Comprehensive Reflection on FNP/MSN Program Outcomes: Professional Growth and Development in Nursing
Scholarly Reflective Narrative
The major focus of this paper is providing a scholarly reflective narrative exhibiting how particularly; Chamberlain College of Nursing FNP Program Outcomes helps nursing students get Masters of Science in Nursing program. The institution also provides a Family Nurse Practitioner track preparing graduate nurses who, in the long run, meet the institute’s program outcome in addition to acquiring Master’s essentials relative to the American Association of Colleges of Nursing. Consecutively Chamberlain University provides nurses with core competencies linked to the National Organization of Nurse Practitioner Faculties (Chamberlain University, 2020). Therefore, while providing a personal reflection of how I fulfilled the set objectives in the thesis through the introduction of various artifacts, this paper further focuses on the latter profoundly by incorporating the graduate study works. Also, this paper reflects on various ways the met goals and objectives throughout learning have aided my transformation not only as a Family Nurse Practitioner but also as an effective nurse with a master’s degree.
FNP/ MSN Chamberlain University Outcome Programs
Program outcomes, as incorporated in Chamberlain University, help a nurse understand the holistic standards and principles of safe patient care and various techniques to provide high-quality care in healthcare (Chamberlain University, 2020). Additionally, Chamberlain College provides nursing students furthering their studies with efficient, caring spheres vital for achieving effective healthcare outcomes. Also, its program outcomes are situated to assist nurses other than engaging in reflective practices to appreciate further the norm of cultural diversities in the premise necessitating professional development and growth (Chamberlain University, 2020). As a result of designated program outcomes, nursing students would thus utilize their institution’s designated services and scholarships and further utilize to the upfront the set professional norms and values in the institution. Besides that, after the completion of the FNP and MSN program outcomes, the nurse would understand how advocating for positive healthcare practices and outcomes impact their methodology of compassionate care and collaboration in healthcare (Ronquillo et al., 2016). It is a set evidence-based practice for nurses while advancing their learning.
Artifacts incorporated and FNP/MSN Program Outcomes.
Via in-depth evaluation and synthesis of the various submitted artifacts, it is evident that through the offered programs as one of the students, I understood the regime of becoming a competent and holistic FNP/MSN practitioner. Throughout the learning processes, I noted that MSN/FNP program outcomes vary in-depth. For example, the MSN program essentials are categorized. Essential 1 of MSN requires that nursing practitioners with master’s degrees understand the science grounded practices ranging from nursing, genetics, biopsychosocial, quality improvement, public health, and organization sciences. The various diverse science grounded practices mentioned above are vital in nursing care. MSN’s second essential, on the other hand, ensure that masters’ nursing students and practitioners understand leadership organization and systems rooted in ethical decision-making processes, effective interprofessional leadership and relationship and prompting efficient patient care (Ronquillo et al., 2016). MSN 3rd essential, on the other hand, focuses on ensuring that nurses understand the vast tools, techniques, principles, and standards yielding in the healthcare premises quality principles and care. MSN essential 4 allows nurses to execute research outcomes based on empirical setting’s problems, solutions, and the state of the healthcare community. Other MSN essentials range from the 5th to the 9th essentials. In-depth, they ensure that nursing practitioners utilize technology advancements in patient communication and care, which in the long run transforms the coordination and integration of care in the premise (Ronquillo et al., 2016). Also, they require nurses incorporating advocacy influencing healthcare and overall health to focus profoundly on the rules of policy development as initiated in all system levels.
Generally, through various program outcomes, I would say comfortably that there is a specific outcome that I loved and appreciated. They include in the holistic healthcare setting; it is vital providing principles ensuring effective patient, safety, high quality, and centered-care ground. Also, I was excited to learn that it is vital to establish a caring healthcare environment focusing on achieving quality healthcare outcomes. The last three outcomes that took my interest are how vital it is to engage lifelong professional and personal growth and development via cultural diversity and reflective practices appreciation. Also, it was critical integrating professional standards and values in a healthcare setting (McEwen & Wills, 2014). Also, nurse practitioners should advocate via evidence-based and collaborative advances in nursing practices ensuring positive healthcare outcomes.
