NR 500 NP Week 8 Discussion on Empowering Nurses to Shape Patient Outcomes

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Introduction

In the first week of our course, the discussion about the differences between baccalaureate-prepared and master-prepared nurses captured my interest. Initially, I assumed that the primary difference between the two was the level of degree, believing that experience was the main factor influencing nursing competency. However, as I engaged with the course material and reviewed my classmates’ insights, my perspective shifted considerably. Although I still value experience, I now appreciate the unique advantages of a master’s degree, particularly the advanced knowledge it provides (Woo et al., 2017).

One key point that resonated with me is that a master’s-prepared nurse has the training to positively influence and improve patient outcomes. As the course progressed, I began to fully grasp this idea. While baccalaureate-prepared nurses also make a positive impact through their education, master’s-prepared nurses are equipped to play a larger role in shaping patient care and treatments. This advanced education is critical for those who aspire to make meaningful contributions to patient care and outcomes. With the increasing prevalence of chronic diseases, there is a high demand for well-educated nurses to bridge the gap left by the shortage of physicians (Clark et al., 2015).

Advocating for Patients as an Advanced Practice Nurse

As I progress through my advanced practice nursing education, I am motivated to use my skills to advocate for patients. I envision myself as someone patients can trust and collaborate with to create care plans that align with their needs and wishes. Physicians often manage demanding workloads, which can sometimes prevent them from fully understanding a patient’s story. As a master’s-prepared nurse, I aim to listen attentively and provide comprehensive care. Although my education is still in the early stages, I am eager to use what I am learning to support my patients effectively.

Commitment to Growth and Leading by Example

Embarking on this new chapter of my life, I am determined to succeed. With nearly 18 years of nursing experience, I have encountered challenges that have strengthened my commitment to advocating for patients and influencing their treatment decisions. This drive to make a difference was the primary reason I chose to return to school at nearly 40 years old. Additionally, I am motivated by the desire to set an example for my children. My oldest is preparing to start college in August 2022, and he has seen me go through the rigors of education three times, including the late nights and challenging moments. My youngest, who is in junior high, often finds motivation in watching my dedication to my studies. With the unwavering support of my husband, a stay-at-home father, I am able to balance my roles as a parent, student, and nurse. The path is challenging, but I believe these sacrifices will ultimately be worthwhile.

NR 500 NP Week 8 Discussion on Empowering Nurses to Shape Patient Outcomes

Table: Key Comparisons Between Baccalaureate and Master’s-Prepared Nurses

References

Clark, L., Casey, D., & Morris, S. (2015). The value of master’s degrees for registered nurses. British Journal of Nursing, 24(6), 328–334. https://doi.org/10.12968/bjon.2015.24.6.328

NR 500 NP Week 8 Discussion on Empowering Nurses to Shape Patient Outcomes

Woo, B. F., Lee, J. X., & Tam, W. W. (2017). The impact of the advanced practice nursing role on the quality of care, clinical outcomes, patient satisfaction, and cost in the emergency and critical care settings: A systematic review. Human Resources for Health, 15(1). https://doi.org/10.1186/s12960-017-0237-9

NR 500 Week 6 Speakers Notes

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Introduction

As a master’s student in the Family Nurse Practitioner (FNP) program at Chamberlain, my goal today is to delve into the relevance of evidence-based practice (EBP) in nursing and its critical applications in clinical settings. I will provide a conceptual model that serves as the foundation for EBP and illustrate its relevance in my track as a family nurse practitioner. This presentation will outline the reasons for pursuing an advanced nursing degree and address the specific challenges within my area of focus: the prevention of depression and suicide in teenagers. The report will also discuss the guidelines for improving patient outcomes, considering both internal and external factors. This presentation references the competencies established by the National Organization of Nurse Practitioner Faculties (NONPF) to highlight their relevance in addressing teenage mental health concerns, particularly in the areas of depression and suicide. The presentation will conclude with a reflection on the insights shared today.

Importance of Evidence-Based Practice

Evidence-based practice (EBP) is essential for developing clinical guidelines and improving patient outcomes, clinical trials, and healthcare environments. EBP synthesizes research, which in turn enhances clinical practices, promotes patient safety, and ensures the highest possible quality of care. By implementing EBP, healthcare providers ensure that clinical decisions are founded on reliable evidence, which leads to uniformity in healthcare practices across various settings (Schub et al., 2017). EBP not only contributes to improved patient outcomes but also ensures the efficient use of limited healthcare resources (Bushell, 2019). Additionally, EBP encourages nurses to critically evaluate current practices, integrate new skills, and adapt to technological advances. Through EBP, nurses provide cost-effective, high-quality care that aligns with the latest advancements in healthcare (Stevens, 2017).

