DNP 825 TOPIC 8 REFLECTIVE JOURNAL GCU
Sample Answer for DNP 825 TOPIC 8 REFLECTIVE JOURNAL GCU Included After Question
Assessment Description
Learners must maintain a reflective journal integrating self-reflection and inquiry demonstrated in the current Doctor of Nursing Practice (DNP) course.
General Requirements:
Use the following information to ensure successful completion of the assignment:
- Download the “Reflective Journal Template,” located in the DNP PI Workspace, for submission. Directions provided in the template should be followed because they align to the assignment rubric.
- A minimum of three peer-reviewed references published within the last 5 years is required.
- Doctoral learners are required to use the current APA style for their essay writing assignments. The current APA Style Guide is located in the Student Success Center.
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
- Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use. Failure to submit the reflective journal to both locations can result in an Incomplete for the course.
Directions:
Using a scholarly approach, maintain a reflective journal integrating self-reflection and inquiry demonstrated in the current DNP course.
| Grading Rubric |
Rubric Criteria
Total20 points
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| Criterion | 1. Unsatisfactory | 2. Insufficient | 3. Approaching | 4. Acceptable | 5. Target |
| Thesis Development and Purpose Thesis Development and Purpose | 0 points Paper lacks any discernible overall purpose or organizing claim. | 0.8 points Thesis is insufficiently developed or vague. Purpose is not clear. | 0.88 points Thesis is apparent and appropriate to purpose. | 0.92 points Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | 1 points Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Professional Practice and Approach Professional Practice and Approach | 0 points A discussion of discoveries by the learner about professional practice and approach is incomplete or limited. | 3.2 points A discussion of discoveries by the learner about professional practice and approach is not included. | 3.52 points An introductory discussion of discoveries by the learner about professional practice is included, but only minimal detail or support is provided for approach. | 3.68 points A detailed discussion of discoveries by the learner about professional practice and approach is complete, with appropriate details and support. | 4 points A cogent, scholarly discussion of discoveries by the learner about professional practice and approach is clearly explained, with relevant details and support. |
| Additional Resources for Influencing Optimal Learning Outcomes Additional Resources for Influencing Optimal Learning Outcomes | 0 points A discussion of additional resources for influencing optimal learning outcomes is not included. | 3.2 points A discussion of additional resources for influencing optimal learning outcomes is incomplete or otherwise deficient. | 3.52 points An introductory discussion of additional resources for influencing optimal learning outcomes is provided, but with minimal detail or support. | 3.68 points A complete discussion of additional resources for influencing optimal learning outcomes is provided with appropriate details and support. | 4 points A clear discussion of additional resources for influencing optimal learning outcomes is provided, with relevant details and support. |
| Paper Format (Use of appropriate style for the major and assignment) Paper Format (Use of appropriate style for the major and assignment) | 0 points Template is not used appropriately or documentation format is rarely followed correctly. | 0.8 points Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | 0.88 points Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | 0.92 points Template is fully used; There are virtually no errors in formatting style. | 1 points All format elements are correct. |
| Personal Knowledge and Skills Personal Knowledge and Skills | 0 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is not included. | 3.2 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is incomplete or otherwise deficient. | 3.52 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is provided, but with minimal detail or support. | 3.68 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is provided with appropriate details and support. | 4 points A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is thoroughly explored and clearly explained with relevant details and support. |
| Course Outcomes and Competencies Aligned to the Course Course Outcomes and Competencies Aligned to the Course | 0 points A description of how the learner achieved course outcomes and met the competencies aligned to the course is not included. | 3.2 points A description of how the learner achieved course outcomes and met the competencies aligned to the course is incomplete or otherwise deficient. | 3.52 points An introductory description of how the learner achieved course outcomes and met the competencies aligned to the course is provided with minimal detail or support. | 3.68 points A complete description of how the learner achieved course outcomes and met the competencies aligned to the course is provided with appropriate details and support. | 4 points A cogent, scholarly description of how the learner achieved course outcomes and met the competencies aligned to the course is thoroughly explored and clearly explained with relevant details and support. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 0 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | 0.8 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | 0.88 points Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | 0.92 points Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | 1 points Writer is clearly in command of standard, written, academic English. |
| Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 0 points Sources are not documented. | 0.8 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | 0.88 points Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | 0.92 points Sources are documented, as appropriate to assignment and style, and format is mostly correct. | 1 points Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
A Sample Answer For the Assignment: DNP 825 TOPIC 8 REFLECTIVE JOURNAL GCU
Title: DNP 825 TOPIC 8 REFLECTIVE JOURNAL GCU
The following reflection essay recaps the nurse scholar’s experiences in acquiring course objectives of Grand Canyon University’s (GCU) Doctor of Nursing Practice (DNP) program for DNP 825A. The course prepares nurses to manage population health by exploring ideas that promote an understanding of aggregate, community, and cultural dimensions of health. The reflections herein are a genuine assessment of personal experiences in accomplishing the course objectives aligned with the American Association of Colleges of Nursing (AACN) Essentials of Doctoral Education for Advanced Nursing Practice (2022). From scientific underpinnings to advanced nursing practice, AACN Essentials outline the core competencies for nurses pursuing a DNP degree.
