NRNP- 6531 Career Goals: Strengths and Challenges Related to Nursing Practice Competencies


Wk1 Competencies Initial Discussion Post
The expectations that I have, as an Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) student in NRNP 6531, are to become affluent in the examinations, procedures, and documentation skills that are expected in this advanced practice clinical course. I have been apprehensive about starting this initial clinical because I may not immediately remember everything that I have been taught in this program, up to this point, when assessing patients with my preceptor. I do realize that this is a learning experience, and the skills will become easier to implement with practice.

Strengths and challenges are evident while self-appraising one’s ability in any professional setting. The strengths that I bring to this clinical course, and subsequent career as an autonomous nurse practitioner, are that I display critical thinking and reasoning in my patient assessments and health management, develop trusting relationships with my patients and their families, displays empathy for others, and provides education to patients and their caregivers throughout their treatment and care. These strengths relate to the AGPCNP competencies provided by the American Association of Colleges of Nursing. Nurse practitioner core competencies require that the provider critically evaluates information and evidence for improving advanced nursing practice and incorporates this knowledge from the humanities and sciences within the context of nursing science. The ACPCNP competencies require that reputable sources of national data on aging be analyzed and included in patient care. Such sources include the Centers for Disease Control and Prevention (CDC), Healthy Aging Data Portfolio, and National Health and Aging Trends Study. Competencies also include creating a climate of mutual trust while providing comfort and emotional support to patients and their families. Educating the patients and caregivers is required by educating management strategies among normal development, aging, and mental and physical disorders (The American Association, 2016). The challenges that I have are that I tend to think and work in the moment, with not much thought on the patient’s future. Advanced practice nurses are more expected to modify their care to patient responses, to contemplate beyond the immediate situation, and to relate past patient experiences with conceivable paths. AGPCNP’s must recognize clinical trends and anticipate variations from the standard findings (Flanders et al., 2017).

My career goals are to become a AGPCNP in a palliative care setting. I want to provide primary and palliative care to adult-gerontology oncology patients in need. This course will assist me in accomplishing my goals by preparing me for advanced clinical assessments in a primary care setting. Performing clinicals in a primary care setting will have a significant impact on the application of knowledge by immersing one’s self in skills required to care for palliative care patients (Gentry & Dahlin, 2020).

References

The American Association of Colleges of Nursing (AACN … American Association of Colleges of Nursing. (2016). Retrieved December 1, 2021, from https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Adult-Gero-NP-Comp-2016.pdf.

Flanders, S. A., Gunn, S., Wheeler, M., Newsome, E., & Altman Klein, H. (2017) Accelerating the Development of Higher-Level Clinical Thinking in Novice Nurses. Journal for Nurses in Professional Development, 33(5), 240-246.

Gentry, Jennifer, DNP, ANP-BC, GNP, ACHP, Dahlin, Constance, MSN, ANP-BC & ACHPN, FPCN. (2020). The Evaluation of a Palliative Care Advanced Practice Nursing Externship. Journal of Hospice & Palliative Nursing, 22, 172-179. https://doi.org/10.1097/NJH.0000000000000637.

response

Great post! I can relate to your challenge and have not previously been mindful of planning the patient’s future on my own. I worked with a nurse for several years in the emergency department that went back to pursue her FNP. As I have been in this program, I have spoken with her about the journey. I have discussed multiple challenges that I have faced throughout the program so far. She told me once that as my role changes from RN to APRN, my perspective will change. How I look at my responsibilities to the patient will help develop my skills as a practitioner. She said you just look at things differently. As I have progressed in the program, I have begun to understand what she was talking about. I feel like as we grow and learn, we will start to put it all together and be able to make a plan for our patient’s future.

According to Barnes et al (2018), advanced practice nurses play a vital role in expanding patients’ access to healthcare and the delivery of healthcare. As we pursue an advanced degree, we are positively contributing to the patient’s healthcare. The more we learn about our new role, the more we will be able to see the big picture, which involves positively contributing to our patient’s future healthcare. Popejoy et al (2017) report that advanced practice nurses that have support to develop their skills can make positive changes. Through our studies of evidenced-based practices, we will learn the best ways to treat and take care of our patients, therefore, positively improving patient outcomes (Moore et al, 2019).

References

Barnes, H., Richards, M. R., McHugh, M. D., & Martsolf, G. (2018). Rural And nonrural primary care physician practices increasingly rely on nurse practitioners. Health Affairs (Project Hope), 37(6), 908–914. doi: 10.1377/hlthaff.2017.1158

Moore, E. R., Watters, R., & Wallston, K. A. (2019). Effect of evidence‐based practice (EBP) courses on MSN and DNP students’ use of EBP. Worldviews on Evidence-Based Nursing, 16(4), 319–326. https://doi.org/10.1111/wvn.12369

Popejoy, L., Vogelsmeier, A., Galambos, C., Flesner, M., Alexander, G., Lueckenotte, A., Lyons, V., & Rantz, M. (2017). The APRN Role in Changing Nursing Home Quality: The Missouri Quality Improvement Initiative. Journal of Nursing Care Quality, 32(3), 196–201. doi: 10.1097/NCQ.0000000000000264

Discussion: Career Goals: Strengths and Challenges Related to Nursing Practice Competencies
An advanced practice nurse collaborates and communicates with patients, families, doctors, nurses, and specialists to ensure patients receive the care they need. As they diagnose, treat, manage, and educate patients, they are responsible for ensuring patient safety and maintaining ethical behavior. Competencies have been developed to help the advanced practice nurse to understand the practice knowledge, skills, and attitudes they need to be successful.