Conceptual Model: The ARCC Model

The Advancing Research and Clinical Practice through Close Collaboration (ARCC) model, introduced in 1999 by Melnyk, is grounded in cognitive-behavioral theory. It was initially conceptualized as a mentorship framework to facilitate the integration of EBP among advanced practice nurses (Melynk et al., 2017). Often utilized in large healthcare institutions, such as hospitals, the ARCC model focuses on evaluating organizational strengths and weaknesses to support EBP initiatives. This model includes appointing EBP mentors to guide their peers, a task that can be challenging as it requires identifying suitable candidates with leadership potential (Schaffer, 2013). The ARCC model enhances EBP by fostering nurse empowerment and promoting job satisfaction and team cohesion. In the context of teenage mental health, the ARCC model is instrumental in implementing standardized screening tools for depression. This model allows healthcare providers to adopt a systematic approach to diagnosing and managing teenage depression effectively, thereby improving outcomes.

NR 500 Week 6 Speakers Notes

Table: Summary of Key Aspects

Area of Interest

Depression is a widespread mental health condition, frequently observed in primary care and is linked with elevated suicide rates among teenagers. Untreated depression significantly raises the risk of suicidal tendencies, with reports indicating that those with depressive disorders constitute the majority of suicides among adolescents (CDC, 2019). Approximately 800,000 people die from suicide each year, and depression is the second leading cause of death among individuals aged 15 to 29 (Santhanam, 2019). Depression and suicide disproportionately affect young black youth, underscoring the importance of early intervention by primary care providers. By establishing trust, providers can facilitate open discussions about mental health, assess high-risk individuals, and ensure that appropriate referrals are made when necessary (Santhanam, 2019).

Issue and Recommendations for Change

Addressing teenage depression is vital, especially given the high prevalence of mental health issues among adolescents who may not openly discuss their challenges. Many risk factors, including exposure to abuse, domestic violence, and social media bullying, exacerbate depression in teenagers. Emotional and physical abuse, for instance, contributes to low self-esteem and long-term mental health conditions, including depression (Lusk et al., 2011). Implementing community-based mental health programs, like Creating Opportunity for Personal Empowerment (COPE), which provides 30-minute sessions to reduce anxiety and improve self-esteem among teenagers, is one effective solution (Lusk et al., 2011). Schools should incorporate mental health screenings, and access to mental health services must be expanded, particularly in low-income communities where mental health resources are limited (O’Connor, 2016).

NONPF Competencies

The National Organization of Nurse Practitioner Faculties (NONPF) emphasizes competencies critical to teenage mental health. Leadership competencies enable nurse practitioners to collaborate effectively with other healthcare providers, school counselors, and psychiatric institutions to create a supportive environment for at-risk teenagers (NONPF, 2017). Policy competency allows nurse practitioners to advocate for equitable, ethical, and high-quality mental health services. As nurse practitioners, using these competencies enhances our capacity to address teenage depression and suicide, ensuring accessible and impactful care (Chan et al., 2020).

Conclusion

In my role as an advanced practice nurse on the FNP track, I am committed to integrating EBP to provide safe, efficient, and effective care. EBP not only improves patient outcomes but also ensures the implementation of standard practices. Through the ARCC model, EBP can be systematically implemented and sustained in clinical settings. Embracing core competencies in nursing practice allows advanced practice nurses to meet the complex needs of patients, especially adolescents at risk of depression and suicide. As nurse practitioners, we must remain proactive in screening and managing mental health conditions, aiming to reduce suicide rates and improve the well-being of our young population.

References

Bushell, P. (2019). The importance of evidence-based practice in health care. Nursing Times.

Chan, C., et al. (2020). National Organization of Nurse Practitioner Faculties (NONPF) competencies. Journal of Advanced Nursing.

Lusk, P., & Melnyk, B. M. (2011). COPE: Creating opportunity for personal empowerment for children with depression. Journal of Child and Adolescent Psychiatric Nursing.

Melnyk, B. M., et al. (2017). Advancing research and clinical practice through close collaboration (ARCC) model. American Journal of Nursing.

Santhanam, S. (2019). The rise of suicide among black youth. Health Affairs.

NR 500 Week 6 Speakers Notes

Schaffer, M. A. (2013). Evidence-based practice for healthcare professionals. Nursing Research.

Schub, E., et al. (2017). Clinical application of evidence-based practice. Nursing Clinics of North America.

Stevens, K. R. (2017). The impact of evidence-based practice in nursing and the next big ideas. Nursing Research.

NR 500 Week 5 Area of Interest PowerPoint Presentation

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Introduction

Evidence-Based Practice (EBP) is a structured approach that integrates the best available evidence to guide nursing care and improve patient outcomes. For Master’s-prepared nurses, conducting EBP is essential, as it enhances quality, supports positive patient outcomes, and fosters ongoing professional development. This presentation explores EBP in nursing, specifically in the context of preceptor training for clinical nurse educators. The chosen EBP conceptual model is the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Model, which aids in translating research into practice, addressing clinical issues, and fostering effective healthcare delivery. This presentation also covers my selected specialty track in nursing education, the role of clinical nurse preceptors, and recommendations to enhance preceptor training, while emphasizing change influence strategies in the preceptorship learning environment.

