DNP 801 Topic 8 DQ 1 PEER POSTS 1

DNP 801 Topic 8 DQ 1 PEER POSTS 1

DNP 801 Topic 8 DQ 1 PEER POSTS 1

Reflect on your different experiences in this course, from learning new tools to having to think critically to learning how to accept feedback. Discuss which aspects were most challenging and most rewarding. Based on your experience, what doctoral strategies helped you navigate these new experiences successfully (or could help you in the future)? How could you use these strategies as a leader at a local level or within the broader health care system to advocate for change?

Reflect on your different experiences in this course, from learning new tools to having to think critically to learning how to accept feedback. Discuss which aspects were most challenging and most rewarding. Based on your experience, what doctoral strategies helped you navigate these new experiences successfully (or could help you in the future)? How could you use these strategies as a leader at a local level or within the broader health care system to advocate for change?

Reflecting on my experience with this course is the fact that it appears that I have taken on too much in my plate. I am finishing up my school nursing certificate when I joined this program. I feel that I have wasted enough time in my life so that I need to start and just do it especially knowing that I am only taking one class at a time. Life and other things get in the way. I entered this program because it has always been my desire to reach the pinnacle of learning and knowledge of any career that I choose, not for title but for knowledge. It may not have been as stressful if I did not have life to contend with such as personal life, family life, spiritual life and work life.

One of the greatest challenges I have and still have with this course, is the challenge of understanding the navigations with technology. Go there, go here, click on this, click on that. I understand things but I learn slow, life is so fast paced and apparently learning that if you do not get it quickly, you are left behind so you are continuously struggling to catch up. I find that that has happened to me with learning computer technology. With this program, I believe that it was quite confusing and still is, the various information and sites that we had to click into and navigate to get to information and because of the pressure of lack of time and the due dates coupled with our other life plans, and our fear of starting something new, it made it difficult to understand. I hope that I will understand it better as I settle into this program. If and when I pass this class.

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My second challenge with this course is the instructions given. No offense to Dr. Etheridge because it is not her fault, but the faculty that has set this program. The instructions are quite voluminous and not so easy to understand and there are several places you have to go to get information. Maybe that is the way it works with other school’s programs. I do not know, but must it be so confusing. I know that I wanted to drop out that first week and many of my classmates too, but we kept at it with a lot of stress. I wish that the faculty would make the instructions a little simpler especially since this is the first class. I was talking to a friend and she said that this is why she prefers in person classes. It appears that online students are inundated with so much information that we have to figure out for ourselves. Though, I tried to reach out to Dr. Etheridge and she explained them, thank you but because of my lack of time, I did not always reach out to her on time and I felt self-conscious to keep asking her questions which is the problem that students have. We do not want to keep asking for clarification because it makes us look, one stupid and two, we feel like we are bothering the professor.

My third challenge that is based on technology is my difficulty with finding articles especially recent articles. I could not find recent articles within the five years limit. Most times, when I find the best article, it is several years old. I was so frustrated one time that I finally called the Librarian and the young man that helped me also had difficulty finding recent articles on the topic I was using. The librarian taught me one or two things on how to find articles and I have used it but it does not always work but I need more training, to learn the proper skills needed on how to find articles. I don’t even mind paying for the training but the other issue is my lack of time. I cannot add another stressor to my plate at this time in my life.

All the new navigation tools that I have learned have been helpful but I need to understand how to maneuver them well. I am still learning how to think critically in terms of research and the DPI projects. How to pick the right topic that does not involve starting new research and how to pick the right question, learning PICOT-D is new to me. Also, finding the literature and learning to differentiate the levels of evidence of different articles is great but I still need to understand it better. This doctoral learning process is profitable because no knowledge is a waste. It will help me in future as a leader at a local level to be able to identify issues and work on finding evidence-based solutions for them and when they are implemented at a local level and it works, then it can be advocated for a broader level of change. As a student, knowing and understanding the seven steps for EBP- cultivation of a spirit of enquiry, asking questions, acquiring information, appraising the information, applying the knowledge and assessing the implementation of the knowledge will improve my ability to find solutions to issues in the health care profession. This requires a positive attitude, skills of research and support from health professionals and the organization (Mena-Tudela, González-Chordá, Cervera-Gasch, Maciá-Soler, & Orts-Cortés, 2018).

