Program outcomes, MSN essentials, and the NONPF competencies all play a critical role in guiding a student on what should be achieved and the competencies that would be required to consider a program successful. The implication is that the student should have adequate knowledge regarding the relationship that exists between the program outcomes, MSN essentials, and the NONPF competencies. In addition, it is important to know how these aspects can be achieved through various activities such as reading content, lessons, exams, written assignments, and specific discussion board topics. One way of expressing such relationships is through concept mapping (Machado & Carvalho, 2020). Creating a concept helps an individual to visualize the relationships more easily. Therefore, the purpose of this assignment is to formulate a concept map demonstrating the link between program outcomes, MSN essentials, and the NONPF competencies and the activities that will be undertaken to meet them.
The Concept Map
A Reflection on The Concept Map
The concept map has been formulated for NR 503. While there are several outcomes and competencies, only specific ones were chosen. The program outcome of focus was the MSN program outcome number two, which deals with the creation of a caring environment to achieve quality outcomes (Care-Focused). In addition, the MSN essential of focus was Essential VIII. This essential entails clinical prevention and population health for improving health (Fennimore & Warshawsky, 2019). These outcomes and essentials were discussed together with the National Organization of Nurse Practitioner competencies number four, which focuses on practice scholarship and translation science. It is evident from the concept map that there are links between the course outcomes and various activities, such as class assignments and class discussions, used to achieve them.
The MSN program outcome number two directs that a student acquires the relevant knowledge needed to create a caring environment and achieve quality healthcare outcomes. Therefore, it is important to undertake various activities that can help the student achieve it (Fennimore & Warshawsky, 2019). It is worth noting that this goal requires that the student develop an adequate understanding of the factors that affect populations and how such adverse outcomes can be mitigated to help achieve positive results. Various activities were vital in the achievement of the MSN program outcome number two. For example, assignments done in weeks one, two, and five were particularly helpful in achieving this outcome. During these weeks, assignments covering the disease occurrences as well as reasons for disease contractions were all explored. In addition, there were also aspects of disease contracts and prevalence, which are all important in creating a caring environment that focuses on achieving quality health outcomes. In addition, the week one assignment played a key role in enhancing the knowledge connected to the topic as it focused on understanding the basic concepts connected to this competency.
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Week three assignments were also used to help meet the competencies. This week mainly entailed a study of the data collection methods as well as analysis, which also form a key aspect of ensuring that populations have better outcomes. It is important to use the right data collection methods as informed by the situations and the goals of data collection. Therefore, aspects of data collection were studied and explored. The journey to the creation of a caring environment does not end with data collection. The implication is that these collected data need to be analyzed to help reveal certain trends that may exist among individuals and populations. Revealing such trends can help healthcare professionals to come up with appropriate and effective interventions. Part of this week also focused on the research methods, which also form the basis of conducting quality research for quality data and analysis.
Open forum discussions formed an important part of the weekly activities focused on improving and achieving the goals and competencies. Therefore, every week, a focused open forum discussion was undertaken, where different opinions and knowledge were shared regarding the topic or issue of reference. Therefore, in formulating posts, the students were expected to research and obtain additional information regarding various epidemiological data sources as well as approaches that could be used in evaluating a given community functioning. The assignments and activities undertaken in week six were also closely related to what was covered in the previous weeks. Week six particularly dealt with genetics and the role it plays in preventive measures. As such, various aspects were explored, including risk analysis, Mendel’s theory, and family history. All these were related to the achievement of MSN outcome number two.
The Essential of focus was MSN Essential VIII, which focuses on clinical prevention and population health for improving health outcomes. Therefore, assignments completed in week five played a key role in achieving the essential. For example, one of the aspects deals with the epidemiological triad and the role played by nurses as primary care providers to improve population health. Aspects such as host, agent, and environment were all explored in detail. The assignments completed on week four also played a role in meeting this essential. The assignment done this week dealt with the application of evidence to population health and disease control. As such, aspects such as EBP integration and the application of evidence at the population level.
The NONPF competency of focus was competency four, which majorly deals with the practice inquiry. Therefore, it focuses on various aspects such as applying clinical investigative skills to improve health outcomes, dissemination of evidence from inquiry to diverse audiences using various modalities, and analyzing clinical guidelines for individualized application into practice (Kesten & Beebe, 2022). The other aspect is the provision of leadership in the translation of new knowledge into practice. Therefore, this competency coincided with the completion of assignments and tasks involving disease prevention.
