Reflection Course (Due 24 Hours)

REQUIREMENTS

1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self- assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

3. The length of the reflection is to be within three to six pages excluding title page and reference pages.

4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Note: Introduction – 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).

a. Course Reflection

b. Conclusion

PREPARING YOUR REFLECTION

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4286 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:

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).

Reference:

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

Course Description

This course provides the skills for evaluation, interventions and managing care of diverse older adults/families in a multicultural global environment.

*This course will use a variety of learning modalities to attain the course objectives, including but not limited to lecture, online discussion, case study, assessment strategies, group and or individual exercises, team and individual presentation, and learning games.

Upon completion of this course, student should be able to:

1. Recognize biological and psychological theories of aging (AACN Essential I; QSEN). 2. Identify physiological process of aging and nursing care interventions appropriate for the increasingly diverse population of elders (AACN Essential I, II; QSEN).

3. Examine various gerontological nursing roles and requirements across the health-wellness continuum (AACN Essential I, II, III, IV, V, VI; QSEN).

4. Understand common problems that occur with aging and use evidence-based interventions for assessment, prevention and treatment (AACN Essential I, II, III, VI; QSEN).

5. Identify and apply evidence-based interventions to improve outcomes for older adults in different healthcare settings, including quality improvement and cultural change (AACN Essential II, III, IV, V, VI; QSEN).

6. Discuss the use of assistive technologies to promote self-care, safety, and independence (AACN Essential II, IV, V; QSEN).

7. Educate and implement plan of care for older adult that targets prevention and health promotion for the optimal level of quality of life (AACN Essential I, II, III, IV, V, VI; QSEN).

• Describe and develop comprehensive and focused assessments (physical, psychosocial, developmental, spiritual, socioeconomic, and environmental) of health and illness parameters of diverse older adults/families.

• Evaluate holistic, patient-centered care that reflects an understanding of genetics and genomics, pathophysiology, pharmacology, clinical management, and ethical issues for older adults/families in multicultural communities.

• Develop decision making skills, including the nursing process and problem- solving processes, to deliver evidence-based family-centered care in the health promotion, maintenance, and restoration, disease and injury prevention, and rehabilitation of health for older adults/families, using developmentally and culturally appropriate approaches.

• Examine evidence-based practice guidelines/research, nursing theories, and theories from other disciplines on aging that support the identification of clinical problems, prioritization of activities, implementation of nursing skills, and quality outcomes in the care of older adults/families.

• Consider collaborative practice and patient education in managing pharmacotherapeutics safely for older adults (e.g., prescription drugs interacting with other drugs, over-the-counter agents, complementary/alternative therapies, lifestyles and health practices, dietary supplements, and food).

• Use inter- and intra- professional collaboration and communication to develop plans of care for older adults/families that take into account determinants of health, genetics and genomics, family functioning, patient preferences, available resources, and the range of activities that contribute to health promotion and the prevention of disease and injury.

• Differentiate older adult patient/family-centered transitions, including planning, care management, and ensuring the caregivers knowledge of care requirements to promote safe care.

• Demonstrate an understanding of professionalism and professional values of nursing, including standards of moral, ethical, and legal conduct to protect older adult patients/clients

DIRECTIONS AND GRADING CRITERIA

Category	Points	%	Description
(Introduction – see note under requirement #4 above)	8	8	Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.

( NUR4286 )

( NUR4286 Course Reflection Guidelines.docx ) ( 08/21/19 ) ( 1 )

You Decide Reflection

80

80

Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies: (a) “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. (b) 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. (c) 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. (d) Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. (e) Deliver compassionate, patient centered, evidence- based care that respects patient and family preferences. (f) 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. (g) Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care. (h) Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan. (i) Monitor client outcomes to evaluate the effectiveness of psychobiological interventions. (j) Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care. (k) Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems. (l) Create a safe care environment that results in high quality patient outcomes. (m) Revise the plan of care based on an ongoing evaluation of patient outcomes.

			(n) Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team. (o) Develop a beginning understanding of complementary and alternative modalities and their role in health care. (p) Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care. (q) Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes. (r) 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 (s) Engage in caring and healing techniques that promote a therapeutic nurse patient relationship. (t) 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	4	4	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.
Clarity of writing	6	6	Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others.
APA format	2	2	All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format: 1. Document setup 2. Title and reference pages 3. Citations in the text and references.
Total:	100	100	A quality essay will meet or exceed all of the above requirements.

GRADING RUBRIC

Assignment Criteria	Meets Criteria	Partially Meets Criteria	Does Not Meet Criteria
(Introduction –	Short introduction of	Basic understanding	Little or very general
see note under	selected BSN sub-	and/or limited use of	introduction of selected
requirement #4	competencies (AACN,	original explanation and/or	BSN sub-competencies
above)	2008) pertinent to	inappropriate emphasis on	(AACN, 2008). Little to no
	scholarship for evidence-	an area.	original explanation;
	based practice. Rationale

(8 pts)	is well presented, and purpose fully developed. 7 – 8 points	5 – 6 points	inappropriate emphasis on an area. 0 – 4 points
You Decide Reflection	Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.	Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.	Little or very general self- assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub- competencies (AACN, 2008) or reflection not supported with examples.
(80 pts)	70 – 80 points	59 – 69 points	0 – 58 points
Conclusion	Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.	Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.	Little understanding of pertinent BSN sub- competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.
		2 points
(4 pts)	3 – 4 points		0 – 1 point
Clarity of writing	Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning.	Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.	Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.
(6 pts)	5 – 6 points	3 – 4 points	0 – 2 points
APA format	APA format correct with no more than 1-2 minor errors.	3-5 errors in APA format and/or 1-2 citations are missing.	APA formatting contains multiple errors and/or several citations are missing.
(2 pts)	2 points	1 point	0 points
Total Points Possible = 100 points