NRS 493 Topic 10 Benchmark Professional Capstone and Practicum Reflective Journal

NRS 493 Topic 10 Benchmark Professional Capstone and Practicum Reflective Journal

NRS 493 Topic 10 Benchmark Professional Capstone and Practicum Reflective Journal

Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:

New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, 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. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:     Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:     Utilize patient care technology and information management systems.
4.3:     Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:     Provide culturally sensitive care.
5.4:     Preserve the integrity and human dignity in the care of all patients.

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Thanks for your informative post. Different research studies may require the use of either
qualitative or quantitative methods while some researchers utilized a mixed-method
approach. Both methods provide varied differences with some degree of
similarities. Quantitative data is mainly concerned with numerical information which can
be utilized to prove a theory or redirect it. Since it is based on numeric and measured
values, quantitative data can be checked easily by others to eliminate errors. The
quantitative method also generates objective data hence the results are free from
subjectivity. Even though objectivity is considered a plus, it may be seen as a more
restrictive form of study requiring a larger data sample (Hoover, 2021).
The qualitative method however involves the process of analyzing non-numerical data
such as text and verbal language. This method also facilitates full insight into the problem
or issue at hand. Hence a wider array of information is generally captured that the
quantitative method might be missed. The qualitative method also facilitates creativity,
interpretation, and flexibility hence the scope of the research project varies as new
information is assembled. However, based on the high level of subjectivity the
researcher’s interpretation and results can be affected by biases. The high level of cost
associated with qualitative research often forces the researcher to use a small sample size
to collect data (Hoover, 2021).

Though these methods are different both qualitative and quantitative methods aim to
prove or redirect a theory. They also seek to determine patterns in the data they collect
(Hoover, 2021).

Reference
Hoover, L. (2021, June 1). What Is Qualitative vs. Quantitative Study?. In Grand Canyon
University. Retrieved from https://www.gcu.edu/blog/doctoral-journey/what-qualitative-
vs-quantitative-study

Mariana Susan
Posted Date
May 6, 2022, 8:29 PM
Replies to Raimol Joseph
Evidence-based practice (EBP) is the combination of research evidence, experience, and
expertise, patient preferences in the process of performance of care. Clinicians bring up
experience and knowledge and patients describe personal beliefs, these two components
contribute to valuable research displayed by methodology to develop the best outcome. EBP
requires nursing professionals to develop skills in searching the literature and finding guidelines
for the application of evidence. Study designs are categorized from case reports to case-control
studies, cohort studies, randomized control trials, systematic reviews, and meta-analyses, which
are the most specified study designs, examining multiple validated hypotheses and combining
the most reliable results (Samonte et al., 2020). Non-experimental research describes a study that
lacks the manipulation of an independent variable, researchers conducting non-experimental
study measure variables as they naturally happened. The distinction between non-experimental
and experimental research is a significant one as the experimental research provides strong
evidence that changes in an independent variable cause difference in a dependent variable; non-
experimental research cannot provide this evidence and it is used in cases where the
experimental study is not able to be evidenced. Experimental research is evidenced when the
researcher has a specific research question or hypothesis regarding a correlation between two
variables and it's feasible and ethical to manipulate the independent variable. Thus, the non-
experimental study is approached when these aspects are not met. Non-experimental research is
performed when the research question or hypothesis is related to a single variable rather than two
variables, the research question approaches a non-causal relationship between variables. The
difference between these two types of methods of evaluating evidence is dictated by the nature of
the research question. When the goal of the research question is to explain a nursing aspect and

the research questions pertain to a causal relationship, the experimental evidence is approached.
If the goal of the science is to describe or predict a non-experimental approach is evidenced. The
two pieces of evidence can be used to address the same research question. The non-experimental
study encompasses correlational research and observational research; correlational type is
considered non-experimental because emphasizes the statistical relationship between two
variables but does not incorporate the manipulation of an independent variable; observational
type focuses on making observations of behavior in a natural setting without manipulation
(Jhangiani, 2019). A quantitative non-experimental study explored students' perceptions of
faculty responses following medication errors that students perform while advancing through a
four-year BN Program. The objective of the study is to determine factors which increase the
likelihood of nursing students reporting medication discrepancies. The predisposition factors of
medication errors are human factors (knowledge deficit, failure to follow procedure) and system
factors (patient acuity, level of workload). Consistent reporting of medication errors is
mandatory to maintain patient safety. Nursing students even though supervised by clinical
instructors are predisposed to perform a high number of medical errors. The study evidenced that
30 % of nursing students made at least one error during the program of study and the average
number of medication errors recalled per student was 1.93. The reporting of medication errors
cannot be underestimated. Nurses must take all actions necessary to minimize patient safety
incidents. Nursing education programs inspire ethical and moral standards in nursing students,
advocating for patient safety being not only a mandate but also a moral and ethical requirement
(Walsh, Anstey, Tracey, 2018).
References:
Jhangiani, R. S. (2019, August 1). Overview of Non-Experimental Research – Research Methods
in Psychology. Pressbooks. https://kpu.pressbooks.pub/psychmethods4e/chapter/overview-of-
non-experimental-research/#:%7E:text=Non-
experimental%20research%20is%20research%20that%20lacks%20the%20manipulation,naturall
y%20occur%20%28in%20the%20lab%20or%20real%20world%29.
Samonte et al. (2020). Evidence-based practice (EBP). EBSCO. https://eds-p-ebscohost-
com.lopes.idm.oclc.org/eds/detail/detail?vid=4&sid=84c20073-3617-413c-9286-
74dc7a355eb5%40redis&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN
=113931151&db=ers
Walsh, Anstey & Tracey. (2018). Student perceptions of faculty feedback following medication
errors – A descriptive study. ScienceDirect. https://www-sciencedirect-
com.lopes.idm.oclc.org/science/article/pii/S1471595318300507?via%3Dihub

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