Assignment: Outcomes and Reflection in DNP840
DNP 840 Topic 7 Benchmark Assignment Comprehensive Assessment Part Two: Outcomes and Reflection
The DNP comprehensive assessment provides learners the opportunity to demonstrate their achievement of core and specialty DNP competencies. It is also an appraisal of learners’ ability to integrate and synthesize knowledge within the context of their scholarly and practice interests and their readiness to complete the DPI project. The two-part comprehensive assessment includes evaluation of work completed throughout the program and a final synthesis and self-reflection demonstrating achievement of programmatic outcomes. In Part One of the assessment, learners were required to collect and review coursework deliverables and practice immersion hours completed in the program thus far. In Part Two, learners are required to synthesize and reflect on their learning and prioritize work for their DPI project.
Assignment: Outcomes and Reflection in DNP840 General Requirements:
Use the following information to ensure successful completion of the assignment:
- Doctoral learners are required to use APA style for their writing assignments. The 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. Please refer to the directions in the Student Success Center.
Directions:
To complete Part Two of the DNP comprehensive assessment:
Use the information collected in the competency matrix from Comprehensive Assessment Part One to address the following prompts as directed. Each response should be 500-750 words. Your responses should concisely demonstrate synthesis of knowledge gained in the program and the relevant application of knowledge into your practice. You are further required to cite relevant and specific evidence from your coursework to demonstrate your achievement of these programmatic outcomes and corresponding competencies. Review the rubric for this assignment prior to responding to the prompts. Your responses should specifically address the competencies included on the rubric.
Outcome 1:
A DNP must integrate and apply appropriate nursing and science-based theories to evaluate and analyze health and health care phenomena and develop and implement innovative practice approaches.
In what ways have you integrated and applied nursing and science-based theories in your coursework and practice during your DNP course of study? How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.
Outcome 2:
A DNP must provide the leadership to develop and implement health care and organizational policy based on regulatory and other external and internal factors and drive effective change within organizations.
In what ways have you demonstrated leadership in the development and implementation of policy or policy change and contributed to quality improvement during your DNP studies? How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.
Outcome 3:
A DNP must be able use information systems to mine, analyze, and apply data for the purpose of improving information systems as well as patient and organizational outcomes.
In what ways have you successfully applied data analysis to the improvement of information systems, patient care, and organizational outcomes during your course of study? How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.
Outcome 4:
A DNP must be able to articulate and implement strategy and to advocate for the ethical and equitable deployment of care delivery models for improvement of individual, aggregate, and population health management.
In what ways have you articulated, deployed, or advocated for such strategies in your coursework and practice immersion hours? How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.
Outcome 5:
A DNP must be able to evaluate practice outcomes and use research, national benchmarks, and other relevant findings from evidence-based practice to design, direct, utilize, and evaluate quality improvement methodologies that lead to improved patient-centered care.
In what ways have you evaluated practice outcomes and participated in quality improvement initiatives in your coursework and practice immersion hours? How will you apply what you have learned to your DPI project? Cite specific evidence from your coursework and practice immersion hours in your response.
Self-Reflection:
Based on an evaluation of your learning to date, assess your readiness for undertaking your DPI project.
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DNP840 Topic 8 DQ1 Sample Paper
The essence of ethics in healthcare has been emphasized by past studies conducted by Lakhan, Hamlat, McNamee & Laird (2009) and Stirrat, Johnston, Gillon & Boyd (2009). Multifactorial principles and values outlined in diverse oaths and declarations form the underpinning foundation for ethical practices in medical care. Earlier studies by Hurwitz & Richardson (1997) and Rancich, Pérez, Morales & Gelpi (2005) posits that the Hippocratic Oath is one of the many declarations and oaths that have been recited by entering and newly graduated nurses over the centuries. Recent studies by Gabel (2011) and Peter (2018) explains that ethical behavior is integral element for nurses and medical practitioners since ethical standards reinforce the objective of medical care—to alleviate patient’s suffering and pain. Ethical standards and behaviors are further pertinent since healthcare has its foundation on effective communication between medical personnel and the patients and or patients families. As such, ethical standards reinforce the values that are pertinent to proficient communication like accountability, trust, mutual respect and justifiable and fair medical care.
