Course Reflection Nursing And The Aging Family

Remember is a Reflection about the class

1) Minimum 9 ull pages

Minimum 3 pages per document- not words

Cover or reference page not included

2)¨**********APA norms, please use headers

All paragraphs must be narrative and cited in the text- each paragraphs

Bulleted responses are not accepted

You can write in the first person.)

3) It will be verified by Turnitin and SafeAssign

4) Minimum 4 references not older than 5 years.

Must include:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

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You must submit 3 documents (each one 3 pages).

Copy and paste will not be admitted.

You should address the questions with different wording, different references, but always, objectively answering the questions.

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Directions:

1) Introduction (minimum 1/2 page):

Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

Headers:

a. Course Reflection

b. Conclusion

Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. (See file 1)

Purpose:

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.

-The students will identify the physiological process of aging.

– The students will be able to differentiate the adaptative human response to the aging process.

– The student will be able to manage and care older adults and their families.

2) Body (minimum 2 pages):

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to Nursing and the Aging Family and:

1 “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.

2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.

3. Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings.

4. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.

5. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences.

6. Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.

7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.

8. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.

9. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.

10. Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.

11. Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.

12. Create a safe care environment that results in high quality patient outcomes.

13. Revise the plan of care based on an ongoing evaluation of patient outcomes.

14. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.

15. Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload

16. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.

17. Develop a beginning understanding of complementary and alternative modalities and their role in health care.

18. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.

19. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes. 20. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients

21. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.

22. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32).

Conclusion (minimum 1/2 page)

An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice
The Essentials of Master’s Education in Nursing

March 21, 2011

TABLE OF CONTENTS

Introduction 3

Master’s Education in Nursing and Areas of Practice 5 Context for Nursing Practice 6 Master’s Nursing Education Curriculum 7

The Essentials of Master’s Education in Nursing I. Background for Practice from Sciences and Humanities 9 II. Organizational and Systems Leadership 11 III. Quality Improvement and Safety 13

IV. Translating and Integrating Scholarship into Practice 15 V. Informatics and Healthcare Technologies 17

VI. Health Policy and Advocacy 20 VII. Interprofessional Collaboration for Improving Patient

and Population Health Outcomes 22 VIII. Clinical Prevention and Population Health for

Improving Health 24 IX. Master’s-Level Nursing Practice 26 Clinical/Practice Learning Expectations for Master’s Programs 29 Summary 31 Glossary 31

2

References 40 Appendix A: Task Force on the Essentials of Master’s Education in Nursing 49 Appendix B: Participants who attended Stakeholder Meetings 50 Appendix C: Schools of Nursing that Participated in the Regional Meetings

or Provided Feedback 52 Appendix D: Professional Organizations that Participated in the Regional Meetings or Provided Feedback 63 Appendix E: Healthcare Systems that Participated in the Regional Meetings 64

3

The Essentials of Master’s Education in Nursing March 21, 2011

The Essentials of Master’s Education in Nursing reflect the profession’s continuing call for imagination, transformative thinking, and evolutionary change in graduate education. The extraordinary explosion of knowledge, expanding technologies, increasing diversity, and global health challenges produce a dynamic environment for nursing and amplify nursing’s critical contributions to health care. Master’s education prepares nurses for flexible leadership and critical action within complex, changing systems, including health, educational, and organizational systems. Master’s education equips nurses with valuable knowledge and skills to lead change, promote health, and elevate care in various roles and settings. Synergy with these Essentials, current and future healthcare reform legislation, and the action-oriented recommendations of the Initiative on the Future of Nursing (IOM, 2010) highlights the value and transforming potential of the nursing profession.

These Essentials are core for all master’s programs in nursing and provide the necessary curricular elements and framework, regardless of focus, major, or intended practice setting. These Essentials delineate the outcomes expected of all graduates of master’s nursing programs. These Essentials are not prescriptive directives on the design of programs. Consistent with the Baccalaureate and Doctorate of Nursing Practice Essentials, this document does not address preparation for specific roles, which may change and emerge over time. These Essentials also provide guidance for master’s programs during a time when preparation for specialty advanced nursing practice is transitioning to the doctoral level.

Master’s education remains a critical component of the nursing education trajectory to prepare nurses who can address the gaps resulting from growing healthcare needs. Nurses who obtain the competencies outlined in these Essentials have significant value for current and emerging roles in healthcare delivery and design through advanced nursing knowledge and higher level leadership skills for improving health outcomes. For some nurses, master’s education equips them with a fulfilling lifetime expression of their mastery area. For others, this core is a graduate foundation for doctoral education. Each preparation is valued.

Introduction

The dynamic nature of the healthcare delivery system underscores the need for the nursing profession to look to the future and anticipate the healthcare needs for which nurses must be prepared to address. The complexities of health and nursing care today make expanded nursing knowledge a…

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