Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. 

Activity Learning Outcomes 

Through this discussion, the student will demonstrate the ability to: 

1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1) 
2. Apply concepts of person-centered care to nursing practice situations (CO2) 
3. Analyze essential skills needed to lead within the context of complex systems (CO3) 
4. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4) 

Due Date

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0 for any portion of the discussion not posted by that time). Week 8 discussion closes on Saturday at 11:59pm 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 Saturday. 

A zero is the lowest score that a student can be assigned. 

Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality. 

Total Points Possible:  75 

Requirements: 

Discussion Criteria

I.   Application of Course Knowledge: of Course Knowledge: 

The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. 

II.  Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.

a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.  

• A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The peer response must occur on a separate day from the initial posting.
• The peer response must occur before Sunday, 11:59 p.m. MT.
• The peer response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.

Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.

• A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The faculty response must occur on a separate day from the initial posting.
• Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
• This response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.

III.  Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.

1. What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
   
   
   1. Contains references for sources cited
   1. Written by a professional or scholar in the field and indicates credentials of the author(s)
   1. Is no more than 5 years old for clinical or research article
2. What is not considered a scholarly resource?
   1. Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
   1. Information from Wikipedia or any wiki
   1. Textbooks
   1. Website homepages
   1. The weekly lesson
   1. Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
3. Can the lesson for the week be used as a scholarly source?
   1. Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
4. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
   1. Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
5. Are websites acceptable as scholarly resources for discussions?
   1. Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources

IV.  Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

V.  Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.

VI.  Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.

DISCUSSION CONTENT
Category	Points	%	Description
Application of Course Knowledge	20	27	Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week.
Engagement in Meaningful Dialogue With Peers and Faculty	20	27	Responds to a student peer AND course faculty furthering the dialogue by providing more information and clarification, adding depth to the conversation
Integration of Evidence	20	27	Assigned readings OR online lesson AND at least one outside scholarly source are included. The scholarly source is:  1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years
	60	81%	Total CONTENT Points= 60 pts
DISCUSSION FORMAT
Category	Points	%	Description
Grammar and Communication	8	10	Presents information using clear and concise language in an organized manner
Reference Citation	7	9	References have complete information as required by APA    In-text citations included for all references  AND references included for all in-text citation
	15	19%	Total FORMAT Points= 15 pts
			DISCUSSION TOTAL=75 points

Preparing the Assignment

Introduction

This graded discussion will explore the concepts of person-centred care and reflective practice. Please provide an initial response to the discussion question by Wednesday at 11:59pm MT and two interactive dialogue responses no later than Sunday 11:59 PM MT at the end of WEEK 3. The discussion is worth 75 points. Please refer to the discussion grading rubric for additional criteria.

Assignment  QUESTION

This week’s topic focused on caring and reflective practice in contemporary nursing. In your initial response, provide a definition of what person-centred care means to you. Describe how you will apply principles holistic nursing, cultural humility, and self-reflection in your future role as a nurse practitioner.

Week 3: Reading

• Due Jan 23 by 11:59pm

• Points None

Adams, L. Y. (2016). The conundrum of caring in nursing (Links to an external site.). International Journal of Caring Sciences, 9(1), 1-8.

Chamberlain College of Nursing. (2018). Mission, philosophy, program outcomes (Links to an external site.).

DeNisco, S.M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.).  Jones & Bartlett Learning.

• Chapter 24: Global Diversity p. 579-585

Drahošová, L., & Jarošová, D. (2016). Concept caring in nursing (Links to an external site.). Central European Journal of Nursing & Midwifery, 7(2), 453-461.

McCormack, B., Borg, M., Cardiff, S., Dewing, J., Jacobs, G., Janes, N., Karlsson, B., McCance, T., Mekki, T. E., Porock, D., van Leishout, F., Wilson, V. (2015). Person- (Links to an external site.)centredness (Links to an external site.) – the ‘state’ of the art (Links to an external site.). International Practice Development Journal, 5.   

Rasheed, S. P. (2015). Self-awareness as a therapeutic tool for nurse/client Relationship (Links to an external site.). International Journal of Caring Sciences, 8(1), 211- 216.