This assignment has focused on the formulation of the concept map. The concept map has demonstrated the existence of a relationship between various aspects, such as program outcomes, the MSN essentials, and the NONPF competencies. In addition, various activities were performed throughout the weeks to help achieve the competencies and the essentials.
Fennimore, L., & Warshawsky, N. (2019). Graduate leadership education for nurse leaders—needed now more than ever. JONA: The Journal of Nursing Administration, 49(7/8), 347-349. 10.1097/NNA.0000000000000765
Kesten, K. S., & Beebe, S. L. (2022). Competency frameworks for nurse practitioner residency and fellowship programs: Comparison, analysis, and recommendations. Journal of the American Association of Nurse Practitioners, 34(1), 160-168. 10.1097/JXX.0000000000000591
Machado, C. T., & Carvalho, A. A. (2020). Concept mapping: Benefits and challenges in higher education. The Journal of Continuing Higher Education, 68(1), 38-53. https://doi.org/10.1080/07377363.2020.1712579
The purpose of this assignment is to create a visual map that connects the work of the course (assignments, readings, discussion board, internet reviews , etc.) to all of the objectives specified below.
Take some time now to mindfully reflect over the assignments, readings, discussion board, and web site exploration activities of the course, Population Health, Epidemiology, and Statistical Principles. Next, take a look at the written directions for the assignment and the rubric for the assignment. You will be constructing a Concept Map that relates (connects) the activities of the course to all of the outcome objectives provided for you in the Requirements section below.
Activity Learning Outcomes
This assignment enables the student to meet the following course outcomes:
- Synthesize knowledge of population health to the role of political advocacy as an Advanced Practice Nurse.
This assignment must be submitted by Sunday, 11:59 p.m. MT at the end of Week 7.
Total Points Possible
This assignment is worth 50 points.
Preparing the Assignment
- The Concept Map must visually connect all of the specified objectives (Program Outcomes, MSN Essentials, and NONPF Competencies) to course work (such as specific discussion board topics, written assignments, exams, lessons, and reading content).
- All items should be labeled, for instance, label the objectives and label the course work you select with name of the assignment/reading/discussion board topic and which week it was introduced.
- Use Microsoft Word or a PowerPoint to create a Concept Map. You can use the features found on the “Insert” tab of a Word doc (in the horizontal ribbon on the top of a Word doc page). For instance, if you click on “insert” you will see shapes and SmartArt. You can use a PowerPoint slide with shapes and lines to create a concept/mind map. This is not a PowerPoint presentation , but a PowerPoint slide can be used to “draw” the Map.
Thank you for sharing such valuable resources. It is important as an NP to have knowledge of community resources available to support patients who are victims of sex trafficking. Lorvinsky et al. (2023) performed a study to understand the experiences of accessing care for sex trafficking survivors and the interactions with healthcare providers. The concern that inspired the study was the existing data showing that although most individuals who are victims of sex trafficking will need medical attention during their exploitation, very few will be identified by healthcare professionals. This unfortunate statistic is noted in the literature as a result from healthcare providers lack of knowledge about how to identify an individual who is a victim of sex trafficking. Lorvinsky et al. (2023) conducted interviews with sex trafficking survivors and then used interpretive description to understand the lived experiences of trafficked individuals.
Results of the study revealed that persons who were victims of trafficking have little trust in healthcare providers and although they may have received healthcare during the abuse, results found they do not believe providers want or are able to help them. The lack of trust may be due to symptoms of victimization creating a challenge for someone who is a victim to speak up. Implications from the study report that strengthening healthcare providers by teaching specific non-judgmental approaches from the stigma of trafficking can change the culture of care. Teaching sensitive psychosocial questions based on observations of trafficking cues and learning a list of trafficking cues and holistic needs can better serve this population (Lorvinski et al., 2023). Creating an environment of awareness and discussing sensitive issues such as trafficking is an effective strategy for NPs working in practice to make positive changes in their community.
Outcomes/Competencies to be connected with course learning:
- MSN Program Outcome #2:
- Create a caring environment for achieving quality health outcomes (Care-Focused).
- MSN Essential VIII:
- Clinical Prevention and Population Health for Improving Health
- National Organization of Nurse Practitioner Competencies #4
- Practice Scholarship and Translational Science
- Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.
- Practice Scholarship and Translational Science
Your Concept Map will visually depict how you see the assignments of the course meeting the outcomes above.