Photo Credit: michaeljung / Adobe Stock

For this Discussion, you will examine advanced nursing practice competencies and reflect on your strengths and challenges related to the competencies. In light of your reflection, you will consider how this course may help you attain your career goals or objectives.

To prepare:

Review the Learning Resources for this week, specifically the advanced nursing practice competencies. As you review the competencies, reflect on your own strengths and challenges when working with adults across the lifespan.
By Day 3
Post a summary of your expectations of this course. Also, include a brief explanation of your strengths and challenges as they relate to nursing practice competencies when working with adults. Describe any career goals or objectives this course may help you accomplish in the Family Nurse Practitioner (FNP) or Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) role and explain why. Use your research to support your explanations by providing credible and scholarly sources.

Read a selection of your colleagues’ responses.

By Day 6
Respond to at least two of your colleagues on two different days by offering a suggestion or resources to help your colleagues in addressing their personal strengths or challenges, or their career goals. Use your research to support your suggestions. Provide at least 3 credible and current scholarly sources.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

NRNP_6531_Week1_Discussion_Rubric

Grid View
List View
Excellent
Point range: 90–100 Good
Point range: 80–89 Fair
Point range: 70–79 Poor
Point range: 0–69
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)
Thoroughly responds to the discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least 3 current credible sources.

35 (35%) – 39 (39%)
Responds to most of the discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least 3 current credible references.

31 (31%) – 34 (34%)
Responds to some of the discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with fewer than 2 credible references.

0 (0%) – 30 (30%)
Does not respond to the discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only 1 or no credible references.

Main Posting:
Writing

6 (6%) – 6 (6%)
Written clearly and concisely.

Contains no grammatical or spelling errors.

Further adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)
Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)
Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)
Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:
Timely and full participation

9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.

Posts main discussion by due date.

8 (8%) – 8 (8%)
Posts main discussion by due date.

Meets requirements for full participation.

7 (7%) – 7 (7%)
Posts main discussion by due date.
0 (0%) – 6 (6%)
Does not meet requirements for full participation.

Does not post main discussion by due date.

First Response:
Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
First Response:
Writing
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.

5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.

4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)
Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)
Posts by due date.
0 (0%) – 2 (2%)
Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
Second Response:
Writing
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)
Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)
Posts by due date.
0 (0%) – 2 (2%)
Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100
Name: NRNP_6531_Week1_Discussion_Rubric
Career goals: Strengths and challenges related to nursing practice competencies

Advanced nurse practitioners have core competencies that need to be accomplished in order for nurse practitioners to practice independently and successfully. As nurse practitioner students, we must use current competencies for our practice. This course is designed to introduce and guide us through the practicum experience by allowing us to learn our own strengths and weaknesses as nurses. The purpose of this discussion is to explain my expectations of this course, my strengths and challenges when working with adults, and the career goals that this course may help me accomplish.

Summary of expectations of this course

I am anticipating this course to be the place where everything comes together as we start our practicum experience. I expect this course to be eye-opening and satisfying as we put everything we have learned in theory together in the clinical world. I also expect to learn even more from my preceptor, instructors, and colleagues in both the NRNP and practicum courses. I hope to gain more confidence as I learn from my preceptor during practicum.

Brief explanation of your strengths and challenges as they relate to nursing practice competencies when working with adults

My strengths related to nursing practice competencies are advocating for patients and their best interests by communicating and collaborating with the interdisciplinary team to improve patient outcomes and quality of care (The National Organization of Nurse Practitioner Faculties, 2017). My experience as a registered nurse at a rehabilitation hospital has improved my communication techniques between the patients, family, physicians, and colleagues. Education is very important for both the patient and family for them to fully take advantage of their health, so I try to educate my patients whenever possible (Chan et al., 2019). I contribute to the design of clinical information systems in my unit because I am efficient with technology and dealing with computers on my unit.

The challenges that I am afraid of as an advanced nurse practitioner are facing ethical and legal issues with misdiagnosing and treating patients with the wrong treatments (The National Organization of Nurse Practitioner Faculties, 2017). I am afraid of missing important details or critical tests and making mistakes all because I lack the confidence and experience in that role.

Describe any career goals or objectives this course may help you accomplish in the FNP role and why

As I explore all the opportunities that an FNP can do, I feel like I would like to start with family practice in a clinic to gain experience and confidence in the field. I would like that time to learn and grow as a novice nurse practitioner treating patients of all age groups. The surrounding towns I live in are all rural areas and I would like that opportunity to serve the community to promote education and provide more resources for healthy living. I would also consider public health or community health by working closely with the outreach program at the local hospital in town. This course can help me accomplish this FNP role by guiding me to analyze my professional growth and development related to advanced nursing practice (Walden University, 2020). By the end of this course, I will be able to analyze conditions of body systems and formulate diagnoses and treatment plans for adult patients (Walden University, 2020).