Optional Viewing

Bassett, M. (2015). Why your doctor should care about social justice [TED Talks]. https://www.ted.com/talks/mary_bassett_why_your_doctor_should_care_about_social_justice 

Roberts, D. (2015). The problem with race-based medicine [TED Talks].  https://www.ted.com/talks/dorothy_roberts_the_problem_with_race_based_medicine 

Assignment Rubric Detailsclose

Rubric

NR500NP_WK 1,3,5,7 Discussion_SEPT19_MAR21Update (1) (2)

NR500NP_WK 1,3,5,7 Discussion_SEPT19_MAR21Update (1) (2)
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeApplication of Course Knowledge Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week.	20 pts Excellent Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. 18 pts V. Good Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. 17 pts Satisfactory Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. 10 pts Needs Improvement Addresses some aspects of the initial discussion question with little depth and lack of application of experiences, knowledge, or understanding. 0 pts Unsatisfactory Does not address the initial question(s).	20 pts
This criterion is linked to a Learning OutcomeEngagement in Meaningful Dialogue With Peers and Faculty The student responds to a student peer and course faculty to further dialogue.	20 pts Excellent Responds to a student peer AND course faculty furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 18 pts V. Good Responds to a student peer AND course faculty furthering the dialogue by adding some depth to the discussion. 17 pts Satisfactory Responds to a student peer and/or course faculty, adding minimal depth to the discussion. 10 pts Needs Improvement Responds to a student peer or course faculty, adding minimal depth to the discussion. 0 pts Unsatisfactory No response post to another student or course faculty.	20 pts
This criterion is linked to a Learning OutcomeIntegration of Evidence Assigned readings OR online lesson AND at least one outside scholarly source are included. The scholarly source is: 1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years	20 pts Excellent Integrates evidence from: • assigned readings OR online lessons AND • at least one outside scholarly source. Sources are credited.* 18 pts V. Good Integrates evidence from: • no assigned readings OR online lesson is included • at least one outside scholarly source is included. Sources are credited.* 17 pts Satisfactory Integrates evidence from: • assigned readings OR online lesson • no outside scholarly source is included. Sources are credited.* 10 pts Needs Improvement Integrates evidence from: • assigned readings OR online lesson • no outside scholarly source is included. Sources are not credited.* 0 pts Unsatisfactory Does not integrate any evidence.	20 pts
This criterion is linked to a Learning OutcomeGrammar and Communication	8 pts Excellent Presents information using clear and concise language in an organized manner (0–1 error in English grammar, spelling, syntax, and punctuation). 7 pts V. Good Presents information using clear and concise language in an organized manner (2–3 errors in English grammar, spelling, syntax, and punctuation). 6 pts Satisfactory Presents information using understandable language; information is not organized (3–4 errors in English grammar, spelling, syntax, and punctuation). 4 pts Needs Improvement Presents information using understandable language; information is not organized (5-6 errors in English grammar, spelling, syntax, and punctuation). Sources are not credited.* 0 pts Unsatisfactory Presents information that is not clear, logical, professional, or organized to the point that the reader has difficulty understanding the post (7 or more errors in English grammar, spelling, syntax, and/or punctuation).	8 pts
This criterion is linked to a Learning OutcomeReference Citation	7 pts Excellent References have complete information as required by APA (0-1 errors) In-text citations included for all references AND references included for all in-text citations (0 errors) 6 pts V. Good References have most information as required by APA (2 errors) In-text citations included for all references AND references included for all in-text citations (0 errors) 5 pts Satisfactory References have some information as required by APA (3 errors) In-text citations included for all references AND references included for all in-text citations (0 errors) 4 pts Needs Improvement References have some information as required by APA (4 errors) In-text citations included for all references AND references included for all in-text citations (0 errors) Sources are not credited.* 0 pts Unsatisfactory References missing 5 or more elements AND/OR In-text citations missing OR final references not included for in-text citations	7 pts
This criterion is linked to a Learning OutcomeDiscussion late penalty deductions A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. Note: in week 1, the deadline for submission of the initial post is Saturday. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)	0 pts Manual Deduction 0 pts Manual Deduction	0 pts
This criterion is linked to a Learning OutcomeTotal Participation Responses Manual Deduction A 10% penalty will be imposed for not entering at least THREE posts on the minimum of TWO separate days. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