Also, to achieve the above-elaborated outcomes, the weekly submitted classroom artifacts aided my learning and understanding throughout the processes. Profoundly, the designated artifacts aid my understanding of how significant it is to evaluate and synthesize theoretical findings and evidence-based practices in nursing, social, organizational, and biological sciences. Also, the artifacts have boosted my understanding of how essential it is to incorporate in nursing activities advanced practices. Additionally, the artifacts incorporate significant health assessment, creative reasoning, critical and creative thinking, and clinical decision-making processes. Such artifacts have aided my knowledge of learning comprehensive and monitor patient-oriented strategies and introducing competent cultural advancement in nursing care. Also, the outcome artifacts provide well-designed and culturally competent implementation practices in nursing care. Therefore, I have the capacity to design and implement in nursing care efficient collaborative disciplines and partnerships within the community. Also, as one of the nurses, the artifacts aid my understanding and respect of human diversities, which is vital for providing spiritual and culturally sensitive care across vast healthcare settings. Additionally, complying with artifacts activities boosts my knowledge of leadership skills possession and promotes effective health care change and policies.
Professional Growth and Development; Cognitive, Psychomotor and Affective Domain, and FNP Program
As one of the most excellent FNP Program graduate students, based on experience, I would agree that professional growth and development in the cognitive, psychomotor and affective domains was immense and essentially high. Profoundly, throughout the program, I understand and analyze the practical importance of the cognitive domain in nursing. The cognitive domain emphasizes the essence of recalling or reproducing data which is an important path to an individual becoming a nurse practitioner (McEwen & Wills, 2014). Furthermore, the cognitive domain helps nurses develop their attitude and encourages new ideas and skills acquisition. Generally, it boosts their mental skills and acquisition of personal knowledge. The cognitive domain in nursing and other scientific fields includes vast categories such as comprehension, analysis, application, evaluation, and synthesis. Through knowledge, nurses would thus not only learn but also recall information. The latter is followed by the cognitive comprehension domain, which allows nurses to learn and understand the essence and meaning of what is known particularly (McEwen & Wills, 2014). Therefore, as a result of the comprehension principle, the nurses would explain various healthcare existing theories.
On the other hand, through the cognitive application domain, nurses would use their new theoretical knowledge and apply it to various situations. The cognitive analysis domain will distinguish the opinions from facts gained (McGonigle, D. & Mastrian, 2018). In the next two cognitive domains, synthesis and evaluation domains, the nurse will integrate various concepts or elements establishing new meaning. Via evaluation, they would come up with conclusions based on the concept’s importance.
Additionally, the cognitive domain of the program taught me the essence of becoming emotional when dealing with various patients. Indeed, it taught me to be more appreciative of the healthcare setting’s behavioral beliefs and overall aspects. I noted that nurses in their respective areas should understand the effect of their behavior and values in their professional practices. Generally, in the contemporary world, nurses are expected to know. They remain aware with respect to their professional standards and values, which as a result, affects the patient’s care and decision-making processes (Thomas et al., 2011). On the other hand, FNP Programs throughout my learning processes helped boost my psychomotor knowledge and skills. Primarily, I learned distinctive ways of applying various nursing objectives and materials. Psychomotor skills help nurses, for example, to understand the various nursing objectives as they have an adequate understanding of the relationship between physical movement and cognitive function (Thomas et al., 2011). Psychomotor skills at large help nurses in their line of operation to involve and demonstrate essential physical skills such as grace, coordination, movement, dexterity, speed, and strength (McGonigle, D. & Mastrian, 2018). As a result, nurses would note how effectively they would apply important objectives in caring for the aged population, among other population categories.