Also, as a doctoral student, it will be great to master the concepts that are specific to the research for one to be an independent researcher or nurse scientist. If these concepts are not mastered, the student may be ‘stuck’ in the learning process journey which would place the student in a state of liminality, a transition space of uncertainty. Therefore, there is a need for educational policies that support strategies with time to develop student writing, community building for the students and cultivates faculty-student relationships (Tyndall, Firnhaber, & Kistler, 2021).

References:

Mena-Tudela, D., González-Chordá, V. M., Cervera-Gasch, A., Maciá-Soler, M. L., & Orts-Cortés, M. I. (2018). Effectiveness of an evidence-based practice educational intervention with second-year nursing students. Revista Latino-Americana de Enfermagem26(0). https://doi.org/10.1590/1518-8345.2502.3026

Tyndall, D. E., Firnhaber, G. C., & Kistler, K. B. (2021). An integrative review of threshold concepts in doctoral education: Implications for PhD nursing programs. Nurse Education Today99, 104786. https://doi.org/10.1016/j.nedt.2021.104786

My most challenging aspect in this course was that of searching for literature. Literature forms an integral component of all evidence-based projects by; helping a researcher and the audience to comprehend the complexity surrounding a clinical issue, providing insights on the scope of a clinical issue, and the best, most recent, evidence-based intervention strategies for the issue (Bramer et al., 2018). Without proper literature, a learner’s evidence-based practice project cannot progress. However, since there is a lot of published literature in this digital age, it calls for good skills to search for the most relevant literature to a clinical issue. If not done in a stepwise approach, the process can be tiring, time consuming, and easily result in disinterest or abandonment of the search. When a learner successfully accomplishes the step on literature search, the step on analysis and integration is easy.

The most rewarding aspect was learning how to formulate clinical questions using the PICOT-D tool. According to Eriksen & Frandsen (2018), allowing nurses to formulate interventions based on the clinical issues they identify from their areas of practice provides a good foundation for evidence-based practice they can relate with. Another rewarding aspect was learning more about plagiarism, referencing, and citation that purpose to acknowledge one’s dependence on another researcher’s work and to differentiate it from that of sources used by a researcher (Kumar, 2021).

The doctoral strategy that helped navigate this experience was obtaining knowledge on how to conduct a successful literature search; developing the PICOT clinical question, identifying databases and criteria to search for literature, conducting the search, selecting relevant articles, and organizing the findings in a literature evaluation table. Advocating for change is one of the roles of nurse leaders in practice and encompasses  processes such as identifying an issue to address, developing goals, and strategies to address the issue (Eriksen & Frandsen, 2018).  I will utilize the knowledge obtained in this course in such instances to search for literature for potential evidence-based solutions to address issues at community and population level for health promotion and disease prevention.

References

Bramer, W. M., de Jonge, G. B., Rethlefsen, M. L., Mast, F., & Kleijnen, J. (2018). A systematic approach to searching: an efficient and complete method to develop literature searches. Journal of the Medical Library Association: JMLA106(4), 531.

Eriksen, M. B., & Frandsen, T. F. (2018). The impact of patient, intervention, comparison, outcome (PICO) as a search strategy tool on literature search quality: a systematic review. Journal of the Medical Library Association: JMLA106(4), 420. https://dx.doi.org/10.5195%2Fjmla.2018.345

Kumar, A. (2021). Plagiarism: Injurious to the academic health of the researcher and research!(Part-II). Journal of Indian Society of Periodontology25(3), 183. https://dx.doi.org/10.4103%2Fjisp.jisp_183_21

Of a truth, so much has been done and learned for the past seven weeks. Initially, it looks hard and impossible to embark on. Navigating through the portal posed a lot of difficulties and trying to balance work, family, assignments, DQs, and responding to my colleagues’ postings. How fast time flies? I am glad that I made it thus far. To all my colleagues and Dr. Patricia Etheridge, your responses/feedbacks are my motivating/propelling force, good job to everyone.

The most rewarding aspect of the DNP program is that it is a way to develop my leadership skills and impact clinical policies. By earning a DNP, I can equip myself with the knowledge and skills I need to fill the gaps within the healthcare industry. Good leaders are committed to continued growth and refinement through continued education, practical application of skills, and networking both internally and externally. You are never done growing as a leader. This includes sharing your knowledge and experiences with others (Abbasialiya, A. 2010). They say you never learn as much as when you are teaching, and we are truly fulfilling ourselves as leaders when we are in the role of the coach and mentor. Commit to developing your team’s leadership skills as much as your own, and you will find not only gratitude and fulfillment but will also lay the foundation for strong leadership.

