The DNP Scholar's Reflection

The DNP Scholar’s Reflection

The DNP scholar has obtained an enriching learning experience in a variety of subjects through discussion threads collaborating on project updates, assignments and required readings in the third part of the course practicum. The American Association of Nursing Universities lists eight skills essential and as the foundation for the DNP graduates. It includes seven mandatory sub-skills to supplement Chamberlain DNP graduates. Basic practical skills are related to specialization and are considered a necessity for DNP practice. All DNP graduates must demonstrate expertise in areas such as improving assessment skills and basic procedures for the application of biophysical, psychosocial, socio-political, behavioral, economic, nursing sciences and cultural (AACN, 2006).

The seven sub-competencies are the following; conduct a comprehensive and systematic assessment of the health and illness framework in complex cases, using different cultural approaches. Second, the composition, application, interpretation of therapeutic interventions based on health sciences and other sciences. Third, support, maintain therapeutic interactions, to create alliances with patients and other professionals contribute to exceptional patient care. Fourth, demonstrate a high level of evaluation, thinking, and accountability for providing and evaluating evidence-based data to improve patient outcomes. The fifth is guidance, coaching, and support for other nurses to receive an excellent education in medical care. Sixth is to lead, teach individuals and groups in transient and complex health situations. Finally, use creative and systematic skills to explore relationships, as well as organizational, demographic, fiscal and political skills (AACN, 2006).

The professor and emerging DNP colleagues gave a perfect of shared knowledge and learning experience in the weekly collaborative threads. Completion of a reflection paper is a prerequisite and is part of all nursing courses at Chamberlain University. The cornerstone of a discussion paper is an essential tool for expressing students’ reactions and perceptions (Mlinar-Reljić, Pajnkihar & Fekonja, 2018). The DNP scholar has recognized innovative care delivery models as a way to enhanced skills and processes to be safe and effective. The project RED components will reduce rate in readmission, improve patient care and fill gaps in medical care.

Manage a comprehensive and systematic analysis of health and disease framework in complex cases using different perspective in culture.

As the DNP scholar reflected upon the weekly threads of collaboration, insightful shared knowledge between professor and colleagues provided a learning opportunity. For example, in week one, the assignment of clinical scholar’s experience of the nursing profession was discussed in the collaborative threads. Making the vision of evidence-based practice as a foundation for practice in the clinical and educational setting is the reality of the skills, knowledge, and attitude in the DNP scholar (Moran, Burson & Conrad, 2017). In week two, healthcare leadership and professional identity were discussed in the collaborative threads. The DNP scholar and colleagues have demonstrated the role of a healthcare system leader in the current position in healthcare. It is important to collaborate for the best patient care outcomes. The DNP scholar obtained an insightful knowledge and mind was stimulated by the professor’s questions and feedback.

Application, Analysis, and framework of interventions from health sciences and other sciences

The DNP scholar had the opportunity to apply, develop, analyze, implement, and practiced therapeutic interventions. Beginning of the second week and throughout the eight weeks of the course, leadership roles as an educator, clinical scholar, presenter and author of project in the dissemination of accomplishments were shared in the collaborative discussion.

The DNP scholar completed the weekly project updates in the discussion threads based on the experience in the implementation phase of the project. In week four, five and six, assignments were the dissemination of the DNP scholar’s project and provided an insightful, constructive feedback. According to Moran, Burson & Conrad (2017), the PowerPoint slides are only a tool for the speaker to provide information to the audience. The presenter’s posture, tone of voice, eye contact and professional clothes can contribute to the overall presentation. The DNP scholar enjoyed the development of PowerPoint slides presentation and had the opportunity to disseminate to the emerging DNP colleagues and professor.

To advance, encourage therapeutic interconnection and relationships with patients and other professionals to contribute excellent patient care

The DNP scholar has profound knowledge and experience of the leader’s role in creating changes in clinical practice. Developing practice change oftentimes is important for the organization to understand for better results (Wheeler & Holmes, 2017). Throughout the first week and to the eight weeks of the course, project implementation interventions were discussed in the collaborative project update sections. The DNP scholar and colleagues shared implementation experience and feedback was posted. The weekly project updates were to share the class successes, barriers, challenges, concerns, and thoughts while implementing the DNP project. The experience of project implementation shared among colleagues were interesting and enhanced the DNP scholar’s learning in contributing to better patient care in the healthcare delivery systems.