Week 3: Caring in Nursing

Table of Contents

Introduction

Caring has been a central concept to nursing since the inception of the profession. While, healthcare delivery and settings have changed as a result of a variety of social and technological factors, nurses must be mindful not to lose sight of caring as the core of nursing practice. Caring frameworks that include holistic and person-centred care can be used to guide the practice of master’s- prepared nurses in advanced practice roles as leaders of nursing care in a variety of healthcare settings.

Caring as a Nursing Concept

The American Nurses Association (2016) defines nursing as:

…the protection, promotion, and optimization of health and abilities, prevention of illness and injury, facilitation of healing, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations.

Why is caring a central focus of nursing? Nursing theorist Jean Watson (1990) contended that caring is the moral ideal and essence of nursing. Caring can be conceptualized as a noun, a verb, or an adjective (Adams, 2016). As a noun, care is an act. As a verb, it is an action carried out in relation to another. As an adjective, caring describes the quality of an act. Nursing has a scientific knowledge that supports caring practices, ethics, attitudes and behaviors. Drahošová and Jarošová (2016) described several aspects of caring, including an individualized, empathetic approach; attentiveness; and sensitivity. A caring relationship can help support patient dignity and autonomy and reduce anxiety. Caring is influenced by the nurse’s knowledge, skills, and attitudes formed through lifelong learning and experiences. Caring is manifested in relationships. As a master’s- prepared advanced practice nurse you will have daily opportunities to demonstrate caring behaviors that establish relationships and promote positive outcomes in a variety of professional practice settings.

Caring in Complex Systems

Over time, healthcare systems have increased in complexity, in part due to advances in knowledge, skills, and technology, which has led to a reshaping of the role of the master’s prepared advanced practice nurse. Focus on safe, quality, and cost- effective care is paramount in the 21st-century healthcare delivery system. As the role of the professional nurse has expanded to include organizational and professional regulation, compliance, and technology -driven tasks, focus has shifted away from the patient care experience, challenging the fundamental nursing principle of caring.

Reflection

Take a moment to reflect on how you demonstrate caring in your current professional practice. What are barriers to practicing care? How can you enhance caring behaviors?

Person-Centred Care Nursing Framework

Caring is a central concept in nursing; however, the context for caring is changing. Healthcare is undergoing a transition from provider-driven care to person-centred care. Patients are increasingly involved in making decisions regarding their health and health practices. McCormack and McCance developed a Person-Centred Nursing (PCN) Framework, which can be applied to practice in complex healthcare systems (McCormack & McCance, 2017). The PCN Framework provides a standard of care for practice and is a multidimensional process emphasizes the person as the center of care delivery. The PCN Framework involves fostering therapeutic relationships that respect individuals as persons and partners in care. Care is relationship-focused, collaborative, and holistic.

The Person-Centred Care Nursing Framework consists of five constructs: prerequisites, the care environment, person-centred processes, and outcomes (McCormack & McCance, 2017). To deliver effective care, one must work from the outer circle towards the core.

The macro-context addresses the larger setting within which person-centred care takes place. The macro-context includes health and social care policy, strategic frameworks, workforce development, and strategic leadership. Prerequisites focus on the attributes of the nurses and include being professionally competent, having developed interpersonal skills, being committed to the job, being able to demonstrate clarity of beliefs and values, and knowing self. The care environment focuses on the context in which care is delivered and includes appropriate skill mix, systems that facilitate shared decision making, effective staff relationships, organizational systems that are supportive, the sharing of power, the potential for innovation and risk taking, and the physical environment. Person-centred processes focus on delivering care through a range of activities and include working with a patient’s beliefs and values, engagement, having a sympathetic presence, sharing decision making, and providing holistic care. Outcomes, the central component of the Framework, are the results of effective PCN and include: satisfaction with care, involvement in care, and a feeling of well-being.

