Course Reflection
\nGuidelines
\nPurpose
\nThe purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR 3178 course.
\nCourse Outcomes
\nThis assignment provides documentation of student ability to meet the following course outcomes:
\nThe students will identify and apply alternative therapies during the care of patients in the nursing practice.
\nThe students will be able to determine the impact of complementary and alternative therapies in nursing practice.
\nPoints
\nThis assignment is worth a total of 20%.
\nDue Date
\nSubmit your completed assignment under the Assignment tab by Tuesday 11:59 p.m. EST of Week 8 as directed.
\nRequirements
\nThe Course Reflection is worth 20% 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.
\nFollow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
\nThe length of the reflection is to be within three to six pages excluding title page and reference pages.
\nAPA 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):
\nNote: Introduction \u2013 Write an introduction but do not use \u201cIntroduction\u201d as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
\nCourse Reflection
\nConclusion<\/p>\n
Preparing Your Reflection
\nThe BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3178 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:<\/p>\n
\u2022 Define complementary, alternative and integrative practices as identified by current health paradigms.
\n\u2022 Discuss history for complementary and alternative medicine.
\n\u2022 Given case studies, describe the extent to which complementary and alternative health practices are encouraged and used among multiple cultures.
\n\u2022 Relate concepts into clinical practice.
\n\u2022 Analyze the research regarding the efficacy of selected complementary and alternative practices and products.
\n\u2022 Incorporate integrative medicine which embodies conventional and complementary and alternative medicine, making use of the best available evidence of all three approaches to healing within patient’s personal plan of care.<\/p>\n
Reference:
\nAmerican Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.<\/p>\n
Directions and Grading Criteria
\nCategory Points % Description
\n(Introduction \u2013 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.<\/p>\n
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 four of the following sub-competencies:
\n\u201cConduct comprehensive\u00a0and\u00a0focused\u00a0physical, behavioral, psychological, spiritual, socioeconomic,\u00a0and\u00a0environmental assessments of health and\u00a0illness parameters in patients, using\u00a0developmentally and\u00a0culturally appropriate\u00a0approaches.
\nRecognize the\u00a0relationship\u00a0of genetics and\u00a0genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and\u00a0monitoring\u00a0of treatment effectiveness, using\u00a0a\u00a0constructed\u00a0pedigree from collected\u00a0family history information as well as standardized\u00a0symbols and\u00a0terminology.
\nImplement holistic,\u00a0patient centered\u00a0care\u00a0that reflects an understanding\u00a0of human\u00a0growth and\u00a0development, pathophysiology, pharmacology, medical management, and\u00a0nursing\u00a0management\u00a0across the\u00a0health illness continuum, across the\u00a0lifespan, and\u00a0in all healthcare\u00a0settings.
\nCommunicate\u00a0effectively with all members of the\u00a0healthcare\u00a0team, including\u00a0the\u00a0patient and\u00a0the\u00a0patient\u2019s support network.
\nDeliver\u00a0compassionate,\u00a0patient centered, evidence-based\u00a0care\u00a0that\u00a0respects patient and\u00a0family preferences.
\nImplement patient and\u00a0family care\u00a0around\u00a0resolution of end of life\u00a0and\u00a0palliative\u00a0care\u00a0issues, such as symptom management, support\u00a0of rituals, and\u00a0respect for patient and\u00a0family preferences.
\nProvide\u00a0appropriate\u00a0patient\u00a0teaching\u00a0that reflects developmental stage, age, culture, spirituality, patient preferences, and\u00a0health\u00a0literacy considerations to\u00a0foster\u00a0patient engagement in their care.
\nImplement evidence-based\u00a0nursing\u00a0interventions as appropriate\u00a0for managing\u00a0the\u00a0acute\u00a0and\u00a0chronic\u00a0care\u00a0of patients and\u00a0promoting\u00a0health across the\u00a0lifespan.
\nMonitor client outcomes to\u00a0evaluate\u00a0the\u00a0effectiveness of psychobiological\u00a0interventions.
\nFacilitate\u00a0patient centered\u00a0transitions of care,\u00a0including\u00a0discharge\u00a0planning\u00a0and\u00a0ensuring\u00a0the\u00a0caregiver\u2019s knowledge of care\u00a0requirements to\u00a0promote safe\u00a0care.
