuing, organizing, and characterizing by value complex. It also focuses on values, attitudes, and emotions that learners develop in a process. I developed my affective domain in some ways during the FNP program. First, I developed the urge of inquiry as an advanced practice nurse. I seek information on issues that I need clarification on in my practice. I am open to new information and experiences since they contribute to my competency development as an advanced practice nurse. The program also enhanced my knowledge and skills in teamwork. I can comfortably participate in inter-disciplinary teams and guide the implementation of the needed care plans. I also incorporate new experiences and information into my existing value system (Stephens & Ormandy, 2018). Consequently, the program has made me an open-minded, flexible nurse ready to engage in new practices that enhance patient outcomes in the care process.

Summative Evaluation as it Pertains to AACN’s MSN Essentials

The FNP/MSN program has also promoted my growth and development to align with the AACN’s MSN essentials. The program artifacts enabled me to achieve essential I of the AACN’s MSN essentials. Accordingly, the program exposed me to a wide range of social, biological, psychological, and nursing science information to enhance my understanding of improving outcomes in nursing care in different settings (Burns & Delgado, 2019). Artifacts such as focusing on C-diff infection, global environmental health issues, HIV/AIDs, and heart failure, among others, provided me with the background for practice as a nurse from subjects including humanities and sciences.

The FNP/MSN program also enabled me to achieve essential II of AACN practice essentials, which focuses on organizational and system leadership. Advanced practice nurses play a vital role in transforming their health organizations using effective leadership styles and interventions. The FNP program allowed me to horn my system and organizational leadership skills. I participated in policy advocacy initiatives, implemented evidence-based interventions, and made ethical decisions, which helped me achieve AACN’s essential II for advanced practice nurses. The focus on artifacts such as quality healthcare, healthcare policy, and advocacy, and marginalized women and children bearing families also contributed to the realization of AACN’s essentials III, IV, and VI, which focus on quality improvement in healthcare and translation of evidence into practice and health advocacy (Burns & Delgado, 2019).

I also explored the different health information technologies for optimizing care outcomes in the FNP programs. The focus helped me achieve AACN’s essential V, which recognizes the need for master’s level prepared nurses to have competencies in using patient-care technologies to optimize care outcomes and coordinate care. The program also exposed me to practice interventions such as inter-professional collaboration and population health promotion, which aligns with AACN’s essential VII, VIII, and IX (Howard, 2021). Therefore, I believe that I have the competencies to translate knowledge into practice as an advanced practice nurse.

Summative Evaluation as it Pertains to the National Organization of Nurse Practitioner Faculties (NONPF) Competencies

The FNP program has also contributed to my growth and development that aligns with NONPF competencies for master’s level prepared nurses. I met the scientific foundation competencies by using data to make decisions related to the health needs of diverse populations. I also used knowledge from sciences and humanities to inform holistic care given to patients in my practice site. I also implemented evidence-based interventions to achieve efficiency, safety, and quality in patient care (Pulcini et al., 2019). The program also prepared me to achieve NONPF leadership competencies. As stated above, I participated in implementing inter-professional interventions in patient care. I also contributed to system transformation through advocacy and scholarship. The program also prepared me to achieve NONPF quality competencies by ensuring that best practices were used in clinical practice, incorporating feedback into practice for a culture of excellence, and tailoring care interventions into individualized patient needs. I met the technology and information literacy competencies by using technology in managing data, translating technologies for patient care, and making decisions using clinical information systems (Idzik et al., 2021). I also demonstrated ethical competencies, health delivery competencies, and policy competencies by proposing care interventions that improved the existing processes and systems in the practicum site.

Reflection

The MSN/FNP program has significantly transformed my cultural competence as a family practice nurse. The program exposed me to cultural concepts that are crucial in providing culturally appropriate care. I learned from the program that culturally appropriate care promotes care outcomes that include enhanced patient engagement in the care process, satisfaction, and empowerment. The program has also instilled in me the practices of promoting cultural competence in nursing. I have learned about practice interventions such as respecting and prioritizing the cultural needs, values, and preferences in patient care. The program has also expanded my understanding of the different theories of culture that nurses can use to strengthen their relationships with patients. For example, I learned that theories such as the one by Leininger could be used to understand the cultural factors that influence patient experiences with care and utilize the understanding to provide high-quality care. Therefore, I will strive to develop my cultural competence by working with individuals from diverse cultural backgrounds. I will also seek to learn more about the different cultures in my patient populations to inform my care practices. I will also advocate the creation of organizational cultures that protect the cultural diversity of staff and healthcare providers.

Conclusion

Overall, the program artifacts have enabled me to achieve the FNP/MSN program outcomes. The program has also helped me achieve AACN essentials and NONPF competencies for advanced practice nurses. The program has also transformed my cultural understanding and skills in nursing practice. Therefore, I will strive to improve my knowledge and skills in the different areas of my practice to ensure I provide high-quality, safe, and efficient care to my patients.