Area of Interest: Education Specialty Track and Clinical Nurse Preceptor

In the educational specialty track, nurse educators play an essential role in fostering clinical skills, critical thinking, and evidence-based learning among nursing students. Within this specialty, I have a focused interest in preceptor training, an effective model for developing nursing competencies. Clinical nurse preceptors provide mentorship and serve as role models for safe patient care, contributing to learning outcomes and patient safety (Lim, Weiss, & Herrera-Capoziello, 2016). However, current issues such as limited healthcare access, funding constraints, and gaps in educational resources present challenges to effective preceptor training. Addressing these challenges requires recommendations for revising training methods to retain clinical preceptors, enhance learning outcomes, and improve retention rates for new nurses.

Recommendations for Change and Influencing Factors

To improve preceptor training, it is crucial to define clear roles, establish ongoing support, and encourage intra-professional collaboration between nursing faculties and healthcare institutions. Preceptors benefit from structured opportunities to network and share experiences, which reduces stress and enhances confidence (Goldman & Cojocaru, 2017). Change influence strategies include implementing specific preceptor training modules, developing classroom sessions, and collaborating with healthcare agencies to support preceptor role commitment and rewards (Easton et al., 2017). Internal factors such as preceptor training modules and communication skills, as well as external factors like inter-agency collaboration, play a vital role in supporting these recommended changes. Additionally, preceptor education is further reinforced through alignment with the AACN Master’s Essentials, which guide evidence-based teaching practices, quality improvement, and patient-centered care.

Conclusion

EBP provides an invaluable framework for improving nursing practice and patient outcomes. Through preceptor training in the education specialty track, clinical nurse educators can leverage EBP to enhance nursing competencies and improve patient care. This presentation underscores the significance of EBP, the need for role definition and support in preceptorship, and the essential components of change influence strategies. Master’s-prepared nurses in education roles benefit from using EBP models, such as the Johns Hopkins model, to create impactful teaching practices, address healthcare challenges, and promote optimal patient outcomes.

References

Adelman-Mullally, T., Mulder, C. K., McCarter-Spalding, D. E., Hagler, D. A., Gaberson, K. B., Hanner, M. B., & Young, P. K. (2013). The clinical nurse educator as leader. Nurse Education In Practice, 13(1), 29-34. https://doi.org/10.1016/j.nepr.2012.07.006

Conley, S. R., Flaherty, S. M. J., Sarsfield, E., Burkhard, A., O’Brien, S., & Anderson, K. M. (2014). Graduate Clinical Nurse Preceptors: Implications for Improved Intra-Professional Collaboration. Online Journal of Issues in Nursing, 19(3), 1. https://doi.org/10.3912/OJIN.Vol198No03PPT01

Dang, D., & Dearholt, S. (2017). Johns Hopkins nursing evidence-based practice: model and guidelines (3rd ed.). Indianapolis, IN: Sigma Theta Tau International.

Easton, A., O’Donnell, J. M., Morrison, S., & Lutz, C. (2017). Development of an Online, Evidence-Based CRNA Preceptor Training Tutorial (CPiTT): A Quality Improvement Project. AANA Journal, 85(5), 331–339.

NR 500 Week 5 Area of Interest PowerPoint Presentation

Farokhzadian, J., Khajouei, R., & Ahmadian, L. (2015). Evaluating factors associated with implementing evidence-based practice in nursing. Journal of Evaluation in Clinical Practice, 21(6), 1107-1113. https://doi.org/10.1111/jep.12480

Goldman, I., & Cojocaru, S. (2017). The Need for Social Support among Nursing Preceptors. Social Research Reports, 9(1), 7–21.

Lim, F., Weiss, K. A., & Herrera-Capoziello, I. (2016). Preceptor education: Focusing on quality and safety education for nurses. American Nurse Today, 11(1), 44–47.

Limoges, J., Acorn, S., & Osborne, M. (2015). The scholarship of application: Recognizing and promoting nurses’ contribution to knowledge development. Journal of Nursing Education, 46(2). https://doi.org/10.3928/00220124-20151217-02

Loversidge, J. M. (2016). An evidence-informed health policy model: Adapting evidence-based practice for nursing education and regulation. Journal of Nursing Regulation, 7(2), 27–33.

NR 500 Week 5 Area of Interest PowerPoint Presentation

Sanford, P. G., & Tipton, P. H. (2016). Is nursing preceptor behavior changed by attending a preceptor class? Proceedings (Baylor University. Medical Center), 29(3), 277–279.

