Week 1: Project Management Processes To Implement DNP Project
This week, the discussion was about data management and the DNP project. The essential element of the course has been the execution phase of my Doctor of Nursing Practice projects focusing on data collection analysis and evaluation (Ribeiro et al., 2019). Having a primary outcome that is vital to the Essential of increasing expertise in creating connections with caregivers and different employees and implementing these connections in my collaborative advancement of Evidence-Based Practice. The collaboration does not involve a lot of concepts, so I don’t have the experience to deal with challenges in the same situation. Furthermore, working with my fellow healthcare workers towards establishing mutual objectives has enhanced my leadership expertise which will be helpful in the future when implementing similar activities.
Week 2: Healthcare System Leadership
This week, the focus is healthcare systems leadership and the impact of DNP projects on healthcare. My engagement in the role of a nurse leader was constructive in different ways. Being a director of Nursing, I have experience creating long-lasting bonds with my coworkers and other employees, which assists in the guidance directed quality health and care (Hegney & Francis, 2015). The tasks are relevant to implementing the 3rd, 5th, and 6th sub-competencies. The weekly discussion has assisted in teaching me how to compile my knowledge of the leadership duties taught by a doctor of nursing practice and a Doctor of Nursing Practice expert. I also learned how to create PICOT questions needed as a guideline when analyzing different healthcare contexts.
Week 3: The DNP As An Educator
Considering my teaching tasks in the course assisted me to reflect on my capability to match the “fifth sub-essential,” and I trust my expertise in the field is substantial because of my role as a nurse director. Additionally, the current course adapted different techniques to presentation, giving me ideas on the essential distribution of data. For example, in reviewing the (Sherrod & Goda, 2016) journal, I found it very informative in discussing the effective use of presentation design. The new skills I intend to use at my workplace, dealing with caregivers, patients, and other employees, are relevant in implementing the activities related to solving leadership challenges (Mannix et al., 2013).
Week 4: The DNP As A Scholar
The function of a clinical researcher is vital for the advancement of Evidence-Based Practice, making it relevant to the “fourth-sub-essential” (Bennett, 2006). The reflection of the introductory week assisted me in the organization of my understanding of the subject and emphasized the aspect that I have expertise in the area. I have mainly fostered action study as a feasible foundation for evidence-based practice improvement. Action research concentrates on the empowerment of participants and the organization’s transformation that is designed at the progressive standard enhancement in implementing evidence-based practice techniques (Sarvestani et al., 2016). I can outline that I possess a good understanding of my obligations as a clinical scholar, which assisted in my involvement in implementing pertinent tasks.
Week 5: DNP Project Distribution Through A Poster Presentation
This week’s discussion has been vital because it has assisted me in learning how to distribute my DNP project through a poster presentation. The discussion explored my professional career objectives as a DNP scholar and leader via self-assessment for future plans. The knowledge I acquired during the discussion played an essential role while I was preparing my poster to be used for my presentation as a course requirement. By creating the poster, I covered the outcome of engaging in self-assessment and career planning through development outcome and DNP-competencies as designed in the AACN DNP Essentials (PO 6.
Week 6: Dissemination Of DNP Project Through Publication
This week’s discussion focused on the dissemination of DNP projects. I learned different ways the project can be distributed. I learned how to create a PICOT question and how to respond to it, and it assisted in gaining knowledge of providing quality feedback. I also followed the procedures discussed in creating a PowerPoint presentation using the instructions provided. The weekly readings provided an insight on how to disseminate the A DNP project online and in manuscripts leading to the achievement of the outcome of developing a comprehensive plan for communicating the results of DNP projects. I also learned to add audio recordings to the PowerPoint presentation as guidance during the presentation.
Week 7: DNP Project Presentation
This week’s discussion was on presenting the DNP projects, including my DNP project, the project’s purpose, project description, results, and its implication to nursing/healthcare. The weekly readings provided an insight into the requirements for publishing professional journal papers. I learned about the quality of the paper that can get published, which assisted in improving my DNP project. The project presentation was helpful to me because I learned about the different ways of communicating the results and evaluation of the DNP project. The final project involved problem-solving and critical thinking, which included determining links between issues, especially practice and organizational issues relevant to the 7th sub-competency. Also, the study entailed a description of management from different views in preparation for intervention for them and delivering appropriate care as evidenced in the 1st, 2nd, and 4th sub-competencies to a certain level. Also, the study was patient-centered, making it relevant to the 6th-sub competency, even though few have been taught extensively. Generally, learning is a continuous process, and the course has contributed to my career growth. I will continue to enhance my leadership expertise and understanding relevant to the essentials described.
Sherrod, B., & Goda, T. (2016). DNP-prepared leaders guide healthcare system change. Nursing Management, 47(9), 13–16. https://doi.org/10.1097/01.numa.0000491133.06473.92
Bennett, C. (2006). Doctoral Education in Nursing – International Perspectives Doctoral Education in Nursing – International Perspectives. Nursing Standard, 20(44), 37. https://doi.org/10.7748/ns2006.07.20.44.37.b493
Ribeiro, G., Pires, D. E. P. D., & Scherer, M. D. D. A. (2019). THEORETICAL-METHODOLOGICAL CONTRIBUTIONS OF ERGOLOGY TO RESEARCH ON WORK IN THE NURSING AREA. Texto & Contexto – Enfermagem, 28. https://doi.org/10.1590/1980-265x-tce-2017-0163
Sarvestani, R. S., Moattari, M., Nasrabadi, A. N., Momennasab, M., Yektatalab, S., & Jafari, A. (2016). Empowering nurses through action research for developing a new nursing handover program in a pediatric ward in Iran. Action Research, 15(2), 214–235. https://doi.org/10.1177/1476750316636667
Hegney, D. G., & Francis, K. (2015). Action research: changing nursing practice. Nursing Standard, 29(40), 36–41. https://doi.org/10.7748/ns.29.40.36.e8710
Mannix, J., Wilkes, L., & Jackson, D. (2013). Marking out the clinical expert/clinical leader/clinical scholar: perspectives from nurses in the clinical arena. BMC Nursing, 12(1). https://doi.org/10.1186/1472-6955-12-12