Establish a high level of assessment, reasoning, and accountability to bring and appraise evidence-based for better patient outcomes

In week five of the assignment, the DNP scholar shared with colleagues how to develop a PowerPoint presentation based on assigned readings, scholarly articles, and experience. It was great of the learning experience obtained from the professor and colleagues which demonstrated the ability to collaborate, high-level assessment, critical reasoning to deliver outcomes of improvement in patient care. The weekly project updates demonstrated clinical performance as a project leader navigating implementation plan. The professor guided the students of the project update and ensured implementation time frame was set as scheduled. Throughout the weekly project update, experiences were shared and feedback received

“For patients greater than 65 years of age with hypertension at Stanford Health – ValleyCare, how will the implementation of the Agency for Healthcare Research and Quality (AHRQ) Project re-engineered discharge planning (RED) process impact 30-day readmission rates in eight weeks?” The project’s purpose includes high levels of systematic thinking, assessment, and practice judgment to improve the care of patients.

PowerPoint presentation slides were shared among colleagues and peer review was scheduled in week six. The DNP scholar created a PowerPoint presentation slides according to the guidelines of the assigned readings and posted threads. The DNP scholar continued to collaborate with nurses and preceptor at the practicum site to ensure interventions were completed efficiently. Leadership is about creating safety and providing healthy measures by encouraging evidence-based practice (Randazza, 2018).

Guidance, support, and direction for other nurses to sustain the outstanding nursing practice in healthcare management.

The support, sharing of experience, and knowledge was demonstrated from weekly collaborative posts. Feedback was received from the professor and colleagues. The project updates, PowerPoint presentation, creating abstracts, manuscripts and leadership roles demonstrated excellent training in the clinical practice. The DNP scholar, professor, preceptor, colleagues and nurses at the practicum have inspired the nursing profession in the excellence of care.

To guide, teach individuals and groups in a complicated and compromising health setting.

The collaborative discussion from the first to the eighth week was an opportunity to share project interventions with DNP colleagues and professor. The DNP scholar, colleagues, and professor commented on the implementation of the project. The professor provided timely questions and comments during the course. The DNP scholar was able to contribute to the possible results achieved by completing weekly implementation based on collected literature. Emotion is often felt when research involves gathering information and unused strategies (Aycock, Clark, Thomas-Seaton, Lee & Moloney, 2017).

To utilize methodical, innovative skills, exploring relationships in fiscal, organizational, political and population health.

The DNP scholar, colleagues, and professor disseminated shared knowledge in regards to the DNP project. The DNP scholar utilized the conceptual framework to perform assessments and evaluate results based on demographics for effective outcomes (Schönthaler, Schwab, Zettel-Tomenendal, & Ritschl, 2017). Throughout the weekly collaborative discussion of project updates, dissemination of project presentation, grants and publishing manuscript; the DNP scholar utilized exploration of the methodical, analytical, political, fiscal policy and health in the population.

Conclusion

It is just an amazing feeling of how time is almost near in the near completion of the DNP program at Chamberlain University. The professor provided excellent guidance, support, and assignments reminder of the course promptly. The DNP scholar has obtained great learning experience of taking the third practicum course based on the professor’s shared knowledge and clear instructions of preview course announcement in receiving full points for posting discussions. The reflections of knowledge come from experience and can make a better decision on the practice of nursing care (Mlinar-Reljić, Pajnkihar & Fekonja, 2018).

The stakeholders are the key elements to bring the knowledge and expertise to the project (Randazza, 2018). The DNP scholar has recognized innovative care delivery models as a way to enhanced skills and processes to be safe and effective. The project RED components will reduce rate in readmission, improve patient care and fill gaps in medical care.

References

• American Association of Colleges of Nursing [AACN]. (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author.
• Aycock, D.M., Clark, P.C., Thomas-Seaton, L., Lee, S.Y., Moloney, S. (2017). Simple tools to facilitate project management of a nursing research project. Western Journal of Nursing Research, 39(3), p430-443.
• Mlinar-Reljić, N., Pajnkihar, M., & Fekonja, Z. (2018). Self-reflection during first clinical practice: The experiences of nursing students. Nurse Education Today, 72, p.61-66.
• Moran, K., Burson, R., Conrad, D. (2017) The Doctor of Nursing Practice scholarly project.(2nd ed). Burlington, MA: Jones & Bartlett.
• Randazza, G. (2018). Challenges and opportunities facing nurse executives in the era of value-based care. Nurse Leader, 16(2), p.96-100.
• Schönthaler, E., Schwab, P., Zettel-Tomenendal, M., & Ritschl, V. (2017). Supporting evidence-              based practice: Changes in service provision and practitioners’ attitudes following EBP               Service Centre consultation. International Journal of Health Professions, 4(1), p.66-78.
• Wheeler, T. R., & Holmes, K. L. (2017). The rapid transformation of two libraries using Kotter’s eight steps of change. Journal of the Medical Library Association, 105(3), p.76-81.