ePortfolio EBP for Leadership and Professional Image C493

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ePortfolio EBP for Leadership and Professional Image C493

WGU C493 Task 2 Portfolio/C493: Leadership and Professional Image 2022

Expert Answer and Explanation

E-portfolio

A. Professional Development

A1: Creation of Professional Mission Statement

As a registered nurse, my mission is to provide qualified, safe, compassionate, and cost-effective care to my patients regardless of their background and culture. I would like to focus on providing mental health to geriatric patients within my profession. I would like to contribute to society by ensuring that older patients live quality and fulfilling life. I also want to improve my professionalism by learning more about ethical principles in nursing and their application.

A1A: Reflection of Professional Mission Statement

My professional mission has shown me where to focus in my nursing career. I will focus on providing quality and safe care to the older population. I will also improve my professionalism by learning ethical principles in nursing, such as justice, non-maleficence, beneficence, and autonomy. Overall, my professional statement shows that I will focus on quality, ethical, and safe care.

A2A: E-Portfolio Representation of a Learning and Healthcare Professional

Various artifacts in this portfolio represent me as a healthcare professional and learner. One of the artifacts representing me as a learner and a healthcare professional is the Certificate of Achievement. This certificate made me a professional by improving my knowledge in genetics, genomics, and genetics and impacting nursing. As a learner, I did various assignments projects to complete the program. Another artifact representing me as a healthcare professional and a learner is the Certificate of Completion. I learned leadership, family-centered care, improvement capability, and patient safety, making me a professional in these areas.

A2B: E-Portfolio Professional Strengths

One of the artifacts representing my professional strength is the Certificate of Completion. This certificate shows my strengths in leadership, family-centered care, and patient safety. The certificate shows that as a leader, I can oversee the provision of patient-centered and safe care. My resume also shows my professional strengths. I have highlighted my professional experience and places I have worked before in the resume. Lastly, the Certificate of Achievement shows my professional strengths in genetics.

A2C: Program Progression Challenges

I encountered various challenges during my program. One of the challenges was the lack of access to evidence-based practice resources. I found it hard to access EBP data when providing care as a bedside nurse. Second, I had a challenge handling the genetics course. I failed most of the assignments relating to genetics and genomics. Lastly, I had a challenge making friends during my field practice and even school days, which affected my ability to work in a team.

A2Ca: Overcome Challenges

I overcome the challenges in various ways. I overcame the challenge related to genetics and genomics by reading a lot of sources about the topic. I researched and found a lot of information about genetics, genetics, genomics, and their relationship to nursing on the internet. Extensive reading and revising assignments made me pass the course and improve my knowledge on the subject. I overcame the lack of EBP resources by partnering with my colleagues at work and in school who had the resources. I also subscribed to some affordable online services offering EBP resources. I also made use of the free online library provided by the school. Lastly, I made friends by joining a social media platform developed to connect interns in my organization.

A2D: Program Outcomes

The nine program outcomes include communications, inter-professional collaboration, professional accountability, leader and educator, compassion for patients, clinical reasoning, utilization of IT, knowledge synthesis, and attaining genomics knowledge (Salyers et al., 2017). I engaged in many activities in the program that helped me meet these nine outcomes. For instance, I improved my knowledge in genomics by taking a course in genetics, genomics, and genetics. My leadership skills were improved after I finished the Certificate of Completion. I also learned professional accountability knowledge synthesis in the course and improved my clinical reasoning. I also engaged in field practice, which further improved my knowledge synthesis and clinical reasoning. I also learned inter-professional collaboration by working with other healthcare professionals to provide patient care in the field practice. I developed compassion for patients when in my field practice. I also learned ethical principles in the program, which helped me provide compassionate care. I was exposed to various telehealth technologies during the program, which helped me utilize IT outcomes. All the activities I engaged in, including assignments, discussion posts, fieldwork, and classwork, improved my communication skills.

