Self Reflection: Nursing Reflection

Self Reflection
Self Reflection

Self reflection

In recent times, scientific underpinnings to practice have become a major issue of concern where those performing roles in the nursing field are required to self-assess themselves for preparedness.  Doctor of Nursing Degree was conceived with the objective of accelerating the translation of evidence and research into practices and also improvement of practices into expertise levels (Wysocki et al, 2015).  It is essential to have a self-assessment as a DNP nurse so as to reflect on the experiences.

The reflection would entail the linkage of previous learning and the current experiences. The purpose of reflection is to gauge the extent of preparedness to advance in the nursing practice through exhibiting some advanced level skills and personal development. Through reflection, evaluation and synthesizing of information regarding the nursing practice contributes to one’s growth and development while also controlling an individual’s learning.

AACN approved the DNP for the advanced practice nurses who would be required to have sophisticated skills that would be implemented and used in the performance of their roles (Wysocki et al, 2015). The curricular competencies and essential elements in the DNP program are clearly outlined in the AACN.  It is necessary to carry out a personal reflection to assess the compliance to these essentials and possession of competencies crucial for nursing practices.

Scientific underpinnings to practice are one of the essentials provided by the AACN which requires DNP graduates to have a reflection to evaluate the outcome competencies after completing the degree program (Wysocki et al, 2015). One of the competencies I would reflect on as per the scientific underpinnings to practice is the development of the care delivery approaches crucial during the performance of roles.

Assessment and reflection while considering the essentials for competencies in safety and quality patient care are another factor I would address where accountability is ensured (Kesten, 2015). The final competency is the ability to evaluate and develop effective strategies during management of the ethical dilemmas. The reflection would address these essentials of the scientific underpinnings to practice which informs the extent of preparedness.

To meet the pertinent DNP competencies, I would be required to possess some abilities, knowledge and vital skills essential for nursing practices. The DNP has been helpful in the integration of attitudes, informatics skills, and knowledge which culturally support evidence-based and culturally sensitive practices at high levels in the nursing field e.g. the leadership level (Kesten, 2015).  My self-assessment after completion of the course, reflects on the competencies of the DNP as outlined by the AACN.

The learning outcomes and competencies outlined would form the basis of the self-evaluation. My increased sensitivity to different populations and diverse organizational cultures and improvement in communication skills are some of the skills identified after self-assessment which meet the pertinent competencies of the DNP (Hallas et al, 2012). These skills are essential learning outcomes for an accountable DNP graduate. The self-assessment also helped me evaluate my enhanced skills in leadership and also handling complex clinical issues that are increasing over time. 

The enhanced knowledge to improve patient outcomes and nursing practice was also acquired. Through the self-assessment, I was able to evaluate the vital knowledge acquired after the DNP program. I was prepared to influence and design the best healthcare policy options with the focus on various factors such as quality, accessibility, and cost (Hallas et al, 2012). Other factors focused on are safety, equity, efficacy and proper regulations.

The acquisition of this knowledge and competencies is pertinent for a DNP graduate. After completion of the learning course in DNP, more insight on how to integrate theory and practices with the aim of ensuring quality care to all was gained. The self-assessment was important for me as it helped me evaluate my abilities in analyzing practice data and effective evaluation of outcomes in the nursing field.

The integrative abilities in implementing the nursing interventions based on science are pertinent to the DNP competencies which are an indicator of the benefits of learning the course (Hallas et al, 2012). The massive benefits in the form of skills, knowledge, and abilities gained after learning the course as identified through the self-assessment are pertinent to the DNP competencies (Terhaar et al, 2016). 

The orientation program for new students is essential in impacting success positively. Having gone through the orientation program as a new student, I would gain more insight and a lot of information essential in enhancing my success at Chamberlain (Price et al, 2015). The orientation is important for me as I can acquire fundamental information needed to connect with people that would influence my success in Chamberlain.

Through the orientations, insight and a better understanding of skills and belief essential for progressing well thus influencing success while in Chamberlain is efficiently gained. Crucial information on the survival tactics and handling complex issues enhance personal growth and academic success (Price et al, 2015).

In a nutshell, it is important for everyone who undergoes the DNP degree program to ensure the best skills, abilities and knowledge is acquired after completion of the course. Such efforts would ensure the competencies gained impact the nursing practice positively.

The pertinent DNP competencies are essential due to the impacts it has brought to the nursing field by enhancing the development of both effective strategies during management of the ethical dilemmas and care delivery approaches crucial during the performance of roles (Price et al, 2015).  The adoption and integration of these competencies into practice would revolutionize the nursing field for the better.

References

Hallas, D., Biesecker, B., Brennan, M., Newland, J. A., & Haber, J. (2012). Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students. Journal Of The American Academy Of Nurse Practitioners, 24(9), 544-553. doi:10.1111/j.1745-7599.2012.00730.x

Kesten, K. S. (2015). Assessment of APRN Student Competency Using Simulation: A Pilot Study. Nursing Education Perspectives, 36(5), 332-334. doi:10.5480/15-1649

Price, D. M., Buch, C. L., & Hagerty, B. M. (2015). Measuring Confidence in Nursing Graduates Within the Framework of the AACN Essentials. Nursing Education Perspectives, 36(2), 116-117. doi:10.5480/13-1162.1

Terhaar, M. F., Taylor, L. A., & Sylvia, M. L. (2016). The Doctor of Nursing Practice: From Start-Up to Impact. Nursing Education Perspectives, 37(1), 3-9. doi:10.5480/14-1519

Wysocki, Kenneth, Patricia C. Underwood, and Susan Kelly-Weeder. 2015. “An essential piece of nursing’s future: The continued development of the nurse practitioner as expert clinician and scientist.” Journal of the American Association of Nurse Practitioners, April. 178-180. Academic Search Premier, EBSCOhost (accessed September 2, 2016).

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