Remember is a Reflection about the class

1) Minimum 6 full pages 

 

             Minimum 3 pages per document- not words

             Cover or reference page not included 

2)¨**********APA norms, please use headers 

            All paragraphs must be narrative and cited in the text- each paragraphs

            Bulleted responses are not accepted

            You  can write in the first person.)

3) It will be verified by Turnitin and SafeAssign 

4) Minimum 4 references not older than 5 years. 

             Must include: 

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. 

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You must submit 2 documents (each one 3 pages).

Copy and paste will not be admitted. 

You should address the questions with different wording, different references, but always, objectively answering the questions.

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Directions:

1) Introduction (minimum 1/2 page):

Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

Headers:

a. Course Reflection 

b. Conclusion 

Introduces the purpose of the   reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare   policy and advocacy. (See file 1)

Purpose:

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course. 

  

– The students will be able to recognize the different level of prevention and apply them in the community (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).

– This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient.

– The students will be able to educate the communities about the different ways to prevent illness and promote health (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).

– The student will understand the different tools available to put in place and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).

 

2) Body (minimum 2 pages): 

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the 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:

  

1. “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.

2. Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.

3. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.

4. Examine legislative and regulatory processes relevant to the provision of health care.

5. Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.

6. Explore the impact of socio­cultural, economic, legal, and political factors influencing healthcare delivery and practice.

7. Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.

8. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.

9. Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.

10. Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.

11. Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy.

12. Advocate for consumers and the nursing profession.

13. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.

14. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.

15. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.

16. Use behavioral change techniques to promote health and manage illness.

17. Use evidence­ based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.

18. Use information and communication technologies in preventive care.

19. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.

20. Assess the health, healthcare, and emergency preparedness needs of a defined population.

21. Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.

22. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.

23. Participate in clinical prevention and population ­focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.

24. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.

25. Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25).

 

3)  Conclusion (minimum 1/2 page)

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

  1

The Essentials of Master’s Education in Nursing

March 21, 2011

TABLE OF CONTENTS

Introduction 3

Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7

The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9

II. Organizational and Systems Leadership 11

III. Quality Improvement and Safety 13

IV. Translating and Integrating Scholarship into Practice 15

V. Informatics and Healthcare Technologies 17

VI. Health Policy and Advocacy 20

VII. Interprofessional Collaboration for Improving Patient

and Population Health Outcomes 22

VIII. Clinical Prevention and Population Health for

Improving Health 24

IX. Master’s-Level Nursing Practice 26

Clinical/Practice Learning Expectations for Master’s Programs 29

Summary 31

Glossary 31

  2

References 40

Appendix A: Task Force on the Essentials of Master’s Education in Nursing 49

Appendix B: Participants who attended Stakeholder Meetings 50

Appendix C: Schools of Nursing that Participated in the Regional Meetings

or Provided Feedback 52

Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63

Appendix E: Healthcare Systems that Participated in the Regional Meetings 64

  3

The Essentials of Master’s Education in Nursing
March 21, 2011

The Essentials of Master’s Education in Nursing reflect the profession’s continuing call for
imagination, transformative thinking, and evolutionary change in graduate education. The
extraordinary explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing’s critical
contributions to health care. Master’s education prepares nurses for flexible leadership and
critical action within complex, changing systems, including health, educational, and
organizational systems. Master’s education equips nurses with valuable knowledge and skills to
lead change, promote health, and elevate care in various roles and settings. Synergy with these
Essentials, current and future healthcare reform legislation, and the action-oriented
recommendations of the Initiative on the Future of Nursing (IOM, 2010) highlights the value and
transforming potential of the nursing profession.

These Essentials are core for all master’s programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended