NR702A week 8 Discussion Practice Readiness for the DNP Leader Project Design and Management

NR702A week 8 Discussion Practice Readiness for the DNP Leader Project Design and Management

NR702A week 8 Discussion Practice Readiness for the DNP Leader Project Design and Management
Practice R

Practice Readiness for the DNP Leader: Project Design and Management Discussion

Purpose

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

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Instructions

Each week, you have been reminded that reflective inquiry allows for expanding self-awareness, identifying knowledge gaps, and assessing learning goals. As you reflect on your own readiness to 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 project design and beginning your manuscript writing process.

Considering this new knowledge, examine how this learning prepares you to practice as a DNP-prepared nurse.

Use Grammarly and current APA format for the posts. Do not repeat the prompts in the post. Provide respectful and thought-provoking feedback to your student colleagues. Ask for clarification and elaboration if needed.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:
Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)

Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)

Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)

Appraises current information systems and technologies to improve health care. (POs 6, 7)

Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (POs 1, 4

Course Outcomes

This discussion enables the student to meet the following course outcomes:Synthesize scientific knowledge, theory, and practice expertise to inform evidence-based practice and impact outcomes. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 3, 4, 5, 6, 9)

Design an evidence-based translational science project to address a practice problem. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 2, 3, 4, 5, 6, 7, 8, 9)

Apply effective strategies in project design for managing practice problems in healthcare delivery at the micro, meso, and macro-system levels. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 2, 3, 4, 5, 6, 7, 8, 9)

Demonstrate project management and leadership skills in the design process for the evidence-based translational science project. (PCs 1, 2, 3, 4, 5, 7, 8; POs 1, 2, 5, 6, 7, 8, 9)

Create collaborative relationships with interprofessional and intraprofessional groups to champion organizational improvements through project design. (PCs 2, 4, 5, 6, 8; POs 2, 4, 6, 8)

NR702A week 8 Discussion Practice Readiness for the DNP Leader Project Design and Management Sample

            During the course, my perspective underwent a significant transformation, especially in terms of project design and starting the process of manuscript writing. At first, I encountered difficulties in merging scientific principles with clinical practice. However, the course compelled me to grasp the theoretical basis of evidence-based practice and actively employ it in practical healthcare situations (Engle et al., 2019). This necessitated a change from passive absorption of information to active integration and implementation for enhancing healthcare practices

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            I gained valuable insights during the process of project design, as I had to develop effective approaches for addressing practice issues at different levels within a healthcare system. The experience of designing an evidence-based translational science project gave me important abilities in evaluating research and creating interventions that target specific healthcare problems (Graves et al., 2021). The project management and leadership skills I developed throughout this course have given me the confidence to tackle complex challenges using a systematic approach, promoting resilience and responsibility when selecting, implementing, and assessing clinical care strategies.

As I reflect on my readiness to practice as a DNP-prepared nurse, this course has played a crucial role. It has exposed me to various perspectives, integrated theoretical and practical knowledge, and emphasized the importance of collaborative relationships with interprofessional and intraprofessional groups (Beeber et al., 2019). These experiences have equipped me to drive organizational improvements confidently. I feel prepared to create an inclusive organizational culture that facilitates teamwork, ultimately contributing to clinical disease prevention and population health improvement. This course expanded my understanding of project design and manuscript writing and shaped my identity as a DNP leader. With the competencies acquired during this course, I am ready to make meaningful contributions towards advancing evidence-based practice, promoting organizational change in healthcare settings, and improving overall healthcare outcomes.

References

Beeber, A. S., Palmer, C., Waldrop, J., Lynn, M. R., & Jones, C. B. (2019). The role of doctor of nursing practice-prepared nurses in practice settings. Nursing Outlook, 67(4), 354–364. https://doi.org/10.1016/j.outlook.2019.02.006

Engle, R. L., Mohr, D. C., Holmes, S. K., Seibert, M. N., Afable, M., Leyson, J., & Meterko, M. (2019). Evidence-based practice and patient-centered care: Doing both well. Health Care Management Review, 46(3), 174–184. https://doi.org/10.1097/HMR.0000000000000254

Graves, L. Y., Tamez, P., Wallen, G. R., & Saligan, L. N. (2021). Defining the role of individuals prepared as a doctor of nurse practice in symptoms science research. Nursing Outlook, 69(4), 542–549. https://doi.org/10.1016/j.outlook.2021.01.013