Healthcare advocacy on a large-scale guides lawmakers and leaders who form healthcare policy. It supports a well-informed decision-making process regarding programs that affect healthcare providers, patients, and healthcare environments. Broad healthcare advocacy encourages reforms that put the newest research into practice and cultivate better partnerships within the healthcare industry. It also strives to push for health policies that better account for factors such as poverty, as well as other social and economic circumstances that affect people’s health. When successful, healthcare advocacy that influences public policy improves individual and community health, which reduces health disparities. Such advocacy guides health policy goals get priority legislation passed and secures the funding needed to support the new policies enacted (Tulane University, 2021).

References

Abbasialiya, A. (2010). The Concept of Leadership. Retrieved April 9, 2013, from http://expertscolumn.com/ content/concept-leadership.

Tulane University, school of public health and tropical medicine: Why healthcare Advocacy is Important, 2021. https://publichealth.tulane.edu/blog/healthcare-advocacy/

, it was quite stressful at the beginning. There was so much information and places to go. It was driving us insane. We thought that we could not keep up but we did. I am still trying to catch up because I had to travel for an emergency. So, I pray that I will be able to meet up and pass this class. So, like you, time was moving so fast between work, life and school. There was new technology that we had to navigate through. The language of the doctoral program was different and difficult to understand as well. Thank God that we have made it thus far. The program of DNP is developing leaders in the nursing profession in knowledge and skills to improve interdisciplinary collaborations for safe patient care and quality care as well as to envision good practices by using the goals of nursing and knowledge (Grace, 2018). As DNP students, we are developed as transformational leaders with the ability to motivate and empower others especially nurses toward common visions and goals (Gaylord & Grace, 2018).

References:

Gaylord, N., & Grace, P. J. (2018). Ethical leadership by advanced practice nurses. In P.J. Grace (Ed.). Nursing ethics and professional responsibility in advanced practice (3rd Ed.) (pp. 153-170). Burlington, MA: Jones & Bartlett Learning.

Grace, P. (2018). Enhancing nurse moral agency: The leadership promise of doctor of nursing practice preparation. OJIN: The Online Journal of Issues in Nursing23(1). 

https://doi.org/10.3912/ojin.vol23no01man04

The completion of the first course of the DNP program feels like a great accomplishment. I greatly appreciate the tools that GCU provides in order to succeed such as the DC network and the center for APA format. I frequently visit these sources to ensure I am completing assignments appropriately and to refresh my skills on APA and scholarly writing. In the beginning, I did have a challenging time with time management as I was working two jobs. As I continued through the program, I found that many of the discussions and assignments correlated to practice. I would take back discussions and information to my peers and even spent more time self-reflecting and being purposeful about self-care. My continued challenge is scholarly writing and I plan to focus on increasing this skill. Scholarly writing correlates with significant previous knowledge in the field of research (Home: Identifying scholarly writing, n.d). Luckily, the DPI focused on the challenges we have in our current institutions and the background is clearly identified and understood. As the program progresses, the doctoral strategies that will consistently assist in navigating new experiences include time management, reviewing assignments early on in order to retrieve clarification as needed, and most importantly well-being. Schmidt & Hansson (2018) identified that doctoral programs require a student-centric approach. A student’s positive well-being leads to a long-term goal of academic improvement and productivity. The concept of well-being can be distinguished individually and may appear in different ways for different people. I have established an exercise regimen and had given myself one day of “computer” break a week to focus on items at home. Continuing prioritization, practicing well-being and time management as strategies can assist throughout the program and in future experiences as a leader when advocating for change.  

Home: Identifying scholarly writing: Home. Home – Identifying Scholarly Writing – Home at Saint Xavier University. (n.d.). Retrieved April 9, 2022, from https://lib.sxu.edu/scholarlywriting 

Schmidt, M., & Hansson, E. (2018). Doctoral students’ well-being: A literature review. International Journal of Qualitative Studies on Health and Well-Being13(1), 1508171. https://doi.org/10.1080/17482631.2018.1508171 

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