Research conducted by Caprino (2016), Quartey (2014) and Restauri (2012) concur that role models are considered so for having key traits. Restauri (2012) argues that number one trait of a role model is being a “doer” in regard to proactiveness of taking action, changing healthcare dynamics my formulating and advocating for policies rather than observing and complaining. Caprino (2016) explains that based on their experience and training in a key niche or dynamic, role models own the title for having deep empathy for others, fighting for equality and justice and reinforcing collaborative efforts while making efforts to make a difference. Quartey (2014) explains that role models are considered so for their positive influence, fighting to shape the future and setting an inspiring example that others can emulate. These traits are true for doctorally prepared advanced nurses and make them being branded as role models.
Earlier studies by Wright & Carrese (2002) explain that one displays attributes of a role model by their personal qualities and teaching skills. In regard to their personal qualities, one is regarded as a role model for having interpersonal skills (such as being supportive, respectful and caring of others), positive outlook (such as being friendly, easy-going and enthusiastic), commitment to excellence and growth (which entails having strong work ethics, high standards and values, inquisitiveness and creativity), integrity (by being true to one’s ideals) and leadership (based on their capability to inspire, excel at communication skills and influence others). In regard to teaching skills, one is regarded as a role model for his ability to establish rapport with colleagues and subordinates that they can teach; in coming up with key specific philosophies and methods and by being committed to the growth of the learners.
A doctorally prepared advanced nurse has every legitimate right and ethical underpinnings to interject their ideas into business practice. Angeli & Jaiswal (2016) explains that healthcare adopts a business model despite having a core goal of service to patients. As such through the teaching phase from RN, BSN, MSN to DNP level, nurses are trained on business concepts and how to approach care in business oriented terms. The core essential phase in business is product or service delivery at an excellent level. Such an objective explains the ANA scope of practice and guidelines emphasizing on quality healthcare delivery as explained by Kane (2015) among other healthcare articles and reputable journals.
References
Angeli, F., & Jaiswal, A. (2016). Business model innovation for inclusive health care delivery at the bottom of the pyramid. Organization & Environment, 29(4), 486-507. doi: 10.1177/1086026616647174
Caprino, K. (2016). 6 Powerful traits of people who inspire others to become their best. Retrieved from https://www.forbes.com/sites/kathycaprino/2016/07/24/7-powerful-traits-of-people-who-inspire-others-to-become-their-best/#16b52d435b4c. Assignment: Outcomes and Reflection in DNP840
Gabel, S. (2011). Ethics and values in clinical practice: Whom do they help?. Mayo Clinic Proceedings, 86(5), 421-424. doi: 10.4065/mcp.2010.0781
Hurwitz, B., & Richardson, R. (1997). Swearing to care: The resurgence in medical oaths. BMJ, 315(7123), 1671-1674. doi: 10.1136/bmj.315.7123.1671
Kane, C., (2015). The 2014 scope and standards of practice for psychiatric mental health nursing: Key updates. The Online Journal of Issues in Nursing. 20(1), 1-2.doi: 10.3912/OJIN.Vol20No01Man01
Lakhan, S., Hamlat, E., McNamee, T., & Laird, C. (2009). Time for a unified approach to medical ethics. Philosophy, Ethics, and Humanities In Medicine, 4(1), 13. doi: 10.1186/1747-5341-4-13
Peter, E., (2018). Ethics in healthcare: Nurses respond. The Online Journal of Issues in Nursing. 23(1), 2-7. doi: 10.3912/OJIN.Vol23No01ManOS
Quartey, H. (2014). How to be a role model. Retrieved from https://www.theguardian.com/women-in-leadership/2014/jan/08/how-to-be-a-role-model. Assignment: Outcomes and Reflection in DNP840
Rancich, A., Pérez, M., Morales, C., & Gelpi, R. (2005). Beneficence, justice, and lifelong learning expressed in medical oaths. Journal of Continuing Education In The Health Professions, 25(3), 211-220. doi: 10.1002/chp.32
Restauri, D. (2012). The No.1 trait of role models. Do you have it?. Retrieved from https://www.forbes.com/sites/deniserestauri/2012/08/06/the-no-1-trait-of-role-models-do-you-have-it/#754cb5311061
Stirrat, G., Johnston, C., Gillon, R., & Boyd, K. (2009). Medical ethics and law for doctors of tomorrow: the 1998 Consensus Statement updated. Journal of Medical Ethics, 36(1), 55-60. doi: 10.1136/jme.2009.034660
Wright, S. M., & Carrese, J. A. (2002). Excellence in role modelling: Insight and perspectives from the pros. CMAJ : Canadian Medical Association journal = journal de l’Association medicale canadienne, 167(6), 638–643.Assignment: Outcomes and Reflection in DNP840
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