Advanced Professional Roles and Values creating an E-Portifolio and a professional mission statement
My mission statement as a registered nurse is to provide competent and compassionate quality care to all patients regardless of different factors that may influence their health outcomes. I believe that all patients should be treated equally with respect to their decisions including their families. I am looking forward to using the knowledge gained through my education and experience to influence important decisions that can place the patient in a better healing environment. I aspire to provide high-quality care that will satisfy the patients and their families using evidence-based practice and effective decision making in my future role as a nurse leader. I am willing to become a nurse leader that will transform patient care in the future and I believe advancing my education will help me achieve these goals.
Reflection of Professional Mission Statement
My mission statement summarizes three key areas that I believe inform my nursing practice; focus on patients and families, advancement in nursing education, and nursing leadership. In providing competent care, I will use scientific knowledge gained through research to ensure proper assessment and management of patients. I will use evidence-based practices to guide care delivery to patients and families while working collaboratively with other healthcare teams to make important decisions in healthcare. Secondly, I will create time to better my nursing skills through education and training to provide quality care to the patients. Understanding the ethical parameters in nursing research and care delivery is my goal to ensure that I maintain good relationships with the patients across all care delivery environments. Above all, I aspire to become a nurse leader that will make a difference through good leadership and policy formulation.
E-Portfolio Representation of a Learning and Healthcare Professional
Nursing competence is based on knowledge and skills gained through nursing education and clinical practice. I believe that lifelong learning gives nurses the critical thinking and problem-solving skills required to make important decisions during patient care delivery. Additionally, engagement in continuing education and advancement in nursing practice ensures nurses learn new ways of delivering care to the changing needs of patient populations. The first artifact that demonstrates my learning ability is the “HIS final paper” that I submitted in August. The paper discusses advanced information management in nursing practice and how health information systems have changed the nursing world. The second artifact is the “Professional reference questionnaire” that demonstrates my professional key behaviors and clinical performance as a registered nurse. The questionnaire demonstrates how I have performed well in aspects of patient safety, communication, and assuming responsibility in the clinical setting.
E-Portfolio Professional Strengths
My professional reference questionnaire filled by the nurse manager highlights areas that I have performed well in clinical practice. I believe all nurses should practice according to the professional guidelines and code of ethics. I have always performed my duties as stipulated by the American Nurses Association (ANA). I am highly competent in areas of safety, patient advocacy, communication, and demonstration of professionalism. I always assume responsibility and accountability during patient care and work collaboratively with other healthcare teams to realize better patient outcomes. The manager highlights that I am a dedicated nurse ready to work with other team members even during challenging situations. I believe I am a confident nurse determined to lead others towards the realization of better patient outcomes.
Program Progression Challenges
From classwork to clinical areas, nursing students are bound to encounter different challenges that require determination to overcome. One of the challenges I faced during the program was time management especially balancing between work and learning. I had so many activities to do and it took a lot of effort to see through the numerous projects and assignments for the course. Secondly, nursing education today has transformed to include aspects of online learning and it was hard for me to fit into the new system. I realized much of the interaction between the instructor and the students was online-based and I had to learn more about performing tasks using the online environment. It was difficult to plan tasks and do assignments to avoid missing deadlines.
The first step towards overcoming the challenges was the acceptance that advanced nursing education is difficult and requires hard work for successful completion. Fitzgerald et al (2016) explain that collaborative partnership is an important aspect for nursing students and nurse educators during advanced nursing education. Working together with other students helped me understand that we were all facing the same challenges. I ensured proper time management by creating a learning schedule which helped in prioritizing tasks. Additionally, I maintained close relationships with my colleagues to ensure I learned more about the online learning environment and I consulted appropriately when I had problems.