NR 500 NP Week 4 Paper APN Professional Development Plan

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Introduction

This paper provides an in-depth exploration of advanced practice nursing (APN) in Ohio, covering essential topics such as educational requirements, licensure, regulatory demands, and the scope of practice. Additionally, it examines the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies, identifying both personal strengths and areas for growth. The paper also highlights critical leadership skills necessary for APNs and suggests strategies to foster their development.

In Ohio, APNs must satisfy certain prerequisites set forth by the American Association of Nurse Practitioners (AANP). These requirements include admission to a master’s program following the completion of a Bachelor of Science in Nursing degree, successful completion of the national certification exam for registered nurses, and possession of an active RN license. It is essential for NP graduate programs to hold national accreditation, which ensures that these programs build upon foundational nursing knowledge and meet stringent clinical competency standards. Graduate nursing programs must follow accreditation standards to uphold core content and educational quality. To practice as an NP, individuals must pass standardized national certification exams, validating their clinical training and board certification.

NONPF Core Competencies

The NONPF Core Competencies serve as a foundation for NP education and practice. Within these competencies, two areas of personal strength emerge. The first is the “Scientific Foundations” competency, which involves the integration of scientific evidence into clinical practice to enhance patient outcomes through research-based insights. The second area of strength is proficiency in “Quality Improvement,” demonstrated by active participation in initiatives that aim to improve healthcare delivery and ensure patient safety. However, certain competencies require further development. For example, growth in the “Policy” competency would involve advocacy for policy changes to improve equitable access to healthcare and influence healthcare delivery systems. Additionally, there is a need for growth in “Population Health,” which focuses on addressing health disparities and supporting preventive care within communities.

Leadership and Development

Leadership skills are vital for APNs in navigating the complex healthcare system and advocating effectively for patients. Three key leadership skills for APNs include effective communication, collaboration, and strategic decision-making. To enhance these skills, two strategies are recommended. First, participation in professional development opportunities—such as leadership-focused workshops, conferences, and seminars—can provide valuable knowledge and mentorship. Second, taking on leadership roles within healthcare organizations or community-based projects can improve collaboration and decision-making abilities.

After completing a master’s degree, APNs in Ohio must follow the licensure process mandated by the Ohio Board of Nursing. This process includes holding an active Ohio RN license, obtaining a master’s or doctoral degree in a specialized area of nursing, maintaining a current national certification in a recognized nursing specialty, and completing a two-hour Ohio prescribing law course for applicants from other jurisdictions. Applicants must submit a completed APN license application and pay the necessary fees. These requirements are designed to ensure that APNs in Ohio possess the qualifications needed for practice in the state.

NR 500 NP Week 4 Paper APN Professional Development Plan

Understanding the scope of practice is crucial for new APNs when entering the workforce. APNs in Ohio can work in various healthcare environments, independently or collaboratively with other healthcare professionals. They have responsibilities to their patients, the nursing profession, and the Ohio Board of Nursing, adhering to ethical codes of conduct. Ohio APNs are authorized to provide preventive care, treat acute illnesses and injuries, manage chronic diseases, promote wellness, order and interpret diagnostic tests, prescribe medications, and perform procedures. However, to prescribe medications, including controlled substances, APNs must complete a 45-hour advanced pharmacology course and enter a Standard Care Arrangement with a collaborating physician. Additional requirements include completing 12 hours of advanced pharmacology every two years, maintaining DEA registration, and following quality assurance standards.

References

• American Association of Nurse Practitioners (2020, October 27). Nurse practitioner education. Retrieved September 16, 2021, from https://www.aanp.org/advocacy/advocacy-resource/position-statements/nursepractitioner-education.

• Ohio Board of Nursing (2021, February). Licensure information. Retrieved September 16, 2021, from www.nursing.ohio.gov.

NR 500 NP Week 4 Paper APN Professional Development Plan

• American Association of Nurse Practitioners (2019). Scope of practice for nurse practitioners. Retrieved September 17, 2021, from https://www.aanp.org/advocacy/advocacy-resource/position-statements/scope-ofpractice-for-nurse-practitioners.

• Ohio Advanced Practice Registered Nurses (2020, June 30). Information for Ohio CNPs. Retrieved September 17, 2021, from http://www.ohioaprn.com/cnp.html.

Table 1: Overview of Ohio APN Requirements and Competencies

NR 500 NP Week 3 Reflection the Importance of Person-Centered Care in Healthcare

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Introduction

Person-centered care is a foundational concept in healthcare that extends beyond the field of nursing to touch every aspect of patient interaction. Throughout my Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) programs, as well as during my time working in various hospitals, the importance of this approach has been emphasized repeatedly. However, I have come to understand that the actual capacity to deliver person-centered care can vary significantly depending on the healthcare environment. This variation can be particularly seen when comparing the experiences of healthcare providers in the Intensive Care Unit (ICU) and the Emergency Department (ED).