Reflection
DNP 825A prepares the nurse scholar to engage in population management through data analysis, evaluating clinical prevention and population health, and applying evidence-based recommendations for health promotion. The reflective journal highlights the crucial learning experiences integral to knowledge development and successful course completion. These experiences include weekly discussions, assignments, and the synthesis of the literature. The experiences and learning in this course involved the following essentials.
Essential I: Scientific Underpinnings for Practice
The DNP nurse possesses diverse knowledge from nursing sciences, which should be translated to benefit patients and populations. DNP 825A obliges the nurse scholar to use science-based theories and concepts to enhance and evaluate health outcomes. Nursing theories are vital in clinical practice and population health since they outline what nursing practice entails and how it should be implemented (Younas & Quennell, 2019; Mudd et al., 2020). Broadly, the weekly discussions and assignments ensured that the nurse scholar combined nursing science, knowledge, and theories to improve health. Such assignments in the course include the population health paper exploring an at-risk population and proposing evidence-based interventions to improve its health and the emergency response presentation. Theories and program models for improving community health were also explored and helped the nurse scholar to combine science, knowledge, and theories to achieve better health outcomes.
Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking
Besides regular patient care, DNP-prepared nurses also focus on the needs of a target population, a set of populations, or a broad community (AACN, 2022). To meet Essential II, DNP 825A prepares the nurse scholar to develop and evaluate care delivery approaches that address the current and future needs of patient populations based on scientific findings. For instance, the recommendations for interventions to address health problems for an at-risk population are based on scientific findings. Such findings entail an in-depth evaluation of the current literature to ensure health intervention proposals are evidence-based (Chien, 2019; Li et al., 2019). Besides, the weekly discussions on various aspects of population health and recommendations to achieve better outcomes are supported by scientific findings.
Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice
DNP-prepared nurses should embrace the importance of scholarly nursing practice in discovering new phenomena and applying new discoveries in complex health situations. Under Essential III, the DNP program prepares nurses to use analytic methods to critically appraise evidence to determine and implement the best evidence for practice (AACN, 2022). Such synthesis and knowledge application were evident in weekly discussions, assignments, and DPI-related activities that explored interventions for better health outcomes and backed them by evidence.
Conclusion
The purpose of this DNP 825A reflection was to describe the exemplars that were instrumental in fulfilling the course objectives and achieving AACN’s Essentials. The DNP nurse used the weekly discussions, assignments, and DPI-related activities to solidify AACN’s competencies and outcomes. Internet research, consulting class resources, PowerPoint presentation, and interacting with other students were integral to the achievement of learner competencies.
References
AACN. (2022). DNP Essentials. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf
Chien, L. Y. (2019). Evidence-based practice and nursing research. The Journal of Nursing Research: JNR, 27(4), e29. https://doi.org/10.1097/jnr.0000000000000346
Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review. Medicine, 98(39), e17209. https://doi.org/10.1097/MD.0000000000017209
Mudd, A., Feo, R., Conroy, T., & Kitson, A. (2020). Where and how does fundamental care fit within seminal nursing theories: a narrative review and synthesis of key nursing concepts. Journal of Clinical Nursing, 29(19-20), 3652-3666. https://doi.org/10.1111/jocn.15420
Younas, A., & Quennell, S. (2019). Usefulness of nursing theory‐guided practice: an integrative review. Scandinavian Journal of Caring Sciences, 33(3), 540-555. https://doi.org/10.1111/scs.12670
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