NR 393 Nursing History Week 6 Assignment Course Project Phase 3: Reflection Paper

Course Project Phase 3: Reflection Paper

Purpose: The purpose of this course project is for learners to explore how living nurses are making nursing history, apply lessons from nursing history, and analyze the impact of this project on nursing history today.

Course Outcomes:

This course project enables the student to meet the following course outcomes:

CO2: Apply lessons from nursing history to today’s professional nursing practice. (PO4)

CO4: Analyze the impact of nursing history on professional nursing roles today and in the future. (PO7)

Directions:

After completing the Phase 2: Conversation with the Selected Nurse in Week 3, you may begin working on the Phase 3: Reflection Paper. The Phase 3: Reflection Paper will be due by Sunday end of Week 6 by 11:59PM Mountain Time.

Download the Phase 3: Reflection Paper template below.

View the Phase 3: Reflection Paper Tutorial (Links to an external site.)

The Phase 3: Reflection Paper be a typed paper in APA format including:

Double-spaced, font and type size consistent with APA manual

Title Page adheres to Chamberlain and APA standards.

Content and headings as below and on the rubric:

Introduction (include Introduction content, but no heading)

Reflection on Learning from Nurse’s Answers

Insight Gained from Conversation Regarding Leadership, Provision of Care, and/or Evidence-Based Practice

Analysis of the Impact of Nursing History on Professional Practice Today and in the Future

Conclusion

Length: Approximately 3 double-spaced pages excluding Title Page; 800-1000 words required in the body of the paper.

No outside sources will be used. No citations or references. No Reference page needed.

Excellent mechanics of scholarly writing including spelling, grammar, structure, paragraphing, and punctuation.

Submit Phase 3 assignment via Canvas by due date.

Template:

Phase 3: Reflection Paper [Download Here (Links to an external site.)]

Best Practices:

Carefully review the directions, required template, tutorial, and rubric.

Please use your browser’s File setting to save or print this page.

Spell check for spelling and grammar errors prior to final submission.

Use the rubric as a final check prior to submission to ensure all content is clearly addressed.

Nursing is one of the professions that are highly competitive in the modern American society. Nurses play critical roles in the American healthcare system to promote the health of the public. Effective nursing education is important to ensure that the health of the public is promoted. Therefore, this essay examines the prospects of a bachelor’s level prepared nurse. It examines the options in job market for nurses, importance of continuous nursing education and if it should be mandatory or not.

My Options in Job Market based on my Educational Level

My options in the job market as a nurse trained at the degree level are broad. Accordingly, nurses prepared at the bachelor’s level can work in a wide range of settings based on the knowledge and skills that they possess. A nurse prepared at the bachelor’s level has extensive knowledge, skills, and experience in working with patients from diverse backgrounds. The knowledge and skills in different areas of practice enables them to work in settings such as hospitals, nursing homes, communities, and physician officers. I can also work in special units such as intensive care, oncology departments, cardiac and maternity wards. Nurses prepared at the bachelor’s level can also undertake administrative roles in their organizations. The administrative roles that I can play as a bachelor’s level prepared nurse including being the nurse manager of a department and lead organizations in implementing quality improvement initiatives. I can also work in non-clinical settings such as in insurance companies and government organizations by influencing the decisions that affect nursing practice (Altman et al., 2016).

Professional Certification and Advanced Degrees that I want to Pursue

The IOM report recommended that nurses should strive to achieve higher levels of training and education to facilitate their academic progression. Based on this recommendation by the IOM, I would like to advance my level of education and certification after completing the BSN program. I have huge interest on furthering my knowledge and skills on critical care nursing. As a result, I intend to pursue a master’s degree in nursing with a specialization in acute care nursing. I would also like to pursue my nursing education to the highest level of PhD in nursing. I am interested in attaining the above educational goals because they will contribute to my professional and personal development. Advancing my education will also strengthen the knowledge and skills that I have in addressing the needs of the patients in my specialization as well as those of nurses. Advancing my education will also broaden my understanding of other aspects of nursing such as research and policy-related issues. The advance in education will equip me with the knowledge and skills that I need in facilitating evidence-based practice in nursing and influencing policies that relate to nursing and healthcare (Liaw et al., 2017). I intend to pursue my masters in acute care nursing within five years of graduating from the BSN program and five years after the master’s program for the PhD in nursing.

Effect of Advancing my Level of Education on my Competitiveness

Increasing the level of education will influence my competitiveness in the current job market and my role in the future of nursing in a number of ways. Firstly, increasing the level of education will prepare me to address the emerging needs in healthcare. This is attributed to the advanced knowledge and skills that I will obtain on solving issues affecting the diverse populations globally. As a result, organizations prefer to employ highly educated nurses to enable them to achieve their desired competitiveness in their markets. Increasing my level of education will also expand the specialized roles that I play as a registered nurse. Accordingly, nurses with advanced level of education have in-depth understanding of addressing the needs of the populations of focus in their training. Unlike the BSN nurses, highly trained and educated nurses provide organizations with the specialized knowledge and skills that they need in bridging the skills gap in their markets. For example, nurse practitioners are highly competitive than the BSN nurses since they assist in addressing the barriers to care in health due to issues including shortage of physicians in the state (Davis et al., 2019). Lastly, increasing my level of education will influence my future roles in nursing. For example, I will play extensive roles in other areas of nursing such as research, leadership, and policymaking in healthcare, hence, the need for advancing education.

