Exam (elaborations) NR 667 FNP Capstone Practicum and Intensive (Narrative Analysis) Chamberlain College of Nursing

Exam (elaborations) NR 667 FNP Capstone Practicum and Intensive (Narrative Analysis) Chamberlain College of Nursing This paper is a narrative analysis to exhibit how the Chamberlain University Masters of Science in Nursing (MSN) program Family Nurse Practitioner (FNP) track prepares the graduate nurse to meet the university’s program outcomes (PO), the American Association of Colleges of Nursing (AACN) Essentials of Master’s Education (MSN Essentials), and the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies. This paper will identify and explain how I have reached each of theses objectives by providing artifacts from my graduate course work and reflect on how meeting these objectives have transformed me into a prospective masters-prepared nurse. Chamberlain University’s MSN/FNP Program Outcomes Chamberlain University’s PO number one asserts that the masters-prepared nurse will provide high-quality, safe patient-centered care that is grounded in holistic principles (Chamberlain University, 2020). PO number two charges the maters-prepared nurse to provide a caring environment that allows for the achievement of quality health outcomes (Chamberlain University, 2020). The third PO encourages the masters-prepared nurse to engage in a reflective practice and appreciate cultural diversity while participating in a lifelong pursuit of professional growth and development (Chamberlain University, 2020). PO number four requires the mastersprepared nurse to utilize professional values by continued scholarship and service in healthcare (Chamberlain University, 2020). The final, fifth, PO challenges the masters-prepared nurse to advocate for the positive health outcomes for patient through the practice of compassionate care that is evidence-based and collaborative to exhibit advanced nursing practice (Chamberlain University, 2020). AACN’s MSN Essentials NARRATIVE ANALYSIS 3 MSN Essential I asserts that the masters-prepared nurse have a background for practice grounded in sciences and humanities and integrates those scientific findings from the fields of nursing, biopsychosocial, genetics, public health, quality improvement, and organizational sciences so that there is continuous improvement in the various diverse settings involving nursing care (AACN, 2011). Essential II declares that the masters-prepared nurse understands that organizations and systems leadership that are rooted in ethical decision making, efficient interprofessional relationships, and a systems-perspective are important in the delivery of highquality-safe patient care (AACN, 2011). Essential III establishes that the masters-prepared nurse should be well-versed in the methods, tools, performance measures, and standards that yield quality improvement and be inclined to use quality principles within an organization (AACN, 2011). Essential IV declares that the master’s prepared nurse executes outcomes from research in their practice setting, finds solutions for practice problems by working as a change agent, and disseminates results to the healthcare community (AACN, 2011) Essential V ensures that the masters-prepared nurse utilizes technology in patient care and communication that will transform the integration and coordination of care (AACN, 2011). Essential VI requires the mastersprepared nurse to arbitrate at the system level through involvement in policy development while advocating to influence health and health care (AACN, 2011). Essential VII encourages the masters-prepared nurse to work as a member and leader of interprofessional teams by communicating, collaborating, and consulting with other healthcare professionals to effectively manage and coordinate care (AACN, 2011). Essential VIII recognizes that the masters-prepared nurse should integrate concepts that are broad, organizational, client-centered, and culturally appropriate to plan, deliver, manage, and evaluate evidence-based clinical prevention and population care not only to individuals, but also to their families and the community as well NARRATIVE ANALYSIS 4 (AACN, 2011). Essential IX defines masters-level nursing practice as any form of nursing intervention that elicits a change in the healthcare outcomes of individuals, populations, or systems and declares that the masters-prepared nurse possess an advanced level of understanding in nursing and other sciences and simultaneously understand how to integrate the knowledge into clinical practice through direct and indirect interventions (AACN, 2011). NONPF Core Competencies NONPF core competency number one involves the scientific foundation competencies and identifies that the masters-prepared nurse can critically analyze data and evidence that will improve the advanced nursing practice, integrate knowledge from humanities and sciences and apply it to the nursing profession, translate research and other knowledge in a manner that improves the processes and outcomes of practice, and develops new approaches to practice that is based on research, theory, and practice knowledge (NONPF, 2017). Core competency number two incorporates the leadership competencies and asserts that the masters-prepared nurse initiates and guides changes through involvement in complex and advanced leadership roles, fosters collaboration with a number of stakeholders through leadership to improve health care, incorporates leadership that utilizes critical and reflective thinking, strives for improved access to quality and cost-effective healthcare, participates in advancement of practice through developing and implementing innovations that promote principles of change, effectively communicates knowledge in writing and through oral communication, and involves themselves in professional organizations and activities that will positively influence the profession and health outcomes for a population (NONPF, 2017). Core competency number three is the quality competency and requires the masters-prepared nurse to use the best available evidence that will improve the quality of practice, consider the relationship between access, cost, quality, and safety to NARRATIVE ANALYSIS 5 healthcare, assess the impact that organizational structure, care processes, financing, marketing, and policy