The MSN program outcomes dictate what is expected of a nurse upon completion of MSN nursing education. The assignments and evaluation tests given during the program greatly contributed to the effective use of nursing science and research to influence patient outcomes. I was able to employ appropriate patient-care technologies through the use of electronic health records in the clinical areas and effective utilization of the online learning environment. Working closely with colleagues in class and clinical areas demonstrated collaborative care and interprofessional communication. The inclusion of courses such as genetics and genethics in the curriculum enriched my knowledge of nursing science and the integration of scientific knowledge to influence positive patient outcomes. Lastly, engaging in research ensured that I was able to design and implement innovative nursing practices to impact quality outcomes.
Professional development and growth in nursing practice occur through experience, training, and education. Professional growth brings us up to date on the latest evidence, techniques, and technology that promotes quality care. I believe I have grown professionally because I have learned about the use of technology in nursing and how it can improve or influence patient outcomes. Through research, I have appreciated the importance of using evidence-based practices to improve patient care and the role of nursing research today. The program has broadened my understanding of interprofessional collaboration and how different healthcare teams can work to influence better patient outcomes. The program has helped me expand my thinking beyond the hospital setting and I can now visualize what can be achieved through nursing leadership and management. I am motivated to go beyond my duties to the patient in the hospital as I aspire to become a leader influencing decision making at the topmost levels.
Quality and Safety
Quality patient care should be the hallmark of nursing care. My definition of quality and safety is derived from the Institute of Healthcare Improvement (IHI) whereby quality represents the care provided to patients and the extent to which that care improves patient outcomes. I believe all nurses can deliver care to patients but some interventions might not lead to better patient outcomes. I believe safety is a component of quality care that represents the prevention of harm associated with healthcare delivery. To achieve these outcomes, patient-centered care should guide the healthcare professionals and it is crucial to deliver unique services to each individual.
Development of Professional Definition
The MSN program assisted in the development of my definition of quality through the learning of the nurse-patient relationship. The nursing program conceptual model emphasized the elements of safety and quality alongside others like informatics, leadership, and communication. I realized that quality and safety are achieved through the analysis of systems and continually measuring outcomes. Secondly, engagement in research helped me understand how the use of EBP can improve quality of care and patient safety.
The first artifact that supports my definition is the “Task 1, Quality Indicators” paper which discussed the nursing sensitive indicators of quality care. The second artifact is the IHI basic certificate on quality and safety which indicates that I understood how quality and safety should be delivered in healthcare.
Artifacts Supporting Definition
The organizational systems and quality leadership task 1 focused on nursing-sensitive indicators for quality care. In the paper, I discussed how quality patent care should be the hallmark of nursing care delivery. I also described how collaborative practice can help improve patient outcomes for those with pressure ulcers. The second artifact is the IHI basic certificate on quality and safety which indicates that I understood how quality and safety should be delivered in healthcare. To get the certificate, I spent 18 hours of online learning to ensure that I understood quality care and patient safety.
Importance of IHI Certificate
The IHI certificate is a tool that demonstrates my ability to offer quality and safe care to patients. In my future role as a professional nurse, the certificate will serve as proof that I am eligible of making decisions that have a positive impact on quality care and patient safety. The certificate also demonstrates that I can guide other nursing teams towards the delivery of safe care and make decisions as a leader that are centered on quality.
It is established that patient outcomes improve when nurses and other healthcare professionals practice in an evidence-based manner (Chien, 2019). My definition of evidence-based practice (EBP) is that it represents the use of evidence from clinical studies and practice guidelines to inform decisions during healthcare delivery. The decision made must be supported by research from several studies for it to be evidence-based.
Development of Professional Definition
The MSN program introduced the concept of evidence-based practice under the three roles of a nurse; nurse as a detective, nurse as a scientist, and nurse as the manager of the healing environment. I observed that as a scientist, the nurse implements best practices based on evidence. I was also actively involved in doing assignments that involved discussion of evidence-based practice use to manage different health conditions. Through the assignments, I was able to acknowledge the role of EBP in transforming the future of healthcare.