A2E: Roles During the Program

I fulfilled the roles of manager of the healing environment, scientist, and detective during the program. As a scientist, I collected, analyzed, and interpreted data when conducting research for my various assignments (Thompson & Schwartz Barcott, 2019). I collected, analyzed, and interpreted patient data in the field and used it to develop the most effective and efficient care. I also researched new methods nurses can improve the quality of care in the geriatric unit. Detectives collect data and use it to investigate and provide facts to explain certain situations (Rehman & Hashim, 2019). I fulfilled this role in my field practice. I used a combination of nursing science and clinical imagination to determine the impacts of delicate transitions and deviations to control or prevent adverse outcomes. I also investigated patient complaints to determine if they did not receive proper care. A nurse’s role as a healing environment manager is to understand how the environment can be used to improve patient outcomes (Amankwah et al., 2019). I fulfilled this role by ensuring that my patients’ wards were clean, quiet, and free from any destruction that could hinder their recovery and rest.

A2F: Professional Growth

I have experienced tremendous growth since I started the program. For instance, I can now lead other nurses in providing cost-effective and quality care to patients. I can also educate other nurses about various health issues. Initially, I could not prescribe any medication. However, I have understood pathophysiology and pharmacology concepts which have improved my knowledge in drug prescription.

B. Quality and Safety

B1: Quality and Safety: Reflection

Quality and safety in nursing provide the right treatment to the right patient at the right time. Sherwood and Barnsteiner (2021) noted that quality and safety apply cost-effective and evidence-based care.

B1A: Quality and Safety: Development of Professional Definition

I did not know that quality and safety included providing cost-effective and available care. I also did not know that quality and safety should be patient-centered. After the program, my definition of quality and safety changed. Currently, I view quality and safety as providing patient-centered, affordable, and evidence-based care.

B1B: Quality and Safety: Artifact Support

The Certificate of Completion and Professional Roles and Values paper are the artifacts that supported my definition of quality and safety.

B1BI: Quality and Safety: Artifacts Supporting Definition

The Professional Roles and Values paper supported my definition by exposing me to ethical principles that should be considered when providing patient care. The paper also highlighted my role as a nurse professional. The Certificate of Completion supported my definition by improving my knowledge in family-centered care, effective communication, and genetics and genomics.

B2: Quality and Safety: Importance of IHI Certificate

The IHI certificate is significant to nurses, especially those who want to provide quality and safe care. The institution aimed to improve the quality and safety of the healthcare sector. The certificate is important because it improved my knowledge in quality and safety after I fulfilled its course outcomes, including patient and family-centered care, patient safety skills, improvement capabilities, effective communication, and nurse educator skills. The certificate has also improved my leadership skills, which will improve my chances of becoming a nurse leader.

C. Evidence-Based Practice

C1: Evidence-Based Practice: Reflection

My initial opinion about EBP was that EBP was about researching the internet and using the results to support your arguments; this definition changed after I started the course. Currently, I define EBP as collecting, examining, and evaluating data and using the results to decide the best care practices (Skaggs et al., 2018).

C1A: Evidence-Based Practice: Development of Professional Definition

The program assisted me in developing my new definition of EBP by exposing me to various EBP concepts. One of the concepts is validity. Validity is how an intervention improves what it is claimed to improve. Another concept is primary research and resources. Primary resources are evidence-based and can be used to support the nursing decision. I was also exposed to data gathering, which improved my knowledge of EBP.

C1B: Evidence-Based Practice: Artifact Support

The artifacts that supported my definition are my capstone project and Certificate of Completion.

C1BI: Evidence-Based Practice: Artifacts Supporting Definition

I engaged in research to complete assignments needed for the two certificates. For instance, I conducted research to complete genetics, genetics, and genomics assignments. I also conducted a lot of research to complete my capstone project. I conducted a literature review on my topic, which improved my synthesis skills. Through the capstone project, I learned that the best EBP sources are published by credible databases and are primary studies.

C2A: Evidence-Based Practice: Primary Research

During the program, I learned various terminologies that are linked with EBP. I learned the difference between reliability and believability. Reliability is the extent to which results of a calculation, measurement, or specification are said to be accurate. In other words, reliability is the accurate quality (Ghorbel et al., 2020). However, believability is the degree to which quality is realistic or convincing (Ghorbel et al., 2020). I learned these two terms are vital for providing EBP care. Nursing interventions should be realistic or practiced, and accurate. I also learned about quality improvement and research. Quality improvement is a formal and systematic approach to analyzing a practice to improve performance. An example of quality improvement is educating nurses about effective strategies to improve handoff communication. However, the research investigates and studies materials to reach new conclusions or establish more facts. An example of healthcare research is investigating the covid-19 virus to establish more facts about it. I also learned the differences between primary and secondary resources and research. Primary research is a study where a researcher collects data directly in the field. However, secondary research or resources are materials that have been developed using existing knowledge. An example of primary research is randomized control trials, while secondary research is systematic reviews.