The affective domain of learning, on the other hand, help me identifies how emotions and values acquisition are critical in the field of nursing (Thomas et al., 2011). Also, it helped me identify the formation of my nursing professionalism. Other than outlining professional values nurses should adhere to such as ANA Code of Ethics, affective domain as applicable in nurse help nurses understand how to deal with every element of their nursing professionalism emotionally (Thomas et al., 2011) Thus, through learning affective domain as one of the major focuses in the program, I know how to deal with feeling, enthusiasm, appreciation, attitudes, and motivations at work.
Generally, as one of the FNP Program graduates, I would comfortably say that contemporary I am fully equipped with knowledge and skills vital for mastering cognitive, affective, and psychomotor learning domains. I would generally bring the practices in my expertise based on my capacity to care for and treat patients with various needs. Through the help of psychomotor learning throughout the program, I can apply vital signs and prerequisites in my line of nursing. The signs as noted are physiological statistics and thus would aid my identification of the patient’s pulse rate, blood pressure, body temperature, and respiratory rate and determine the body’s function. Nurses recognizing the function of the patient’s body are likely in advance to identify the appropriate cure for the patient.
Professional Growth and Development and AACN’s MSN Essential for Graduate Education
As one of the graduate students, my professional and development growth has been rampant, especially when pertaining to AACN’s MSN Essentials. Generally, my journey to learning MSN Essentials was beneficial. For example, as one of the professional nurses, I understand that it is vital for nurses to have a background in social sciences and humanities that help them integrate concepts from public health, genetics, biopsychosocial, and quality improvement as outlined in MSN Essential 1. Also, I understand the systems and organization of nursing leadership processes that are further based on the ethical decision-making processes and other vital interprofessional relationships in the healthcare setting noted in MSN Essential II. On the other hand, Essential III argues that as one of the nurses, I should have a vast understanding of tools, methods, standards and performance measures yielding in the healthcare setting quality care (American Association of Colleges of Nursing, 2011). Essential IV of MSN taught me that I should differentiate and execute research outcomes, find remedies for practice obstacles, and work on disseminating healthcare communities’ results in any given situation. Essential V ensures that in my line of professionalism, I should not only utilize technology in patient communication and care and focus on coordinating and integrating patient care in a healthcare setting.
Other MSN’s Essential VI allows nurses to arbitrate in their healthcare systems policy development principles which also influence the healthcare advocacy processes. Essential VII allows nurses in their interprofessional team as a leader and a member to adhesively communicate, collaborate and consult their healthcare colleague who in the long run provides them with ideas to coordinate and manage care. Essentials are Essential VIII which allows nurses to integrate organizational, broad, and client-centered activities via appropriate planning, delivery, management, and evaluation (American Association of Colleges of Nursing, 2011). Essential IX lastly helped me as one of the professional nurses to understand how various interventions would in a healthcare setting at any given point elicit change.
Generally, through the graduate degree and learning of the various AACN’s MSN Essentials, I gained a lot of understanding and knowledge with respect to population health and clinical prevention, evidence-based practice, informatics, interprofessional collaboration, system and organizational leadership, policy and advocacy, quality and safety and program synthesis and evaluation critical for population outcomes and patient improvement. Learning nursing MSN Nine Essentials indeed has aided my confidence and passion, and professional expertise. They will remain relevant to my continuous nursing development and growth. Besides ASSN’s MSN Essentials, articulate the relevant curriculum content in addition to the needed graduate competencies from master’s and Doctor of Nursing Practice Programs. As a result, the graduate would thus lead change vital for improving quality outcomes in healthcare in their line of duty. Also, the nurse would advance through lifelong learning an excellent culture and lead and build interprofessional collaborative teams. Additionally, other than ensuring that nurses adhere to the nine MSN Essentials, they would comfortably integrate and navigate in their healthcare systems care services and other design effective nursing methodologies and practices based and relating to evidence-based practices (McGonigle, D. & Mastrian, 2018). AACN’s MSN Essentials provides a critical curricular framework and elements focusing on the intended practice setting. They prepare one for specific duties and responsibilities and guide them while addressing the advanced nursing practices. One knows how to lead change improving quality outcomes, lead and build a collaborative nursing professional team.