Reflection

Consider how the PCN Framework can support quality and safety outcomes. Identify three ways in which you can use the PCN  Framework to improve outcomes in your future professional practice setting.

Holistic Nursing Practice

Nurses are tasked with providing care that attends to all aspects of the person, health, and environment. Although nurses must certainly be knowledgeable about how disease physiologically affects the patient; it is important to address the needs of the whole person, not just a diagnosis. Holism is a person-centred philosophy that ensures care for the whole patient. The concept of holistic care expands beyond physiological aspects of health (illness and/or disease) and incorporates psychological, sociological, developmental, spiritual, and cultural aspects. Holistic care also considers environmental and economic factors. A holistic approach to care is recommended for master’s- prepared nurses in advanced practice roles. Holistic nurses recognize and treat each individual as a unique human being interconnected with family and community (Papathanasiou et al., 2013). Holistic nursing moves the nurse from a linear, task-oriented mindset towards complex and multidimensional care. Holistic nursing encourages nurses to integrate self-care, personal responsibility, spirituality, and reflection in their own lives. Hence, holistic approaches to person-centred care lead to better patient outcomes and improved nurse satisfaction.

Reflection

Consider ways in which you incorporate holistic care principles in your professional practice.

Chamberlain College of Nursing Conceptual Framework of Nursing

Acknowledging the centrality of care to nursing practice, Chamberlain’s philosophy of education is grounded in the belief that taking extraordinary care of students ultimately translates to the extraordinary care of patients, families, and communities (Chamberlain University [CU], 2018). The masters of nursing education program at Chamberlain University is guided by a holistic health, person-centred, care-focused framework (CU, 2018). Take a moment to explore the Chamberlain University Conceptual Framework of Nursing. Consider how this will affect professional growth in your current nursing practice and future practice as a master’s prepared advanced practice nurse.

Conclusion

Nursing practice is both an art and a science with foundational knowledge, skills, and attitudes based in caring. Over time, health care settings have changed and continue to evolve. The complexity of the current practice environment has led to conceptual and theoretical advancements that support nursing practice. Caring remains a central concept to the profession and practice of nursing. The Person-Centred Nursing Framework, holistic model of care, and Chamberlain Care philosophy serve as a models to guide advanced practice nurses.

PreviousNext

Week 3: Reflective Practice

Table of Contents

Self-Knowledge

Increasing diversity, globalization, and expanding technologies have produced complex ethical pressures that influence nursing practice. Master’s-prepared nurses are challenged to take on leadership roles and effect positive change to promote health and health outcomes. To be effective in the advanced practice role, it is important to understand one’s own personal values, beliefs, strengths, and limitations.

Knowing Self

Important prerequisites of the nurse’s ability to deliver person-centred included self-knowledge and clarity of beliefs and values (McCormack & McCance, 2017). Self-awareness or self-knowledge is developed through reflection. Reflection allows for the examination of personal experiences, which helps clarify the values and beliefs that shape one’s perspectives and actions. According to McCormack and McCance (2017), through reflection, self-awareness, and engagement with others, an individual is able to understand oneself. Self-awareness aids the nurse in understanding how personal beliefs and attitudes may influence interactions with others (Rasheed, 2015). Self-awareness has other advantages. Rasheed (2015) noted that self-awareness promotes personal and professional growth. Similarly, Eng and Pai (2015) found that nurses who engaged in self-reflection had higher nursing competence.

Value and Belief Clarification

Self-reflection helps nurses clarify their personal beliefs and values. While these terms are sometimes used interchangeably, there is a difference. Beliefs are convictions or assumptions one holds to be true, sometimes without actual proof or evidence. Values relate to what one considers to be important in life. Values stem from beliefs, and may include principles or standards of conduct (DeNisco & Barker, 2015).