In the ICU, nurse-to-patient ratios are generally lower, often ranging from one-to-one to two-to-one, and only occasionally reaching three-to-one depending on the acuity levels of patients. High-acuity patients require these lower ratios to ensure that nurses can adequately assess and address each patient’s needs. Conversely, when patients begin transitioning out of high acuity, they may move to an intermediate care setting, where nurses may take on an additional one or two patients. Despite an increase in patient load, the ratios remain within a manageable range, allowing for the delivery of person-centered care. Providers in the ICU setting, therefore, have the opportunity to devote more time to each patient and their families, enabling a more personalized approach to care.

NR 500 NP Week 3 Reflection the Importance of Person-Centered Care in Healthcare

By contrast, the Emergency Department generally operates with a higher provider-to-patient ratio, typically four-to-one. Although my experience shows that this ratio seldom exceeds four-to-one, there are instances where it may drop to three-to-one. In the ED, providers often find themselves attending to multiple critically ill patients simultaneously, which limits the time they can spend with each individual. In this fast-paced environment, the primary focus is on fulfilling physicians’ orders, continually assessing and stabilizing patients, and ensuring their transfer to the appropriate units. Although I find the intensity of emergency care stimulating, I am aware of the increased demands on ED providers over the years, which can compromise the ability to deliver person-centered care.

Experiences in Person-Centered Care: ICU and ED Comparison

NR 500 NP Week 3 Reflection on the Importance of Person-Centered Care in Healthcare

Reflecting on my early experiences in the ED, I recall that our patient cases sometimes included less acute conditions, such as sexually transmitted infections or common colds. These cases have become increasingly prevalent, often overshadowing critical emergency cases. As a result, providers frequently encounter situations where they must manage both lower- and higher-acuity patients. This uneven distribution of cases can strain providers and reduce their ability to deliver person-centered care. The focus on acute stabilization in the ED often deprioritizes the long-term, personalized care seen in other hospital units. Nevertheless, as I advance toward becoming a Family Nurse Practitioner (FNP), I remain committed to incorporating person-centered care into my practice. This commitment will be challenging, particularly in the ED context, but I believe that emphasizing person-centered care will enhance patient outcomes and satisfaction.

NR 500 NP Week 3 Reflection the Importance of Person-Centered Care in Healthcare

In recent years, hospitals have implemented post-discharge satisfaction surveys to gauge patients’ experiences. Consistently, the ED has received some of the lowest scores in hospitals where I have worked. Patients frequently cite extended wait times and insufficient time with providers as areas of dissatisfaction. I have raised this issue with management on multiple occasions, though the response has been the same: budget constraints prevent adding additional nurses to reduce ratios, and adjusting ratios based on acuity would require even more staffing. As I step into my role as an FNP, I hope to have a greater capacity to advocate for changes that align patient acuity levels with provider ratios to facilitate person-centered care for all patients.

Conclusion

In conclusion, person-centered care remains a vital component of effective healthcare delivery. While its value is universally acknowledged, the implementation of person-centered care can vary considerably depending on the healthcare setting. Addressing the unique challenges in the ED, where high patient volumes and acuity levels can create obstacles to personalized care, will be essential in improving patient satisfaction and overall outcomes. As I progress in my career, I am determined to advocate for improvements in staffing and patient care models to ensure person-centered care becomes a standard across all departments.

NR 500 Week 3 Addressing Bias

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Introduction

Bias, in the context of education and nursing, refers to a predisposition or stereotyping that affects one’s attitude or actions toward an individual or group. Within a classroom or clinical setting, nurse educators may experience or exhibit biases that influence the learning environment and impact students’ performance. Sparks (2016) explains that when educators hold biases, they might become overly critical or adjust their expectations based on those biases. This can lead to either implicit or explicit bias. Implicit bias in nurse educators is often unconscious, affecting their behavior unknowingly. In contrast, explicit bias is a conscious prejudice. Both forms can hinder the educator-student relationship and educational strategies, ultimately causing a disparity in students’ learning outcomes. This paper will explore the concept of bias, analyze personal biases related to gender in nursing education, and propose strategies to mitigate such biases and promote equality in the learning environment.

Discussion of Bias

Choosing a specialty in Nursing Education presents various challenges, including the potential for biases that can affect students. One prominent example is gender bias, which often affects male nursing students. Being in the minority, male nursing students frequently face stereotypes and biases from both peers and educators. Studies indicate that male students in nursing programs often feel isolated, are more likely to be placed in the spotlight, and may experience stricter treatment compared to female counterparts (Powers, Herron, Sheeler, & Sain, 2018). Such biases and attitudes from educators can have a lasting negative impact on students, hindering their learning experience and reducing the opportunities available to them.