My definition of EBP is supported by two artifacts including “EBP Class Task 2’ and the “Evidence Matrix” on pressure ulcer prevention.
Artifacts Supporting Definition
The two artifacts address the issue of pressure ulcers and different approaches recommended by scientists to manage the healthcare problem. In task 2, I recommended prophylactic dressing use to prevent sacral pressure for patients. This recommendation was obtained after a review of 27 research and non-research articles. The evidence-matrix provides articles that recommended the EBP of using sacral dressing to prevent pressure ulcers. These artifacts demonstrate the use of clinical evidence to make informed choices for patient care. The inclusion of 27 articles in the review indicates that EBP should be gathered from several sources.
Evidence-based practice use in nursing has arguably taken over the implementation of processes in healthcare. While individuals collect data for EBP use, it is crucial to evaluate the relevance of articles used to avoid choosing wrong practices. Relevance refers to how the gathered information or how the information source well answers the research question at hand. The researcher must go through the content to determine the appropriateness of the material to the topic (Saunders et al., 2009). Before choosing a source for my research, I always go through the abstract, method of research, and the findings of the research to ensure the material applies to my subject. The believability of data is dependent on the level of evidence and if the article is published by well-known authors. I always use peer-reviewed sources to ensure that the information has been approved by other researchers.
There is a difference between quality improvement and research in nursing practice. Quality improvement refers to the continuous use of actions that lead to measurable improvement in healthcare services and the health status of individuals (WHO, 2019). research is a process involving the development of theory, testing of the theory, and evaluation of outcomes to come up with a scientifically-based decision. Research is mainly used when there is a need to develop new ways to do things. On the other hand, quality improvement relies on the already conducted research and is used to make new approaches to processes in healthcare.
When using evidence-based practices in healthcare, researchers often gather data using either primary or secondary research. Primary research is an approach that relies on zero data about a given topic or area of concern. It is self-conducted research that is done to prove new theories or when information from secondary research is inconclusive. Secondary research involves the use of other literature to inform new practices. It is the most common approach to nursing research today and it is used to solve problems that have existed before.
Achievement in excellence
The MSN program helped me achieve excellence in EBP use by sharpening my research skills and interpretation of data. I learned how to analyze data for applicability and relevance to my studies including the use of strong evidence to inform changes in nursing practice. I believe I am well-equipped to conduct secondary research and recommend practice change using current evidence.
Nurse leaders are trained professionals that help in managing healthcare services while influencing critical decisions at the topmost level. I view applied leadership as a mechanism of using theory and knowledge gained through training and experience to inform on important decisions as a leader.
Development of Professional Definition
Throughout the MSN program, I was involved in working with different nurse leaders and mentors where I learned more about leadership. The guidance provided by the leaders helped me appreciate the importance of partnership during leadership. Secondly, interdisciplinary teams were available to guide in various aspects of the course. I saw nurse leaders collaborate with other professionals in the clinical area and this helped me understand more what it takes to be a good leader.
The attached Organizational Systems and Quality Leadership “Task 2” and “Task 3” support my professional definition of applied leadership.
Artifacts Supporting Definition
The Organizational Systems and Quality Leadership task 2 describes how nurse leaders can solve healthcare problems using appropriate strategies. It discusses how the Root-cause Analysis (RCA) strategy is important to identify the causes of healthcare problems. Additionally, it uses theory to inform change management through Kurt Lewin’s change management theory. The Organizational Systems and Quality Leadership task 3 discusses the management of healthcare systems in the US and Japan. It demonstrates how leaders can copy from other systems to improve service delivery in healthcare today.
Collaborative practice is crucial in nursing leadership because it allows different team players to make their contributions towards development. Nurse leaders are able to avoid delays in project management as input from other professionals streamlines activities (Folkman et al., 2019). The collaborative practice also improves relationships between healthcare teams which allows for the delivery of quality healthcare services to the patients. As nurse leaders collaborate, the employees are also motivated to work together and this leads to the realization of organizational goals.