Values and beliefs influence one’s thoughts, decisions, and actions. Clarification of values and belief is an ongoing process shaped by education; experiences (social, political, personal and professional); environment; and economic factors. Values and beliefs change over time as one engages in personal and professional development. Nurses are held to a standard of providing safe, quality care to all individuals in need. Nurses’ personal values may or may not align with professional nursing values. Clarification of values and beliefs strengthens nurses’ ability to make ethical decisions and to promote ethical and moral actions. A master’s- prepared advanced practice nurse must understand the interrelationship of values and beliefs and the effect on professional practice.

Shahriari et al., (2013) described 10 common professional nursing values: human dignity, justice, autonomy in decision making, precision and accuracy in caring, commitment, human relationship, sympathy, honesty, and individual and professional competency. Similarly, Kaya et al., (2017) found human dignity, altruism, aesthetic, equality, freedom, accuracy, and justice as core professional nursing values.

Biases and Stereotypes

Whether we realize it or not, we all have stereotypes and biases about a variety of things. Stereotypes and biases often develop out of the brain’s natural need to filter stimuli. The brain receives a constant barrage of thoughts and sensations. The brain would quickly be overwhelmed if it had to provide an equal level of attention to every stimulus (Meyers & Twenge, 2016 ). To efficiently discriminate between the most pressing matters and matters that may be handled automatically, the brain develops shortcuts, which are then selectively reinforced by our experiences. Examples of shortcuts include stereotypes, heuristics, and biases. People frequently rely on these shortcuts in decision-making without realizing they are doing so. Self-reflection can help us identify the stereotypes and biases we hold so that we can engage in authentic, person-centred care.

While some stereotypes may be neutral (Ex. Nurses wear white), others are harmful. Bias is a sensitive topic to address; however, it must not be ignored as bias may lead to intentional (explicit) or unintentional (implicit) disparities in care and subsequent health and healthcare outcomes (DeNisco & Barker, 2015). Biases in the areas of gender, race, sexual orientation, religion, and obesity are most relevant among health care providers (Dunagan et al., 2016). Ageism is also a concern in nursing and sustained through social stereotypes, lack of knowledge, and practice policies (Kagan & Melendez-Torres, 2015). Regardless of the type of bias, all have the potential to negatively impact health and healthcare outcomes. Attitudes of prejudice interfere with one’s ability to practice cultural humility and to make nonbiased ethical decisions.

It is important to acknowledge personal biases, as these affect beliefs, behaviors, actions, and interactions with others. With this awareness, you can begin addressing your biases. Personal and professional growth are aspects of professional identity and are influential in the demonstration of leadership and the promotion of positive change in people, systems, and the profession of nursing (National League for Nursing, 2012). Identifying, understanding, and being mindful of stereotypes and prejudice help to reduce bias. Working toward controlling and resolving biases through the development of attitudes and skills that promote human dignity, respect, and value diversity and cultural humility is critical to effective nursing practice in varied settings.

Reflection

Students reflect on known biases. What are my biases and attitudes toward people with various cultural, gender, sexual orientation, age, weight, and religion that are different than my own? Identify new biases or confirm current biases. Develop a plan to reduce bias.

Complete selected surveys at Project Implicit, Harvard University https://implicit.harvard.edu/implicit/takeatest.html (Links to an external site.)

Cultural Humility

Cultural humility is another important aspect of person-centered care as well as a key concept of the Chamberlain Conceptual Framework of Nursing (Chamberlain University, 2018). Cultural humility begins with self-reflection. It involves the acknowledgment that one’s own perspective is limited and may contribute to barriers in providing care (DeNisco & Barker, 2015). Cultural humility involves awareness of cultural differences. The concept of cultural humility is a fluid and active process that allows for growth and knowledge development related to other cultures. One approaches cultural differences with respect, openness, flexibility, and humility. As a practice of cultural humility, it is useful for the nurse to think about cultural phenomena, to understand variations related to different cultures, and to perform careful individual assessments to include personal preferences as there are intracultural as well as intercultural variations (Engebreston, 2016). Practicing cultural humility places the person at the center of care and helps to develop mutually respectful and beneficial partnerships.