has on the quality of health care, promote a culture of excellence by applying skills in peer review, and implement proactive interventions in anticipation of variations in practice to ensure quality (NONPF, 2017). Core competency number four incorporates the practice inquiry competencies and challenges the masers-prepared nurse to be a leader by translating new knowledge into practice, develop knowledge during clinical practice that will improve patient outcomes, implement clinical investigative skills that will improve outcomes, lead by either individually or in partnership with others questioning current practice, disseminate findings using multiple modalities to diverse audiences, and critically analyze clinical guidelines and individualize their recommendations in their practice (NONPF, 2017). Core competency number five integrates the technology and information literacy competencies and suggests that the masters-prepared nurse utilize appropriate technologies to improve health care and translate information according to the audience’s needs (NONPF, 2017). Core competency number six involves policy and requires the masters-prepared nurse to demonstrate an understanding of the relationship between policy and practice, advocate for policies that are ethical to promote access, equity, quality, and cost, and evaluate ethical, legal, and social factors that influence the development of policy (NONPF, 2017). Core competency number seven, the health delivery system competencies, endorse masters-prepared nurses that apply knowledge of organizational practices and complex systems to improve the delivery of health care, initiate change in healthcare by using skills in negotiation, consensus-building, and partnership, minimize risk to patients as well as providers at the individual and systems level, scrutinize the structure, function, and resources of an organization to improve the delivery of care while collaborating in the planning of transitions across the continuum of care (NONPF, 2017). Core competency eight NARRATIVE ANALYSIS 6 includes the ethics competencies and challenges the masters-prepared nurse to involve ethical principles during decision making, examine their decisions for ethical consequences, apply solutions that are ethically sounds when faced with complex issues related to individuals, populations, and systems of care (NONPF, 2017). Core competency nine incorporates the independent practice competencies and charges the masters-prepared nurse to function as a licensed independent practitioner while demonstrating the greatest level of accountability during professional practice and practice independently while managing patients previously diagnosed or undiagnosed using health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, palliative, and end of life care principles (NONPF, 2017). Additionally the masters-prepared nurse should be equipped to employ advanced health assessment skills to determine normal, variations of normal, and abnormal findings, utilize screening and diagnostic testing to develop diagnoses, prescribe medications within the scope of practice, manage health/ illness status of patients and families, provide patient-centered care that considers cultural diversity and includes the patient as an active member in the decision-making process (NONPF, 2017). Furthermore, the masters-prepared nurse embarks on a relationship with patients that is based on mutual respect, empathy, and collaboration to promote confidentiality, privacy, comfort, emotional support, trust, and respect (NONPF, 2017). Decisions should be made according to the patients cultural and spiritual preferences, values, and beliefs (NONPF, 2017). The masters-prepared nurse should recognize and develop strategies to prevent their own personal biases from interfering with delivery of high-quality, patient-centered care (NONPF, 2017). Additionally, the masters-prepared nurse is expected to actively participate in the development, implementation, and evaluation of professional standards and evidencebased care (NONPF, 2017). NARRATIVE ANALYSIS 7 Course Artifacts NR 500: NP Role The Area of Interest PowerPoint assignment encouraged students to identify and discuss an area of interest pertinent to his or her specialty track. The student was to expand by identifying a common practice problem and recommend a way to positively affect change in their specialty track. I chose to address the challenges associated with the vaccination of children in the 21st century. This assignment shows evidence that I have met PO numbers two, three, four, and five, MSN Essentials I, II, IV, VI, and VIII, and NONPF core competency numbers one, two, three, four, seven, eight, and nine. The Addressing Bias assignment educated the student regarding the increasing diversity, globalization, and expanding technologies present in the healthcare system. It encouraged introspection to identify any personal biases. Students were challenged to create a plan to combat bias to promote not only professional growth but also personal growth. I expressed a personal bias that is implicit, or unintentional, to alcoholism and/or substance abuse due to a personal experience with a former spouse abusing alcohol. This assignment shows evidence that I have met PO numbers one, two, three, and five, MSN Essentials II and VIII, and NONPF core competency numbers two, eight, and nine. The Week Four Leadership: Establishing Relationships and Influencing Change Discussion encouraged development of interpersonal skills to prepare the student to become a leader and a change agent. This discussion asks the student how they plan to influence change and to identify two strengths possessed by the student that promotes leadership. The student was also to identify two areas of improvement as well as two strategies that will enhance leadership NARRATIVE ANALYSIS 8 abilities. This assignment shows evidence that I have met PO numbers three and four, MSN Essentials I, II, IV, and VII, and NONPF core competencies number two and nine. NR 501: NP Theory The Application of Theory paper challenges the student to choose a nursing model and apply it to their specialty track by appraising the value of the model as a theoretical framework. The model that I selected was the Person-Centered Nursing (PCN) Care Framework. I