Personal Bias

In my professional experience as a nurse educator, I have noticed an explicit bias toward male nursing students. This bias stems from observations during preceptorship, where male nursing students often seem less engaged in certain patient care tasks, such as providing personal care or offering emotional support to patients facing difficult prognoses. This tendency has led me to harbor stereotypes about male nursing students’ level of compassion and engagement in these sensitive areas. Recognizing this bias is essential in order to address it and improve interactions with all students, fostering a more equitable educational environment.

NR 500 Week 3 Addressing Bias

Strategies to Reduce Bias

To counteract personal bias, one effective strategy is self-awareness. Practicing mindfulness and reflection on thoughts and reactions can help manage automatic judgments. For instance, by intentionally pausing to question why I may favor a female student over a male one, I can make conscious efforts to provide equal opportunities. Explicit biases, being known, are manageable, allowing for pre-planned, equitable actions. Avoiding stereotypes and treating each student as an individual is also crucial. Collaborating with male nurses who serve as mentors can offer insights into minimizing gender bias.

Self-Reflection

Reflecting on this assessment has highlighted areas for growth, particularly regarding interactions with male nursing students. I have become more conscious of how my thoughts and actions could impact students, especially those who represent a minority in the field. To foster an inclusive learning environment, I am committed to practicing fairness and impartiality, seeking opportunities for professional development, such as attending workshops focused on diversity and inclusivity. Collaborating with male nurse mentors can also provide valuable role models for students. Recognizing and actively working to diminish personal biases is essential for creating an equitable and supportive educational experience.

References

Powers, K., Herron, E. K., Sheeler, C., & Sain, A. (2018). The Lived Experience of Being a Male Nursing Student: Implications for Student Retention and Success. Journal of Professional Nursing, 34(6), 475–482. https://doi.org/10.1016/j.profnurs.2018.04.002

NR 500 Week 3 Addressing Bias

Sparks, S. D. (2016). Classroom Biases Hinder Students’ Learning. Education Digest, 81(6), 16.

NR 500 Week 1 Discussion Post

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Welcome and Introduction to NR500NP

Welcome to NR500NP! We are thrilled that you have chosen to start your master’s degree journey with us. In this introductory thread, please take a moment to tell the class a bit about yourself, including your current position as a Registered Nurse (RN), your experience in the field, and your location within the United States. Additionally, please share your goals, any details about your family, personal interests, or any other information you’d like to include. Make sure to respond to this post by Sunday at 11:59 PM MT at the end of Week 1. Although this introductory discussion is mandatory, it is not graded.

Discussion on the Value of a Master’s Education in Nursing

This week’s discussion focuses on the value of obtaining a master’s degree in nursing. Your initial response is due by Wednesday at 11:59 PM MT, with two additional responses in interactive dialogue by Sunday at 11:59 PM MT at the end of Week 1. This discussion is worth 75 points, and you can refer to the grading rubric for specific criteria. The discussion encourages reflection on current healthcare delivery models and nursing practice settings. As part of this exploration, consider how nursing is adapting to meet healthcare demands. Choose one of the following questions to answer: 1) How does the role of a master’s-prepared nurse differ from that of a baccalaureate-prepared nurse? 2) What is the value of a master’s degree in nursing? 3) What do you consider to be the most essential professional competency for a master’s-prepared nurse in the 21st century?

NR 500 Week 1 Discussion Post

Reflections and Learning in Week 1

Reflecting on Week 1, we have covered several important concepts, such as the role of a master’s-prepared nurse and its impact on career advancement. It is essential to recognize how a master’s degree expands opportunities for nurses, allowing for greater involvement in clinical decision-making and improved patient outcomes. Enhanced skills in communication, expanded clinical knowledge, and strengthened critical thinking are key benefits of pursuing this path. Personally, I am drawn to the Family Nurse Practitioner specialty to further develop my skills and provide comprehensive care across patient lifespans. This role requires a high level of autonomy and responsibility, as we will be involved in creating treatment plans for patients on a daily basis.

References

Ali-Abadi, T., Babamohamadi, H., & Nobahar, M. (2020). Critical thinking skills in intensive care and medical-surgical nurses and their explaining factors. Nurse Education in Practice, 45. https://doi.org/10.1016/j.nepr.2020.102783

Clark, L., Casey, D., & Morris, S. (2015). The value of master’s degrees for registered nurses. British Journal of Nursing, 24(6), 328-334. https://doi.org/10.12968/bjon.2015.24.6.328

NR 500 Week 1 Discussion Post

DeNisco, S. M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.).