Collaboration is mutually beneficial for employees and the organization because people work together, share ideas, and solve problems. Collaborative leadership is observed to be a contributing factor to employee engagement (Bosch & Mansell, 2015). Engaged employees become productive and the organization is likely to move forward easily.
Community and Population Health
Community and population health are both approaches to health promotion but exhibit different meanings. I believe community health involves the promotion of health within a given geographic location and involves aspects such as education and research. Population health is more specific and involves a group of people that share similar characteristics.
Development of Professional Definition
During the course, I managed to interact with members of different communities where I observed that each community had unique health problems. I had an opportunity to do a community assessment and propose a change to help specific populations in the community. I observed that community health has a wider scope and its interventions aim at reducing inequalities concerning the determinants of health. The assignments and case studies conducted during the course broadened my view on community and population health.
My professional definition of community and population health is supported by two attached documents: Community Health “Task 1” and Community Health “Task 2”.
Artifacts Supporting Definition
The community health assessment task 1 focused on needs assessment in sentinel city. I was able to collect the demographic data about the community, assess different determinants of health affecting the community, and recommend practice change for health problems facing the community. Task 2 of the course analyzed epidemiological determinants of health focusing on the Influenza epidemic and strategies to prevent the problem in the community. I was able to appreciate the role of community health nurses in influencing population health outcomes.
Community Health Task
The two tasks helped me learn more about the impact of diseases on populations and different strategies that can be used to prevent diseases. I learned that different communities are faced with different health challenges and these challenges vary across populations. For example, I noticed that sentinel city had problems with immunizations and infectious disease control and the rate of STIs among the youths were high. I was able to understand how different healthcare teams collaborate to solve health issues in the community including the protocols for reporting health issues in my region.
During the community health assessment, I managed to identify three health major health concerns for Sentinel city. The community had issues with maintaining immunization schedules, keeping the environment clean and safe, and high rates of STIs. I learned that there was a lack of quality healthcare services in the city which led to problems with immunization and poor management of STIs.
Change in Focus
My initial focus for the community was on adolescent health where the problem of STIs was common. Upon working with the community, I realized that many individuals were not aware of the health issue due to a lack of sufficient resources. The only available community resource was the Better Health Clinic. Additionally, there was a problem with accessing healthcare services, especially on the weekends. This information diverted my initial focus of increasing awareness of the disease to ensuring the availability of other resources in the community to manage the disease.
Importance of AMNH Certificate
During the MSN program, I enrolled in a course offered by the American Museum of Natural History in Genetics, Genomics, and Genethics for Nursing. I was privileged to develop knowledge and understanding of fascinating new ways that scientists continue to develop treatments for different diseases. I was able to understand how research influences patient outcomes especially in diseases related to heredity and genetic disorders. The AMNH certificate provides a ground for participation in future research and education on issues related to genetics and genomics in nursing.
Bosch, B., & Mansell, H. (2015). Interprofessional collaboration in health care: Lessons to be learned from competitive sports. Canadian Pharmacists Journal: RPC, 148(4), 176–179. https://doi.org/10.1177/1715163515588106
Chien L. Y. (2019). Evidence-based practice and nursing research. The journal of Nursing Research : JNR, 27(4), e29. https://doi.org/10.1097/jnr.0000000000000346
Fitzgerald, C., Kantrowitz-Gordon, I., Katz, J., & Hirsch, A. (2016). Advanced practice nursing education: Challenges and strategies. Nursing Research and Practice, 2012.https://doi.org/10.1155/2012/854918
Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in interprofessional collaboration in health care. Journal of Multidisciplinary Healthcare, 12, 97–107. https://doi.org/10.2147/JMDH.S189199
Saunders, M., Lewis, P., & Thornhill, A. (2009). Understanding research philosophies and approaches. Research Methods For Business Students, 4(106-135). https://www.researchgate.net/profile/Mark_Saunders4/publication/309102603.pdf
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