C2B: Evidence-Based Practice: Achievement in Excellence

I have gained a lot regarding EBP since I started this program. One of the ways the program has improved my EBP knowledge is by exposing me to research. Most of the assignments in the program required me to conduct studies and support my arguments with scholarly sources. I will use the research skills I have gained to promote EBP nursing. I developed a capstone project that needed me to research a problem and proposed-evidence-based interventions to solve the problem. I have also met professionals with experience as a nurse who can be good resources when I need support with EBP knowledge.

D. Applied Leadership

D1: Applied Leadership: Reflection

Before commencing the program, I did not know how to define applied leadership. I thought that applied leadership was the same as traditional leadership. Leadership is maximizing the efforts of others to achieve a set of goals. After taking the program, I realized that applied leadership promotes subordinates to develop ideas and contribute to implementing the ideas (Kantareva & Veselinova, 2021).

D1A: Applied Leadership: Development of Professional Definition

The program contributed a lot of development to my definition of applied leadership. The program assisted me by exposing me to the concepts of applied leadership. Applied leadership in nursing provides quality and safe care to patients by using specific leadership skills to motivate and oversee a nursing team. Some characteristics of applied leadership include critical thinking, skilled guidance, and communication.

D1B: Applied Leadership: Artifact Support

The Certificate of Completion supported my definition of applied leadership.

D1BI: Applied Leadership: Artifacts Supporting Definition

The Certificate of Completion supported my definition of applied leadership by improving my communication skills. Some of the skills I learned include active listening, respect, empathy, sharing feedback, friendliness, and volume and clarity. When taking the course, I also learned leadership skills, such as management, critical thinking, and problem-solving. I learned in the certificate program that leaders should be able to build a positive relationship with their subordinates. Leaders can build a relationship with their subordinates by allowing them to be part of the team and contribute to implementing interventions. I also learned problem-solving skills that will help me solve various problems in my workplace as a nurse leader.

D2A: Applied Leadership: Professional Collaboration

Professional collaboration is a significant practice for nursing leadership. Nurse leaders need to collaborate with other professionals to achieve their goals and missions. The first importance of professional collaboration is that it allows nurse leaders to oversee cost-effective care. Campbell (2020) noted that professional collaboration reduces incidences of medical errors, increasing the cost of care. The authors argue that nurse leaders can ensure cost-effective care by working with other professionals to avoid medical errors. The second importance is that professional collaboration improves communication between nurses and other healthcare professionals. In healthcare, patients depend on many professionals to provide care. For instance, a patient with symptoms of stroke will need the services of a triage nurse, emergency care nurse, general physician, and cardiologist. These people have to work together to ensure that the patient receives quality care. This professional can work effectively through collaboration which will improve communication between them. Lastly, professional collaboration ensures that patients achieve their desired health outcomes. When nurses work effectively with other professionals, they will provide quality care to ensure that patients recover as expected.

E. Community and Population Health

E1: Community and Population Health: Reflection

Initially, my definition of community was a geographical location where people live. However, after starting the program, many aspects of my definition changed. I included age, ethnicity, and culture in my definition. My new definition of a community is a group of people residing in a specific locality and sharing a common culture, background, and historical heritage (Pérez et al., 2020). Population health is the health of a group of individuals with the same characteristics, such as age.

E1A: Community and Population Health: Development of Professional Definition

The program influenced my definition of community in various ways. One of the ways is providing me with the opportunity to meet people in the community. I met many population groups during my field practice. I met people of low income, minority groups, and various age sets. Another way was providing me with resources about community health nursing. I accessed community health journals through the program. These journals improved my knowledge of community and population health.

E1B: Community and Population Health: Artifact Support

My definition was supported by the American Museum of Natural History in Genetics and Genomics Course and Community Health Nursing tasks artifacts.