References

Abbasinia, M., Ahmadi, F., & Kazemnejad, A. (2020). Patient advocacy in nursing: A concept analysis. Nursing Ethics, 27(1), 141–151. https://doi.org/10.1177/0969733019832950

Burns, S. M., & Delgado, S. A. (2019). AACN Essentials of Progressive Care Nursing. McGraw Hill Education.

Emich, C. (2018). Conceptualizing collaboration in nursing. Nursing Forum, 53(4), 567–573. https://doi.org/10.1111/nuf.12287

Howard, S. (2021). Academic Preparation of a Nurse Practitioner: Doctor of Nursing Practice versus Master of Science in Nursing. https://thescholarship.ecu.edu/handle/10342/8953

Idzik, S., Buchholz, S. W., Kelly-Weeder, S., Finnegan, L., & Bigley, M. B. (2021). Strategies to Move Entry-Level Nurse Practitioner Education to the Doctor of Nursing Practice Degree by 2025. Nurse Educator, 46(6), 336–341. https://doi.org/10.1097/NNE.0000000000001129

Nascimento, J. da S. G., Siqueira, T. V., Oliveira, J. L. G. de, Alves, M. G., Regino, D. da S. G., & Dalri, M. C. B. (2021). Development of clinical competence in nursing in simulation: The perspective of Bloom’s taxonomy. Revista Brasileira de Enfermagem, 74. https://doi.org/10.1590/0034-7167-2020-0135

O’Rourke, D. J., Thompson, G. N., & McMillan, D. E. (2019). Ethical and moral considerations of (patient) centredness in nursing and healthcare: Navigating uncharted waters. Nursing Inquiry, 26(3), e12284. https://doi.org/10.1111/nin.12284

Pulcini, J., Hanson, C., & Johnson, J. (2019). National Organization of Nurse Practitioner Faculties: A 40-year history of preparing nurse practitioners for practice. Journal of the American Association of Nurse Practitioners, 31(11), 633–639. https://doi.org/10.1097/JXX.0000000000000330

Stephens, M., & Ormandy, P. (2018). Extending conceptual understanding: How interprofessional education influences affective domain development. Journal of Interprofessional Care, 32(3), 348–357. https://doi.org/10.1080/13561820.2018.1425291

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• B. Narrative Analysis: In Section B, students must submit a scholarly reflective narrative that demonstrates how all of the artifacts submitted, and the course in which the artifacts were produced, meet each MSN program outcome. This Narrative Analysis format should use APA format, to include a cover page, running head, headings, and a reference list. Other elements, such as an APA formatted table, may also be included. Strict adherence to APA format is required. Examples of references that would support this Narrative Analysis might include a required journal reading from a course, material from a nurse practitioner professional web site to include a board of nursing site, or other peer-reviewed scholarly articles. Course textbooks may be used.
FNP Program Outcomes:
1. Provide high quality, safe, patient, centered care grounded in holistic health principles.
2. Create a caring environment for achieving quality health outcomes.
3. Engage in lifelong personal and professional growth through reflective practice and
appreciation of cultural diversity.
4. Integrate professional values through scholarship and service in health care.
5. Advocates for positive health outcomes through compassionate, evidence-based,
collaborative advanced nursing practice.

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Rubric
Outcome Analysis Part B
Narrative Analysis
1. Using synthesis and evaluation, the student authors write scholarly reflective narrative that demonstrates how all of the artifacts submitted, and the course in which the artifacts were produced, meet each MSN/FNP Program Outcome; AND
2. The student provides summative evaluation of their own professional growth and development as a graduate student in the COGNITIVE, PSYCHOMOTOR, and AFFECTIVE domains as it pertains to the FNP Program; AND
3. The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to AACN’s MSN Essentials for Graduate Education; AND
4. The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to the National Organization of Nurse Practitioner Faculties (NONPF) Competencies; AND
5. The student reflects how one’s own cultural competence has been transformed.

Artifacts to relate with the program outcomes are the following:
1) Quality Healthcare: Measuring Nurse Practitioner Performance (paper)
2) C-Diff infection (PPT)
3) Healthcare policy, advocacy, pillars of transformational leadership (Discussion)
4) Epidemiological analysis: Opioid misuse in incarcerated populations (paper)
5) Global and environmental health (Obesity in developing countries) (Discussion)
6) Infection (Transgender individual with HIV/AIDS) (paper)
7) Immunization (paper)
8) Case study on chronic diseases like hyperlipidemia (paper)
9) Pathophysiology (HIV) Part 1 and 2 (PPT)
10) Heart failure (Discussion)
11) Health History (paper)
12) SOAP note
13) Type of allergies (paper)
14) Allergic Rhinitis (PPT)
15) Clinical case study (Hypothyroidism) (Discussion)
16) Clinical pearl case study (identification of five issues and determining their positive and negative interactions of behaviours) (paper)
17) Marginalized Women and Childbearing Families
18) Comprehensive Geriatric Assessment (paper)
19) Psychiatric disorders and screening
20) COPD, Asthma (Discussion)