Wagner, J., Foster, B., & O’Sullivan, R. (2020). Measuring learning outcomes in an RN-to-BSN program. Teaching and Learning in Nursing, 15(1), 19–24. https://doi.org/10.1016/j.teln.2019.07.006

NR 500 Week 2 Artistic Expression Caring Concept Assignment

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Introduction

Caring is a fundamental concept within the nursing profession, forming the core of nursing practice. Nursing and caring are inseparable, with caring encompassing the ability to demonstrate attentiveness, sensitivity to a patient’s values, and the skill to communicate effectively. This communication aims to address the physical, emotional, social, and spiritual needs of patients. A study by Andersson et al. (2015) highlighted that caring is most evident when patients are actively involved in their care, allowing them the freedom to make choices and participate in decisions that impact their overall health. This collaborative approach ensures that nursing care is tailored to the individual’s needs. Additionally, a holistic approach to care is essential, as it recognizes the uniqueness of each patient and the importance of integrating alternative therapies alongside conventional medicine to promote health and healing (Papathanasiou, Sklavou, & Kourkouta, 2013).

Definition of Caring

For me, caring in nursing involves meeting a patient’s needs with compassion, while addressing the body, mind, and spirit. Nursing, at its core, is about providing the best possible care to achieve optimal health outcomes. Humans are complex beings, not merely biological entities but also encompassing mental and spiritual dimensions (Papathanasiou, Sklavou, & Kourkouta, 2013). The relationship between nursing and caring is intertwined, as nursing involves being sensitive to the individuality of each patient. Such sensitivity fosters trust and strengthens the interpersonal relationships that are vital to the healing process. When care is patient-centered and focuses on the whole person, it contributes to a positive and supportive environment for healing.

Expression of Caring

To illustrate the concept of caring, I have chosen a short story that highlights a nurse’s sensitivity to a patient’s physical and emotional needs. In this story, a patient who had experienced repeated hospitalizations and struggled with depression due to surgical scars found comfort and solace in a healing touch practitioner. Drahošová and Jarošová (2016) emphasized that nurses are the guardians of patient well-being, playing a vital role in advocating for and protecting the patient’s best interests. Nurses not only address physical symptoms but also provide emotional and spiritual support, ensuring a holistic approach to care. Their role as both caregivers and advocates ensures that patients receive comprehensive and compassionate care.

Conclusion

Nurses occupy a unique and privileged position in caring for others, serving as the primary advocates for patients’ needs. They provide care that extends beyond just physical needs, addressing emotional and spiritual aspects as well. While the concept of caring may differ in its definition based on the individual interactions between nurses and patients (Drahošová & Jarošová, 2016), it remains a cornerstone of nursing practice. Through caring, nurses foster a trusting environment and build strong relationships with patients, paving the way for effective and holistic care.

References

Andersson, E. K., Willman, A., Sjöström-Strand, A., & Borglin, G. (2015). Registered nurses’ descriptions of caring: A phenomenographic interview study. BMC Nursing, 14(1). https://doi.org/10.1186/s12912-015-0067-9

Drahošová, L., & Jarošová, D. (2016). Concept of caring in nursing. Central European Journal of Nursing & Midwifery, 7(2), 453-461. https://doi.org/10.15452/CEJNM.2016.07.0014

NR 500 Week 2 Artistic Expression Caring Concept Assignment

Papathanasiou, I., Sklavou, M., & Kourkouta, L. (2013). Holistic nursing care: Theories and perspectives. American Journal of Nursing Science, 2(1), 1-5. https://doi.org/10.11648/j.ajns.20130201.11

NR 500 Week 2 Artistic Expression Caring Concept Assignment

Table: Expression of Caring in Nursing

NR 500 Week 7 Cultivating Healthful Environments

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Incivility in the Workplace: NR 500 Week 7 – Cultivating Healthful Environments

Nurses often work in environments that are hostile and uncomfortable, which makes it difficult for them to carry out their duties effectively. They are often the targets of abusive and inappropriate behaviors that undermine their well-being and their ability to provide quality patient care. This issue is crucial for any healthcare organization to address, as it can have significant repercussions for both the individuals involved and the organization as a whole. Addressing incivility is essential because when nurses are subjected to such negative treatment, it can lead to organizational failure and compromised patient care. The aim of this discussion is to conceptualize the problem of incivility in nursing and to explore appropriate strategies for mitigating these issues in healthcare environments.

The Concept of Incivility

Incivility in the workplace refers to repeated behaviors that are disrespectful, abusive, insulting, or intimidating towards colleagues. Such behaviors can range from passive aggression to verbal insults and can include a lack of support for coworkers (McNamara, 2012). While it is crucial to understand what civility is in the context of professional relationships, recognizing the extent of incivility within healthcare settings presents unique challenges. Research indicates that a significant number of nurses are exposed to uncivil behaviors in their work environments, which can contribute to a toxic atmosphere that harms both individuals and the organization.