Indeed, through AACN’s MSN Essentials, I would reflect in my line of professionalism a continuum of imagination, evolutionary transformation, and transformative thinking. Additionally, the extraordinary knowledge explosion learned throughout AACN’s MSN Essentials has expanded my understanding and the importance of technology advancement in nursing. Thus other than amplifying cultural diversity in the healthcare setting, I will ensure that the dynamic environment serves the action-based recommendation discussed in the Initiative of the Future of Nursing.
Professional Growth and Development as a Graduate Student pertaining to the National Organization of Nurse practitioner Faculties Competencies
My development and professional growth as linked to the National Organization of Nurse Practitioner Faculties (NONPF) competencies are essential. Primarily, NONPF major competencies include Scientific Foundation Competencies. Nurses with a Master’s Degree would evaluate data based on scientific evidence and thus improve the advanced nursing practices (American Association of Nurse Practitioners, 2019). Also, they would integrate humanities and sciences knowledge and translate it to other research and create new strategies and approaches based on research theories and practice cognitive domains. The second competency linked to leadership competency allows graduate nurses to guide and initiate changes via complex involvement. Thus nurses would foster collaborations and, via effective leadership, improve healthcare outcomes. The third core competency is quality competency requiring masters’ students to incorporate their best evidence in improving healthcare quality practices and thus consider healthcare relationship between cost, access, safety, and quality which impacts the organization care process, structure, marketing, financing, and policy development (Thomas et al., 2011). Inquiry competency, known as core competency number four, deals with nurses’ capacity to translate new ideas into practice and develop knowledge in their clinical practices (American Association of Nurse Practitioners, 2019). Other core competencies include technology ad information literacy, policy, health delivery systems, ethics, and independent practice competencies.
Thus as a graduate student, the nine core competencies taught me specific lessons.
- Scientific foundation competencies; Taught me that in any situation, I should focus on creatively apply researched data on healthcare evidence-based practices necessitating patient care. Also, through various gained knowledge from humanities and other nursing disciplines, I noted the essence of enhancing patient outcome and practice techniques based on research findings, practice experience, and core theories.
- Leadership competencies; taught me the essence of leaders focusing on professional scholarship, accountability, and advocacy. As one of the nurse practitioners, leadership competencies help aid my understanding of standards and scope of practice. Also, in a healthcare setting, I must incorporate leadership practices necessitating organization engagement, cultural sensitivity, and communication skills.
- Quality competencies; through this competency, I learned that it is vital to apply the most and best contemporary research evidence and findings in clinical practices. Also, I learned that through understanding the vital and complex connection between safety, cost and access resources, and efficient quality in healthcare, a nurse practitioner would understand how their access impacts the organization’s financial management and structure and policy and that healthcare intervention would be used as expected.
- Practice inquiry competencies; via this competency, I learned that a master’s prepared nurse should concentrate on translational research in their line of duty. Thus they would take academic researches and apply them in clinical settings. The competency helps one understand the effectiveness of applying academic researchers in improving patient care outcomes.
- Technology and Information Literacy Competencies; the competency helps me note that as one of the qualified nurses, it is vital to use available and reliable technology to enhance the safety of the patient and the patient’s health outcome.
- Policy Competencies; the competency aid my understanding of why it is critical to respect and appreciate outline healthcare policies. As identified in NONPF, a nurse notes the major set of decisions linked to health that impact organization activities such as healthcare resources allocation. Also, they taught me on noting how legislation influences health, social issues, and problems such as literacy and poverty.
- Health Delivery System competencies; the competencies aid my understanding of the healthcare delivery system meaning. It thus relates to community and public health programs development, planning, and implementation. It will aid my knowledge in a clinical setting to note how to introduce organization and systems knowledge to improve healthcare.