Preparing the Assignment
View the following video: How to Create a Concept MapLinks to an external site.
|MSN Program Outcome #2||15||30%||The Map visually connects the Category to a minimum of two (2) assignments. Each assignment is clearly labeled with week and content topic.|
|MSN Essential VIII||15||30%||The Map visually connects the Category to a minimum of two (2) assignments. Each assignment is clearly labeled with week and content topic.|
|NONPF Competencies #4||15||30%||The Map visually connects the Category to a minimum of two (2) assignments. Each assignment is clearly labeled with week and content topic.|
|45||90%||Total CONTENT Points = 45 pts|
|Grammar, Syntax, Spelling||5||5%||Grammar, spelling, syntax are accurate.|
|Total FORMAT Points = 5 pts|
|ASSIGNMENT TOTAL = 50 points|
|This criterion is linked to a Learning OutcomeAssignment Content Possible Points = 45 PointsMSN Program Outcome Objective #2||15 ptsExcellentThe reflection specifically identifies and addresses the pre-determined program outcome and provides two (2) or more examples of how the student specifically achieved or had exposure to this outcome during this course/clinical. All items are labeled.14 ptsV. GoodThe reflection specifically identifies and addresses the pre-determined program outcome and provides one (1) example of how the student specifically achieved or had exposure to this outcome during this course/clinical. All items may or may not be labeled.12 ptsSatisfactoryThe reflection is vague and/or does not address the correct pre-determined program outcome that the student achieved or had exposure to during the course/clinical. All items may or may not be labeled.8 ptsNeeds ImprovementThe reflection addresses the pre-determined program outcome in a generic manner without a specific example of exposure to or achievement of the outcome during this course/clinical. All items may or may not be labeled.0 ptsUnsatisfactoryThe reflection does not address the program outcomes or the assignment has not been submitted.||15 pts|
|This criterion is linked to a Learning OutcomeMSN Essential VIII Competence Objective||15 ptsExcellentThe reflection specifically identifies and addresses the pre-determined MSN Essential Competency and provides two (2) or more examples of how the student specifically achieved or had exposure to this competency during the course/clinical. All items are labeled.14 ptsV. GoodThe reflection specifically identifies and addresses the pre-determined MSN Essential Competency and provides one (1) example of how the student specifically achieved or had exposure to this competency during this course/clinical. All items may or may not be labeled.12 ptsSatisfactoryThe reflection addresses the pre- determined MSN Essential Competency in a generic manner without a specific example of exposure to or achievement of the competency during this course/clinical. All items may or may not be labeled.8 ptsNeeds ImprovementThe reflection is vague and/or does not address the correct pre-determined MSN Essential Competency that the student achieved or had exposure to during the course/clinical. All items may or may not be labeled.0 ptsUnsatisfactoryThe reflection does not address the MSN Essential Competence.||15 pts|
|This criterion is linked to a Learning OutcomeNONPF Competencies #4||15 ptsExcellentThe reflection specifically identifies and addresses the pre-determined NONPF competencies and provides two (2) or more examples of how the student specifically achieved or had exposure to this competency during this course/clinical. All items are labeled.14 ptsV. GoodThe reflection specifically identifies and addresses the pre-determined NONPF Competencies and provides one (1) example of how the student specifically achieved or had exposure to this competency during this course/clinical. All items may or may not be labeled.12 ptsSatisfactoryThe reflection addresses the pre- determined NONPF Competencies in a generic manner without a specific example of exposure to or achievement of the competency during this course/clinical. All items may or may not be labeled.8 ptsNeeds ImprovementThe reflection is vague and/or does not address the correct pre-determined NONPF Competencies that the student achieved or had exposure to during the course/clinical. All items may or may not be labeled.0 ptsUnsatisfactoryThe reflection does not address the NONPF Competencies.||15 pts|
|This criterion is linked to a Learning OutcomeAssignment Format Possible Points = 5 PointsGrammar, Syntax, Spelling & Punctuation||5 ptsExcellentGrammar, spelling, and/or punctuation are accurate, or with zero to one error.4 ptsV. GoodTwo to four errors in grammar, spelling, and syntax noted.3 ptsSatisfactoryFive to seven errors in grammar, spelling, and syntax noted.2 ptsNeeds ImprovementEight to nine errors grammar, spelling, and syntax noted.0 ptsUnsatisfactoryPost contains ten or greater errors grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback.||5 pts|
|This criterion is linked to a Learning OutcomeLate penalty deductionsStudents are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.||0 ptsMinus Points0 ptsMinus Points||0 pts|
|Total Points: 50|
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