Importance of the Issue to Nursing

The issue of workplace incivility in nursing is of great concern due to its far-reaching consequences. When nurses experience incivility, it can lead to a hostile work environment where they feel unsupported and unsafe. This, in turn, may result in increased absenteeism, job dissatisfaction, and, ultimately, voluntary turnover (Al-Omari, 2015). Nurses who face persistent mistreatment may decide to leave their jobs or even the profession altogether. From an organizational perspective, high turnover rates lead to significant financial losses due to recruitment and training costs, as well as decreased productivity and higher rates of absenteeism (Lachman, 2015). More critically, incivility has a direct impact on patient care. Nurses who are subjected to hostile work environments may experience high levels of stress, anxiety, and depression, which can affect their ability to provide quality, patient-centered care. Furthermore, the poor professional interactions resulting from incivility can weaken organizational management and hinder overall patient outcomes (McCormack & McCance, 2017).

Illustrative Scenario of Incivility

A personal example illustrates the profound impact of incivility on nurses. A former colleague, who had worked on the floor for two years, endured significant hostility due to remarks about his sexual orientation, especially during his transition from female to male. His personal journey became the subject of gossip and inappropriate comments from coworkers and even some patients. As a passionate nurse who had initially chosen the profession to care for others—having cared for his terminally ill sister—he found it increasingly difficult to continue in an environment filled with negativity. Over time, the continuous harassment and bullying led to insecurities about his career and ultimately to absenteeism as he sought therapy to cope with the stress. Despite changing jobs, the same issues persisted, and he eventually left the nursing profession altogether due to the profound impact on his mental health and work performance. This scenario underscores the negative effects that incivility can have not only on the individual but also on the broader healthcare system.

NR 500 Week 7 Cultivating Healthful Environments

Strategies for Creating a Healthful Environment

Creating a more healthful environment in healthcare settings requires addressing incivility through education and organizational strategies. Training programs that raise awareness about the issue of workplace incivility are crucial. These programs equip nurses with the skills to recognize uncivil behavior and to respond appropriately, ensuring that their welfare, as well as that of the organization and patients, is protected. Techniques such as role-playing can help nurses prepare for interactions with difficult coworkers, enabling them to handle such situations more effectively (Warrner et al., 2016). Furthermore, organizations must implement and enforce codes of conduct that promote respectful behavior and ensure that all employees, particularly leaders, are held accountable for fostering a civil work environment. The Joint Commission’s Sentinel Event Alert (2008) advocates for a culture of safety, which includes zero tolerance for any form of incivility. Additionally, the presence of whistleblowing systems allows employees to report uncivil behaviors without fear of retaliation, further supporting a culture of accountability and respect.

Strategies for the Specialty Track

In nursing education, particularly within the Education Program track, there are additional strategies to address workplace incivility. Nurses in educational roles must model civil behavior and adhere to ethical standards that promote respect and professionalism. Developing a culture of respect begins with integrating these values into the training and everyday practice of nurses. By creating an environment where moral values are emphasized, nurses can be encouraged to respect their colleagues and to respond to incivility in a constructive manner. This, in turn, can help establish a positive, supportive work environment that benefits both staff and patients.

Conclusion

Incivility in the workplace is a serious issue that negatively affects nurses, healthcare organizations, and patient care. The impact of incivility can result in job dissatisfaction, high turnover, absenteeism, and compromised patient outcomes. Addressing this issue requires practical strategies, including training programs that increase awareness and improve responses to incivility, the enforcement of ethical codes of conduct, and the empowerment of victims. By fostering an environment rooted in respect and accountability, healthcare organizations can mitigate the damaging effects of incivility and cultivate a healthier, more productive workplace for nurses. Ultimately, ensuring the well-being of nurses is essential to providing high-quality, patient-centered care.

References

Al‐Omari, H. (2015). Physical and verbal workplace violence against nurses in Jordan. International nursing review, 62(1), 111-118.

American Nurses Association. (2015). Incivility, bullying, and workplace violence [Position Statement]. Retrieved from https://www.nursingworld.org/practice-policy/nursing-excellence/official-position-statements/id/incivility-bullying-and-workplace-violence/

Chamberlain College of Nursing. (2016). Chamberlain College of Nursing Masters of Science in Nursing Conceptual Framework. Retrieved from https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf

NR 500 Week 7 Cultivating Healthful Environments

Lachman, V. D. (2015). Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal/lateral violence. Urologic Nursing, 35(1), 39-42.

McCormack, B., & McCance, T. (2017). Person-centered practice in nursing and health care: Theory and practice (2nd ed.). Oxford: Wiley Blackwell.

McNamara, S. A. (2012). Incivility in nursing: Unsafe nurse, unsafe patients. AORN Journal, 95(4), 535-540. https://doi.org/10.1016/j.aorn.2012.01.020

Warrner, J., Sommers, K., Zappa, M., & Thornlow, D. K. (2016). Decreasing workplace incivility. Nursing Management, 47(1), 22-30.