Engebreston (2016) described six phenomena found in all cultural groups: communication, personal space, time, social organization, environmental control, and biological variations as the. Communication includes the expression of feelings, body contact, and humor; personal space incorporates comfort levels related to the area surrounding a person’s body; and time includes both social time—the arrangement of social activities— and time that represents past, present, and future with an emphasis on one being more dominant. Social organization includes family structure, one’s relationship in the world, and environmental control centers on different perceptions on the ability to control. Locus of control can help provide insight on how one views the environment and whether he or she can influence events and outcomes based on personal decisions and actions. Lastly, the culture phenomenon of biological variations includes characteristics such as body size, hair texture, and variations in facial features and skin color. Cultural humility acknowledges and seeks to understand differences.

Reflection

Think about the culture with which you identify. How are different phenomena demonstrated in your culture: communication, personal space, time, social organizations, environmental control, and biological variations? How do you feel when caring for people whose cultural backgrounds differ from your own? What actions can you implement to support ongoing engagement in cultural humility?

Conclusion

Nurses are held to a scope and standard of practice, one that includes the demonstration and promotion of ethical behavior. You are to hold yourself accountable to fair and ethical practices that value diversity and individuality. Knowing self allows for personal and professional growth and contributes to your professional competence. Engaging in reflective processes helps to build self-awareness and enhance cultural humility. Acknowledging, understanding, and addressing your own biases and attitudes aids in the appreciation of differences and diversity. Regardless of your advanced practice role in nursing, self- knowing influences your ability to make ethical and fair decisions and actions that have the potential to affect many different aspects of nursing practice and practice outcomes.

PreviousNext

Week 3: References

References

Adams, L. Y. (2016). The conundrum of caring in nursing. International Journal of Caring Sciences, 9(1), 1-8.

American Nurses Association. (2016). What is nursing. http://www.nursingworld.org/EspeciallyForYou/What-is-Nursing

Belief. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from https://www.merriam- webster.com/dictionary/analysis 

Chamberlain College of Nursing. (2018). Mission, philosophy, program outcomes. https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf

Drahošová, L., & Jarošová, D. (2016). Concept caring in nursing. Central European Journal of Nursing & Midwifery, 7(2), 453. https://doi.org/10.15452/CEJNM.2016.07.0014

Dunagan, P. B., Kimble, L. P., Gunby, S. S., & Andrews, M. M. (2016). Baccalaureate nursing students’ attitudes of prejudice: A qualitative inquiry. Journal of Nursing Education, 55(6), 345-348. https://org.doi/ 10.3928/01484834-20160516-08

Eng, C., & Pai., H. (2015). Determinants of nursing competence of nursing students in Taiwan: The role of self-reflection and insight. Nurse Education Today, 35(3), 450-455. https://org.doi/10.1016/j.nedt.2014.11.021

Engebretson, J. C. (2016). Cultural diversity and care. In Barrere, C. C, Blaszko Helming, M. A., Shields, D. A., & Avino, K. M. (Eds.). Holistic Nursing (7th ed.), 439-464. Jones and Bartlett.

Kagan, S. H., & Melendez-Torres, G. (2015). Ageism in nursing. Journal of Nursing Management, 23(5), 644. https://doi.org/10.1111/jonm.12191

Kaya, H., Işik, B., Şenyuva, E., & Kaya, N. (2017). Personal and professional values held by baccalaureate nursing students. Nursing Ethics, 24(6), 716-731. https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=heh&AN=125154399&site=eds-live&scope=site https://doi.org/10.1177/0969733015624488

McCormack, B. & McCance, T. (2017). Person-centred practice in nursing and health care. Theory and practice (2nd ed.).  Wiley Blackwell.

Meyers, D. G. & Twenge, J. M. (2016). Social psychology (12^th ed.). McGraw Hill.

National League for Nursing. (n.d.). Core values.  http://www.nln.org/about/core-values

National League for Nursing. (2012). Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master’s, practice doctorate, and research doctorate programs in nursing. 