- Ethics Competencies; aided my understanding of why it is significant to encompass in scientific advances ethical implications and ethical dilemmas learn to negotiate.
- Independence Practice Competencies helped me understand how I should function appropriately as one of the Licensed Independent Practitioners. Also, it taught me that I should think efficiently as one of the professional nursing practitioners and offer healthcare protection and promotion and counseling and essence of treatment implementation.
Student’s Reflection on how One’s Cultural Competence has been transformed
Through the overall program, my cultural competence has taken a positive turn. Contemporary as one of the graduate nurses, I am more culturally knowledgeable. The program at large taught me that as one of the nurses, I should recognize how culture impacts the patient’s decision of care and their nurse’s perception of their beliefs and values. Also, I learned that culture among patient care goes beyond their understanding of skin color which identifies one as Hispanic, African-American, or White. Other people’s cultural backgrounds range from their gender and sexual differences, religion, age, occupation, geography, and socioeconomic status.
Thus in my line of duty, my major focus is to understand how one’s cultural background impacts their treatment and care decision-making. It is critical to understand how their cultural beliefs and values impact their desire to stay or seek further treatment. As a master’s prepared nurse in my line of duty, I will aim to find out and understand the patient’s cultural background.
In addition, the programs taught me why I should understand my culture as a nurse. Excelling in nursing professionalism requires the nurse to understand their patient’s cultural background and note theirs (Young & Guo, 2020). Cultural competence allows nurses to keep their patients’ safety, and that nurses would also reflect their overall cultural setting (American Association of Nurse Practitioners, 2019). In the clinical setting, understanding one’s and other cultural identity help nurses give the most appropriate to their patients while demonstrating their understanding and appreciation of their races, beliefs, and values.
Conclusion
In conclusion, masters’ graduate nurses are expected to have completed education programs aligning with AACN’s MSN Essentials and set NONPF Core Competencies. Such coursework is critical for preparing nurses to enter into healthcare setting practices and other nursing advanced practices. Additionally, other than acquiring the objectives articulated in the education programs, nurses should at any given time participate in various designated learning processes and activities. In the long run, the latter boosts their professional development and growth in understanding cultural competence, for instance, that curs across healthcare lifespan. Generally, the scholarly reflective narrative provides an in-depth explanation of how Chamberlain College FNP and MSN programs help masters’ prepared nurses with knowledge helping them enter into the various nursing professionals based on their cultural competence and area of interest. Via psychomotor skills also, nurses understand the various nursing objectives as they have an adequate understanding of the relationship between physical movement and cognitive function. Psychomotor skills at large help nurses in their line of operation to involve and demonstrate essential physical skills such as grace, coordination, movement, agility, speed, and strength.
References
American Association of Colleges of Nursing (AACN). (2011). The essentials of master’s education in nursing. Retrieved from http://www.aacnnursing.org/portals/42/publications/mastersessentials11.pdf.
American Association of Nurse Practitioners. (2019). What’s a nurse practitioner? Retrieved from https://www.aanp.org/about/all-about-nps/whats-a-nurse-practitioner.
Chamberlain University. (2020). Academic catalog 2020-2021, Vol.13: Graduate program outcomes. https://www.chamberlain.edu/media/3371/catalog.pdf
McGonigle, D. & Mastrian, K. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones and Bartlett. https://doi.org/10.1016/j.outlook.2008.09.010
Ronquillo, C., Currie, L.M., & Rodney, P. (2016). The evolution of data-information-knowledge wisdom in nursing informatics. Advances in Nursing Science, 39(1), E1-E18 https://www.ingentaconnect.com/content/wk/ans/2016/00000039/00000001/art00002.
Thomas, A. C., Dumas, M. A., Kleinpell, R., Logsdon, M. C., Julie Marfell, D. N. P., & Nativio, D. G. (2011). Nurse practitioner core competencies April 2011 amended 2012. https://www.pncb.org/sites/default/files/2017-02/NONPF_Core_Competencies.pdf
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