Relationship of Continuing Nursing Education to Competency, Attitudes, Knowledge and ANA Scope and Standards for Practice and Code of Ethics

Continuing nursing education contributes to improved competency among nurses. Nurses obtain advanced knowledge and skills that relate to their areas of specialization. The implication is that nurses can provide high quality, safe, and efficient care that addresses the needs of the populations that they serve. Continuing education also improves the attitude of the nurses. Nurses acquire the opportunities to expand their understanding of the issues that affect their practice and patient care. They also interact with other professionals, which increase their understanding of the influence of factors such as culture on healthcare. Through it, nurses develop competencies such as cultural competencies that are needed in care, hence, transforming their attitude towards caring patients from different backgrounds and working in multidisciplinary teams. Continuing nursing education also ensures that nurses abide with the provisions of ANA on scope and standards for practice ad code of ethics for nurses. Accordingly, ANA recognizes that nurses should engage in continuous learning opportunities to promote professionalism in their practice. Continuous nursing education enhances the practice, education, and the health of the public through the provision of care that meets the actual and potential needs of the public (Chan et al., 2020). Therefore, through continuous nursing education, one develops the needed competence in promoting public health and scope and standards of practice as well as code of ethics as stated by the ANA.

Whether Continuing Education should be Mandatory

Continuing nursing education should be mandatory. Continuing nursing education is the only way in which public health can be safeguarded. It ensures that nurses have the advanced knowledge and skills to address the actual and potential needs of the diverse populations. Continuing nursing education also exposes nurses to diverse practice contexts, which influences their practice. Continuing nursing education also contributes positively to the nursing profession. Accordingly, it makes nurses play a pivotal role in driving the US’s healthcare system. For example, through continuing nursing education, nurses will play critical roles in influencing the decisions that are made in relation to healthcare. Lastly, continuing nursing education should be mandatory to contribute to the use of best practices in nursing (Rouleau et al., 2017). For instance, nurses will learn about efficient practices that can be used to ensure value-based care for the patients in their practice.

Conclusion

Overall, nurses prepared at bachelor’s level have extensive opportunities in the current job market. Increasing educational level contributes to competitiveness for nurses. Continuing nursing education is important, as it contributes to competency development, professional progression, and nurses abiding with the provisions of the ANA. Therefore, continuous nursing education should be mandatory in the US.

References

Altman, S. H., Butler, A. S., Shern, L., Committee for Assessing Progress on Implementing the Recommendations of theInstitute of Medicine Report The Future of Nursing: Leading Change, A. H., Medicine, I. of, & National Academies of Sciences, E. (2016). Achieving Higher Levels of Education. In Assessing Progress on the Institute of Medicine Report The Future of Nursing. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK350161/

Chan, T. E., Lockhart, J. S., Thomas, A., Kronk, R., & Schreiber, J. B. (2020). An integrative review of nurse practitioner practice and its relationship to the core competencies. Journal of Professional Nursing, 36(4), 189–199. https://doi.org/10.1016/j.profnurs.2019.11.003

Davis, D., Maughan, E. D., White, K. A., & Slota, M. (2019). School Nursing for the 21st Century: Assessing Scope of Practice in the Current Workforce. The Journal of School Nursing, 1059840519880605. https://doi.org/10.1177/1059840519880605

Liaw, S. Y., Wu, L. T., Chow, Y. L., Lim, S., & Tan, K. K. (2017). Career choice and perceptions of nursing among healthcare students in higher educational institutions. Nurse Education Today, 52, 66–72. https://doi.org/10.1016/j.nedt.2017.02.008

Rouleau, G., Gagnon, M.-P., Côté, J., Payne-Gagnon, J., Hudson, E., Bouix-Picasso, J., & Dubois, C.-A. (2017). Effects of e-learning in a continuing education context on nursing care: A review of systematic qualitative, quantitative and mixed studies reviews (protocol). BMJ Open, 7(10), e018441. https://doi.org/10.1136/bmjopen-2017-018441

Out of all of these nurses, I have to pick Clara Barton given my current situation to reflect upon. I lost my apartment due to a fire. Thanks to Clara Barton creating the American Red Cross, I was able to use some of their services almost immediately.

The Red Cross is a huge organization. I had a fire which displaced my family. I was provided a two night hotel stay, a debit card for immediate use for food and clothing if needed, a mental health counselor who checked on each of my family members, a nurse who would help with replacing medications and medical equipment. They also had a case worker who sent links for housing opportunities. Due to this situation and how quickly they provided assistance, I would like to give my time to the Red Cross as well as a volunteer nurse.

The founding of the Red Cross has helped my family in our time of disaster/need.

I also want to reflect on Mary Mahoney as she brought diversity to nursing. I cannot imagine anything other than diversity in health care. I have always enjoyed befriending and working with people who bring variety in experience and culture to the table. I thank her for her resilience back when she was told she was too dark skinned to help wounded soldiers alongside Florence and made it work anyway! Had she not been so bold, I wonder what nursing would look like today.

Nurse Richards also makes me thankful for including men and women alike in nursing – everyone is needed in nursing and discrimination is unhelpful and disgusting.

NR 393 Nursing History Week 6 Discussion Reflection on 19th and 20th Century Nursing

NR 393 Nursing History Week 7 Discussion Impact in the 21st Century

NR 393 Nursing History Week 8 Discussion From the Past to the Future

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Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.