E1BI: Community and Population Health: Artifacts Supporting Definition

Genetics and genomics course improved my knowledge about the health of certain populations. For instance, I understand that people with a family history of obesity risk suffering the disorder. I also learned that people with a family history of cancer risk getting the disease. I also learned about the culture and its importance in community and population health through Community Health Nursing tasks. For instance, children whose parents have mental health problems are more likely to develop psychiatric conditions. The Community Health Nursing tasks also improved my knowledge in nurse advocacy and the role of nurses in ensuring that their patients live in a healthy community.

E2A: Community and Population Health: Community Health Task

One of the things I learned in my Community Health Nursing task was patient advocacy. The patient advocacy skills I learned include patients, effective communication, problem-solving, and organization. I also learned how to conduct a community assessment. Some of the community assessment skills include windshield surveys and a scavenger hunt.

E2B: Community and Population Health: Community Diagnosis

In my community, the main health problem is obesity, as highlighted by incidences of stroke, hypertension, and other health problems. The BMI of most of the people in the community is above 30. The community has high incidences of obesity because most people do not engage in physical exercise and eat unhealthy food.

E2C: Community and Population Health: Changes in Focus

After working with the community, I realized that obesity is not a community health problem. Obesity is more prevalent among people aged 35-45. Most of these people do not engage in physical activities. They dedicate more of their time to their work instead of living a healthy life.

E3: Community and Population Health: Importance of AMNH Certificate

The certificate is so vital to nurses. It helps nurses understand the culture of their patients and use the knowledge to develop patient-centered care. Nurses should consider the culture of their patients when providing care. This certificate has helped me become culturally competent.

References

Amankwah, O., Weng-Wai, C., & Mohammed, A. H. (2019). Modelling the mediating effect of health care healing environment on core health care delivery and patient satisfaction in Ghana. Environmental Health Insights, 13, 1178630219852115. https://doi.org/10.1177%2F1178630219852115

Campbell, P. (2020). Rethinking professional collaboration and agency in a post-pandemic era. Journal of professional capital and community. https://doi.org/10.1108/JPCC-06-2020-0033

Ghorbel, F., Hamdi, F., Achich, N., & Metais, E. (2020). Handling data imperfection—False data inputs in applications for Alzheimer’s patients. Data & Knowledge Engineering, 130, 101864. https://doi.org/10.1016/j.datak.2020.101864

Kantareva, P., & Veselinova, T. (2021). Leadership and leadership styles in healthcare management. Medicus, (3), 51-55.

Pérez, E., Braën, C., Boyer, G., Mercille, G., Rehany, É., Deslauriers, V., … & Potvin, L. (2020). Neighbourhood community life and health: A systematic review of reviews. Health & place, 61, 102238. https://doi.org/10.1016/j.healthplace.2019.102238

Salyers, M. P., Bonfils, K. A., Luther, L., Firmin, R. L., White, D. A., Adams, E. L., & Rollins, A. L. (2017). The relationship between professional burnout and quality and safety in healthcare: a meta-analysis. Journal of General Internal Medicine, 32(4), 475-482. https://link.springer.com/article/10.1007/s11606-016-3886-9

Sherwood, G., & Barnsteiner, J. (Eds.). (2021). Quality and safety in nursing: A competency approach to improving outcomes. John Wiley & Sons.

Skaggs, M. K. D., Daniels, J. F., Hodge, A. J., & DeCamp, V. L. (2018). Using the evidence-based practice service nursing bundle to increase patient satisfaction. Journal of Emergency Nursing, 44(1), 37-45. https://doi.org/10.1016/j.jen.2017.10.011

Thompson, M. R., & Schwartz Barcott, D. (2019). The role of the nurse scientist as a knowledge broker. Journal of Nursing Scholarship, 51(1), 26-39. https://doi.org/10.1111/jnu.12439

Zuckerman, S. L., Devin, C. J., Rossi, V., Chotai, S., Dyer, E. H., Knightly, J. J., … & Asher, A. L. (2020). The Institute for Healthcare Improvement–NeuroPoint Alliance collaboration to decrease length of stay and readmission after lumbar spine fusion: using national registries to design quality improvement protocols. Journal of Neurosurgery: Spine, 33(6), 812-821. https://doi.org/10.3171/2020.5.SPINE20457