Reflection on Learning and Practice Readiness Essay

Reflection on Learning and Practice Readiness Essay

One of my roles as a DNP-prepared nurse is strengthening nursing care and practice to improve patient outcomes. Achieving this goal requires providing high-quality and competent nursing in diverse healthcare environments. Providing high-quality nursing and competently playing the role requires interpreting, synthesizing, and translating evidence from research. This discussion reflects on the lessons I have learned from this course and how the lessons have contributed to my readiness to practice as a DNP-prepared nurse.

Critical appraisal of research evidence was one of the significant lessons I learned in this course. I have appreciated that not all published sources are of good quality and can be used in guiding solutions to various practice problems. Critical research appraisal involves a study’s analysis step by step, from the aim, methods, results, findings, and conclusion to recommendations (Long et al., 2020). A good research evidence source should also have a sample representative of the intended population and identify the limitations and how they are addressed. The course has equipped me with the necessary skills for critically appraising research.

The second lesson is incorporating research and non-research data for evidence judgment and uses for translation into practice. Useful information that a practitioner can translate into practice may not only be found in research sources but also in non-research sources. I have learned that incorporating research and non-research information enhances the development of robust evidence that, when leveraged effectively, can help address practice problems and improve care delivery and patient outcomes.

Evidence translation into practice is the other lesson I have learned. The various translation science theories can be used to guide evidence translation and implementation and integrate the various stakeholders whose influence would affect the success of intervention implementation. Additionally, I have learned to plan, implement, monitor, and evaluate practice change projects. In planning and implementation, I have appreciated the importance of identifying possible barriers to evidence translation and stakeholder involvement and methods of overcoming them. According to Edwards et al. (2019), addressing barriers such as stakeholders conflicting interests and the disintegration of research and science translation and implementation requires clearly identifying and communicating stakeholder roles, assessing stakeholder needs, and involving all the relevant stakeholders in implementation. Stakeholder involvement is vital in knowledge translation and facilitating change in healthcare improvement projects.

Based on the lessons learned from this course, I am ready to practice as a DNP-prepared nurse. Since my passion lies in nursing education, the lessons from this course were critical to me. As a nursing educator, it is essential to keep up with emerging evidence and recommendations from research and non-research sources, thus providing the students with the best information. Therefore, the skills acquired from the course will be instrumental in selecting and critiquing information as I develop my teaching content and expertise.

Additionally, the course has contributed to my readiness to practice as a DNP-prepared nurse by equipping me with the necessary skills to identify solutions for various practice problems and implement practice change projects. As Drobowolska et al. (2021) note, leadership in practice institutions is an essential role of DNP-prepared nurses. I am ready to lead other nurses and healthcare providers to craft problem solutions and implement practice change projects. As a nurse leader, it is my responsibility to address practice problems and use my critical appraisal of research to evaluate and advise other practice change project implementers.

Evidently, the course has equipped me with essential lessons to critically appraise research, interpret evidence and translate it into practice, and effectively carry out practice change projects. The course has contributed to my readiness to practice, as reflected above.



Dobrowolska, B., Chruściel, P., Markiewicz, R., & Palese, A. (2021). The role of doctoral‐educated nurses in the clinical setting: Findings from a scoping review. Journal of Clinical Nursing30(19-20), 2808-2821.

Edwards, A., Zweigenthal, V., & Olivier, J. (2019). Evidence map of knowledge translation strategies, outcomes, facilitators and barriers in African health systems. Health research policy and systems17(1), 1-14.

Long, H. A., French, D. P., & Brooks, J. M. (2020). Optimizing the value of the critical appraisal skills program (CASP) tool for quality appraisal in qualitative evidence synthesis. Research Methods in Medicine & Health Sciences1(1), 31-42.


The purpose of this discussion is to reflect on your own readiness to practice as a DNP-prepared nurse, to consider what you learned in this course and how this knowledge will impact your practice.

Reflective inquiry allows for the expansion of self-awareness, identification of knowledge gaps, and assessment of learning goals. As you reflect on your own readiness for practice as a DNP-prepared nurse, it is important to consider what you learned in this course.

As you review the course outcomes and your experience in this course, address the following:

Analyze and evaluate how your thinking was challenged in this course related to translation science; summary, analysis, synthesis; and using an evidence-based intervention in a practice change project to address a practice problem.
Considering this new knowledge, examine how this learning prepares you to practice as a DNP-prepared nurse.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

Link (webpage): DNP Discussion Guidelines
Links to an external site.

Course Outcomes
This discussion enables the student to meet the following course outcomes:

Evaluate selected statistical methods for the purposes of critiquing the research to complement the critical appraisal of evidence. (POs 3, 5, 7, 9)
Analyze research and non-research data for the purposes of critical appraisal and judgement of evidence for translation into practice (POs 1, 3, 5, 7, 9)
Justify use of a translation science theory or model when designing, implementing, evaluating, and disseminating findings from a practice change project. (POs 1, 4, 5, 8, 9)
Formulate a practice question focusing on the evidence-based intervention to influence practice outcomes. (POs 1, 3, 4, 5, 9)

Open chat
WhatsApp chat +1 908-954-5454
We are online
Our papers are plagiarism-free, and our service is private and confidential. Do you need any writing help?