\nProvide\u00a0nursing\u00a0care\u00a0based\u00a0on evidence\u00a0that contributes to\u00a0safe\u00a0and\u00a0high-quality\u00a0patient outcomes within healthcare\u00a0microsystems.
\nCreate\u00a0a\u00a0safe\u00a0care\u00a0environment that results in high\u00a0quality patient outcomes.
\nRevise\u00a0the\u00a0plan of care\u00a0based\u00a0on an ongoing\u00a0evaluation of patient outcomes.
\nDemonstrate\u00a0clinical judgment and\u00a0accountability for patient outcomes when\u00a0delegating\u00a0to\u00a0and\u00a0supervising\u00a0other\u00a0members of the\u00a0healthcare\u00a0team.
\nDevelop\u00a0a\u00a0beginning\u00a0understanding\u00a0of complementary and\u00a0alternative\u00a0modalities and\u00a0their role\u00a0in health care.
\nDevelop\u00a0an awareness of patients as well as healthcare\u00a0professionals\u2019 spiritual\u00a0beliefs and\u00a0values and\u00a0how\u00a0those\u00a0beliefs and\u00a0values impact\u00a0health care.
\nManage the\u00a0interaction of multiple\u00a0functional problems affecting\u00a0patients across the\u00a0lifespan, including\u00a0common geriatric\u00a0syndromes.
\nUnderstand\u00a0one\u2019s role\u00a0and\u00a0participation in emergency preparedness and\u00a0disaster response\u00a0with an awareness of environmental factors and\u00a0the\u00a0risks they pose\u00a0to\u00a0self and\u00a0patients
\nEngage in caring\u00a0and\u00a0healing\u00a0techniques that\u00a0promote\u00a0a therapeutic\u00a0nurse patient\u00a0relationship.
\nDemonstrate\u00a0tolerance for the\u00a0ambiguity and\u00a0unpredictability of the\u00a0world\u00a0and\u00a0its effect on the\u00a0healthcare\u00a0system as related\u00a0to nursing\u00a0practice.\u201d (pp. 31-32).
\nConclusion 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.
\nClarity 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.
\nAPA 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:
\nDocument setup
\nTitle and reference pages
\nCitations in the text and references.
\nTotal: 100 100 A quality essay will meet or exceed all of the above requirements.<\/p>\n
Grading Rubric
\nAssignment Criteria Meets Criteria Partially Meets Criteria Does Not Meet Criteria
\n(Introduction \u2013 see note under requirement #4 above)<\/p>\n
<\/p>\n
<\/p>\n
(8 pts) Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to scholarship for evidence-based practice. Rationale is well presented, and purpose fully developed.<\/p>\n
7 \u2013 8 points Basic understanding and\/or limited use of original explanation and\/or inappropriate emphasis on an area.<\/p>\n
<\/p>\n
5 \u2013 6 points Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<\/p>\n
0 \u2013 4 points
\nYou Decide Reflection<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
(80 pts) 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.<\/p>\n
<\/p>\n
70 \u2013 80 points 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.<\/p>\n
<\/p>\n
59 \u2013 69 points 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.<\/p>\n
0 \u2013 58 points
\nConclusion<\/p>\n
<\/p>\n
<\/p>\n
(4 pts) Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.<\/p>\n
3 \u2013 4 points Basic understanding and\/or limited use of original explanation and\/or inappropriate emphasis on an area.<\/p>\n
2 points Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<\/p>\n
0 \u2013 1 point
\nClarity of writing<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
(6 pts) 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.<\/p>\n
5 \u2013 6 points Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.<\/p>\n
3 \u2013 4 points 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.<\/p>\n
0 \u2013 2 points
\nAPA format<\/p>\n
<\/p>\n
(2 pts) APA format correct with no more than 1-2 minor errors.<\/p>\n
2 points 3-5 errors in APA format and\/or 1-2 citations are missing.<\/p>\n
1 point APA formatting contains multiple errors and\/or several citations are missing.<\/p>\n
0 points
\nTotal Points Possible = 100 points<\/p>\n","protected":false},"excerpt":{"rendered":"
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