Summary

I am looking forward to learning and growing into the advanced practice nurse role in this next term. I am excited to incorporate all that I have learned into the real world to find my strengths and weaknesses in this practice so I can work on strengthening those weaknesses. I am prepared to face challenges so I can find ways to improve and be the best advocate for my patients.

References

Chan, T. E., Lockhart, J. S., Thomas, A., Kronk, R., & Schreiber, J. B. (2019). An integrative review of nurse practitioner practice and its relationship to the core competencies. Journal of Professional Nursing, 36(4), 189-199. https://doi.org/10.1016/j.profnurs.2019.11.003.

The National Organization of Nurse Practitioner Faculties. (2017). Nurse practitioner core competencies contents. https://nursing.lsuhsc.edu/Docs/Quality/Nurse%20Practitioner%20Core%20Competencies%20(2017).pdf.

Walden University. (2020). Outcomes/Alignment Chart, NRNP 6531: Primary care of adults across the lifespan. https://content.waldenu.edu/e96ba5fcda8f577a44864e45d4902cd2.pdf.

REPLY QUOTE EMAIL AUTHOR

9 days ago
Rowena Manzano
RE: Rowena Manzano-Discussion Response 1 to Esai Seechan
COLLAPSE
Discussion Response 1 to Esai Seechan

Hi Esai,

Good post. I agree that educating the patient, a collaborative attitude, and good communication are vital for patient care. Collaboration with other healthcare professionals will open the channels of best practice possibilities (Haddad & Geiger, 2021). In addition, cooperation in clinical practice improved the quality of patient care as professionals shared expertise ( Buttaro et al., 2021). As we start with our practicum, there are always challenges met, but preparation is vital to gain more confidence and overcome the fear. Stimulation courses can provide interactive and real learning experiences, enhance knowledge and skills in a caring patient with a different health problem (Torkshavand et al., 2020). Therefore, it is vital to practice with our stimulation courses in I Human continually.

Ethical and legal issues are also a challenge for me being a novice in this field. Haddad & Geiger (2021) stated that nurses must be familiar with legal and ethical issues. The authors further noted that nurses must have high-level support for all individuals and allow dignity concerning care and communication. In addition, nurses must be familiar with professional guidelines in practice and always consider the patient first. It is also an obligation to gain competence by committing to continued learning. It is vital to continue to grow with improvements to care, adopt changes or trends through research and evidence-based practice, and have the ability to practice in various healthcare settings with continued acts of advocacy (Haddad & Geiger, 2021). Getting to know the preceptor and establishing a trusting relationship are also crucial for students’ learning ‌(Nyhagen & Strøm, 2016).

                                   References

Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2021).

Primary care: Interprofessional collaborative practice (6th ed.).

Elsevier.

Haddad, L. M., & Geiger, R. A. (2021, August 30). Nursing Ethical

  Considerations. Nih.gov; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK526054/

‌Nyhagen, R., & Strøm, A. (2016). Postgraduate students’ perceptions of

high-quality precepting in critical care nursing. Nurse Education in

   Practice, 21, 16–22. https://doi.org/10.1016/j.nepr.2016.09.002

‌Torkshavand, G., Khatiban, M., & Soltanian, A. R. (2020). Simulation-

based learning to enhance students’ knowledge and skills in

educating older patients. Nurse Education in Practice, 42, 102678.

https://doi.org/10.1016/j.nepr.2019.102678

response

You brought up a great point when you mentioned you are afraid of missing important details that could impact the patient’s healthcare. I think that would probably be a fear of everyone in this course at this moment. Smith and Rushton (2018) report student nurses are often lacking experience and confidence. We are only beginning the training that will prepare us for such a responsibility. As we work with experienced healthcare providers, we will gain knowledge that will help prepare us. Torrens et al (2020) report that developing interprofessional relationships helps advanced practice nurses to be successful. Drayton-Brooks et al (2017) report that advanced practice nursing students will further develop skills by having practicum experiences with multiple providers that see different types of patients. As we continue through this program and have these experiences, our skills will improve, therefore, improving our confidence.

References

Drayton-Brooks, S. M., Gray, P. A., Turner, N. P., & Newland, J. A. (2017). Building clinical education training capacity in nurse practitioner programs. Journal of Professional Nursing, 33(6), 422–428. https://doi.org/10.1016/j.profnurs.2017.02.002

Smith, J., & Rushton, M. (2018). Improving student nurses’ confidence in managing the acutely ill patient. British Journal of Nursing, 27(3), 124–129. doi: 10.12968/bjon.2018.27.3.124

Torrens, C., Campbell, P., Hoskins, G., Strachan, H., Wells, M., Cunningham, M., Bottone, H., Polson, R., & Maxwell, M. (2020). Barriers and facilitators to the implementation of the advanced nurse practitioner role in primary care settings: A scoping review. International Journal of Nursing Studies, 104. doi: 10.1016/j.ijnurstu.2019.103443

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