Papathanasiou, I., Sklavou, M., & Kourkouta, L. (2013). Holistic nursing care: Theories and perspectives. American Journal of Nursing Science, 2(1), 1-5. https://doi.org/10.11648/j.ajns.20130201.11

Rasheed, S. P. (2015). Self-awareness as a therapeutic tool for nurse/client relationship. International Journal of Caring Sciences, 8(1), 211.

Schuessler, J.B., Wilder, B., & Byrd, L.W.(2012). Reflective Journaling and Development of Cultural Humility in Students. Nursing Education Perspectives. 33(2):96-99. https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=c9h&AN=77635084&site=eds-live&scope=site

Shahriari, M., Mohammadi, E., Abbaszadeh, A., & Bahrami, M. (2013). Nursing ethical values and definitions: A literature review. Iranian Journal of Nursing and Midwifery Research, 18(1), 1-8.

Value. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from https://www.merriam- webster.com/dictionary/analysis 

Watson, J. (1990). Caring knowledge and informed moral passion. Advances in Nursing Science, 13(1), 15-24. https://doi.org/10.1097/00012272-199009000-00003

PreviousNext

Week 3: CEAP-NP Assignments Information

Table of Contents

Purpose

The purpose of this assignment is to assess areas that have been shown to be highly associated with student success such as ability to deal with stress, commitment to education, learning strategies, and academic skills to help promote success in the NP program.

Activity Learning Outcomes

Through this assignment, students will receive information to help support attainment of program outcomes:

PO1: Provide high quality, safe, patient-centered care grounded in holistic health principles. (holistic health & patient-centered care)

PO2: Create a caring environment for achieving quality health outcomes (Care-focused)

PO3: Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity (cultural humility)

PO4: Integrate professional values through scholarship and service in health care. (Professional identity)

PO 5: Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice. (Extraordinary nursing)

 Due Date:

Students should complete the Chamberlain Early Assessment Program for NP (CEAP-NP) Survey by 11:59 p.m. MT at the end of Week 3. Students will receive an individualized report with survey results to their Chamberlain email addresses by the end of Week 4. The individualized CEAP-NP reports will be submitted by the end of week 4.

This assignment will follow the late assignment policy specified in the course syllabus.

Students 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.

In the event of a situation that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

Requirements:

CEAP-NP Survey

Chamberlain University has developed an academic assessment, CEAP-NP, for Post-Licensure MSN-NP students. The CEAP-NP assesses areas that have been shown to be highly associated with student success such as ability to deal with stress, commitment to education, learning strategies, and academic skills. The assessment will take approximately 15 minutes to complete. The survey should be completed by 11:59 p.m. MT at the end of week 3. To access the survey, please see Week 3: CEAP Survey in below modules. The survey will not be available to access until Sunday of Week 3. 

1.  
   1. If you are having trouble accessing your survey, please reach out to Dr. Tennille Curtis, Assistant Dean, Online MSN-NP at [email protected].
2. Submission of CEAP-NP Survey report: By the Friday of Week 4, students will receive an individualized report of their personal survey results to their Chamberlain email (Not Canvas Email) at https://community.chamberlain.edu/s/  (Links to an external site.)Students should download and save the report Upload a copy of the report to the Chamberlain Early Assessment Program for NP (CEAP-NP) dropbox in week 4 by 11:59 p.m. MT on Sunday. Submission of the report will be worth 20 points.
3. CEAP-Focused Activities: As part of the CEAP-NP report, students will receive links to focused activity worksheets to support areas identified for growth. To access the worksheets, students should hover over the boxes containing the Focused Activity categories located on the L side of the lower portion of the CEAP report. Clicking anywhere in the box will take the student to the Focused Activity worksheet for the category. Students may begin working on focused activities as soon as they receive the report. All students will complete the Work-School Balance activity. Students will select one additional focused activity to complete based on their survey results. Students should select an activity related to an area in which they feel that growth would support their success in the program. Focused activity worksheets will be submitted to an assignment dropbox in week 7.

PreviousNext