NR 500 Week 6 Reflection on Learning

Sample Answer for NR 500 Week 6 Reflection on Learning Included After Question

NR 500 Week 6 Reflection on Learning

NR 500 Week 6 Reflection on Learning

Week 6 Reflection

Reflection is an important practice in nursing practice. It informs nurses’ practice by contributing to their identification of areas of improvement in their roles in the patient care process. Nurse practitioners should demonstrate abilities to enhance their practice using evidence-based interventions. Therefore, this paper is a reflection of my experience with this week’s learning.

Nurse practitioners play an important role in the promotion of evidence-based practice in their roles. As a result, I view my role in the implementation of evidence-based practice to encompass several aspects. One of them is being a change agent. I view my role being a facilitator of change in the implementation of evidence-based practice. I have to adopt interventions such as open communication, training, and active involvement of the adopters of change for successful implementation of evidence-based practice. I also have to assess the need for evidence-based practice in my role. It will include assessing crucial and potential needs in my organization and recommending change initiatives to address them (Belowska et al., 2020). Lastly, I envision my role to include advocating for the right culture that supports evidence-based practice. The organization’s culture should enable best practices utilization for the optimum health of those in need.

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A Sample Answer 3 For the Assignment: NR 500 Week 6 Reflection on Learning

Title: NR 500 Week 6 Reflection on Learning

My future role also entails my engagement in scholarship as a nurse practitioner. One of the ways in which I will engage in scholarship is by publishing articles on issues that affect nursing practice. I will conduct studies to explore how to improve outcomes in nursing practice using best-available evidence. I will also engage in scholarship through continuous professional development (Trautman et al., 2018). I will explore opportunities such as professional trainings to improve my scholarship skills.

            Some barriers may be experienced in the implementation of evidence-based practice. One of them is resistance to change. The adopters of the evidence-based practices may resist them because of the lack of knowledge and skills, fear of the unknown outcomes, and their inadequate involvement. The other barrier is the lack of institutional support. Health organizations should support change by creating an enabling culture as well as providing adequate financial, material, and human resources (Bach-Mortensen et al., 2018). Therefore, interventions to minimize these barriers should be adopted.

            In summary, I will play crucial roles in the implementation of evidence-based practice as a nurse practitioner in the future. I will be actively involved as a nurse scholar to advance evidence in nursing. I may experience barriers such as resistance to change in implementing evidence-based practice. Therefore, I should be ready to implement responsive interventions to prevent them.

NR 500 Week 6 Reflection on Learning References

Bach-Mortensen, A. M., Lange, B. C. L., & Montgomery, P. (2018). Barriers and facilitators to implementing evidence-based interventions among third sector organisations: A systematic review. Implementation Science, 13(1), 103. https://doi.org/10.1186/s13012-018-0789-7

Belowska, J., Panczyk, M., Zarzeka, A., Iwanow, L., Cieślak, I., & Gotlib, J. (2020). Promoting evidence-based practice – perceived knowledge, behaviours and attitudes of Polish nurses: A cross-sectional validation study. International Journal of Occupational Safety and Ergonomics, 26(2), 397–405. https://doi.org/10.1080/10803548.2018.1489993

Trautman, D. E., Idzik, S., Hammersla, M., & Rosseter, R. (2018). Advancing scholarship through translational research: The role of PhD and DNP prepared nurses. Online Journal of Issues in Nursing, 23(2).

NR 500 Week 6 Reflection on Learning Grading Rubric Guidelines

Performance Category	10	9	8	4	0
ScholarlinessDemonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisionsEvaluates literature resources to develop a comprehensive analysis or synthesis.Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.Evaluates information from source(s) to develop a coherent analysis or synthesis.Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) without any interpretation/evaluation.The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge -Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.Applies concepts to personal experience in their professional setting and or relevant application to real lifeInteractions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifeDoes not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.Posts are superficial and do not reflect an understanding of the lesson contentDoes not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignoredNo discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive DialogueReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.(5 points possible per graded thread)	Exceeds minimum post requirementsReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.Replies to a post posed by faculty and to a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate daysReplies to a question posed by a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days.The main post is not made by the Wednesday deadlineDoes not reply to a question posed by a peer or faculty	Has only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the threadNo connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APANote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.Points deducted for improper grammar, syntax and APA style of writing.The source of information is the APA Manual 6th Edition	2-3 errors in APA format.Written responses have 2-3 grammatical, spelling, and punctuation errors.Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format.Writing responses have 4-5 grammatical, spelling and punctuation errors.Writing style is somewhat focused.	6-7 errors in APA format.Writing responses have 6-7 grammatical, spelling and punctuation errors.Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format.Writing responses have 8-10 grammatical, spelling and punctuation errors.Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format.Written responses have more than 10 grammatical, spelling and punctuation errors.Writing style does not facilitate communication.The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirementsper discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirementper discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.