plan to utilize the constructs of this framework in my practice as a family nurse practitioner by being actively involved in professional development and looking at every opportunity as a chance to learn. This assignment has served as a reminder that the true essence of nursing is being authentically and actively involved in the act of caring. This assignment shows evidence that I have met PO numbers two, three, and four, MSN Essentials I, II, and IV, and NONPF core competency numbers one and nine. The Concept Analysis assignment encourages analytical thinking in regard to a nursing theory with an application of a concept to the profession of nursing. I chose to analyze the concept of compassion fatigue and to discuss the application of this concept to Watson’s Theory of Caring. This assignment shows evidence that I have met PO numbers one, two, three, four, and five, MSN Essentials I, III, VIII, and IX, and NONPF core competency numbers one, three, seven, eight, and nine. The Week Six Borrowed (non-nursing) Theories Applied to the Nursing Profession Discussion asked the student to incorporate a non-nursing theory and discuss how it has been applied or could be applied to their specialty track. I chose to incorporate Hans Selye’s framework regarding the body’s response to stress called general adaptation syndrome (McEwen & Willis, 2014). It is important that as leaders we recognize these responses to stress and, first, NARRATIVE ANALYSIS 9 respond by making our nurses feel recognized and valued in order to maintain their professional integrity and drive (McIntosh & Sheppy, 2013). This will work to increase autonomous behaviors and improve self-image (McIntosh & Sheppy, 2013). We cannot expect to provide high-quality, holistic healthcare if we are not treated in the same fashion by our leaders. I plan to model these behaviors and actively use coping strategies to combat the stressors of the workplace to provide the best care for my patients. This assignment shows evidence that I have met PO numbers one, two, three, four, and five, MSN Essentials I, III, IV, VI, VII, and IX, and NONPF core competency number one, three, four, seven, eight, and nine. NR 503: Population Health The Evaluation of an Epidemiological Disease or Problem assignment calls for the student to incorporate knowledge and skills obtained during this course in order to practice problem solving with chronic population health issues and apply them to their current geographic area. I chose to discuss schizophrenia. Mental health illnesses are serious, chronic disorders that deserve the same attention and prompt intervention and follow-up as those chronic diseases like diabetes and heart disease. Schizophrenia, although rare, is a life-altering, chronic disease that can be identified, treated, and managed with careful consideration and attention from primary care providers. As stewards of the community, healthcare providers owe it to the aggregates of their community to be actively involved in the identification, treatment, and rehabilitation of those suffering from schizophrenia. Those suffering from mental health illnesses are members of a severely underserved population and when left untreated often result in severe financial, emotional, social, and environmental burden. This paper has sought to provide a background of the disease of schizophrenia, discuss any surveillance or reporting methods, provide a descriptive epidemiology analysis, analyze diagnostic and screening tools that are used, and provide a plan NARRATIVE ANALYSIS 10 of action to address patients that are suffering from schizophrenia in an attempt to serve as advocates for this underserved and often stigmatized population. This assignment shows evidence that I have met PO numbers one and three, MSN Essentials I, IV, VI, VIII, and IX, and NONPF core competency numbers one, three, six, seven, eight, and nine. The Infectious Disease paper encouraged the exploration of communicable diseases to include epidemiology and the implications of the disease. I chose to cover varicella. According the American Association of Nurse Practitioners (2019), the nurse practitioner can uniquely provide management of healthcare needs while keeping the whole individual in mind. They believe that the nurse practitioner has a main focus of health promotion and prevention with an emphasis on education and counseling in order to empower patients to make healthier choices all while lowering the cost of healthcare (AANP, 2019). Nurse practitioners must be knowledgeable in the pathophysiology, treatment, and management of infectious diseases. He or she must also be up to date on those diseases that are reportable due to their infectious nature. The nurse practitioner must be diligent in providing primary prevention by initiating education to the public regarding communicable diseases, secondary prevention measures by screening high risk individuals for communicable diseases, and tertiary prevention by restoring the health of those affected by communicable diseases. It is also important that the nurse practitioner stay current on the epidemiological dynamics of communicable diseases in his or her area by using the most upto-date research to provide evidence-based practice. This assignment shows evidence that I have met PO numbers one, two, and five, MSN Essentials I, IV, VI, and VIII, and NONPF core competency numbers one, three, seven, and nine. The Week Eight Health Policy and Ethics Discussion charged the student to navigate their state government web page to identify a health policy enacted in the last two years and NARRATIVE ANALYSIS 11 report the bill number as well as the sponsors of the bill. Next, the student was to write a summary of the policy while including the concepts of advocacy, population health, and the ANA ethical statements. I chose the Tennessee house bill number 0744 (HB0744) and Senate bill 0281 (SB0281) since they endorse and execute the Chronic Disease Prevention Act (Tennessee General Assembly, 2019). This assignment shows evidence that I have met PO numbers three and four, MSN Essentials I, II, III, IV, VI, and VII, and NONPF core competency numbers one, three, six, seven, eight, and nine. NR 505: NP Advanced Research and Evidence-Based Practice The Refinement of Nursing Concern into an Evidence-Based Practice Pr