Dr. Ameri and class,
After reflecting over the course of Advanced Clinical Diagnosis and Practice Across the
Lifespan, the student identified achievements of the course outcomes. This course had a few
specific areas t
...
Dr. Ameri and class,
After reflecting over the course of Advanced Clinical Diagnosis and Practice Across the
Lifespan, the student identified achievements of the course outcomes. This course had a few
specific areas that the student reflected on that assisted her in preparing for the Master of Science
program outcome #4, the Master of Science in Nursing (MSN) Essential IV, and the Nurse
Practitioner Core Competency #7.
The professional outcome #4 is to “Integrate professional values through scholarship and service
in health care.” This outcome was achieved by taking the week 4 APEA predictor exam. As the
student studied for the exam, she identified several areas of improvement. By reviewing a wide
knowledge base of concepts seen in the primary care setting the student was to identify her areas
of strengths and weaknesses. The test was broken down into categories and assisted the student
to find her professional identity. Another way the student found her professional identity was
through clinicals. The preceptor pushed autonomy and let the student formulate the treatment
plan while she would offer suggestions and advice. The student realized that in a few short
months that she would be in practice with varying levels of guidance depending on job location.
The student identified her professional identity in the clinic which will aide her in her next
rotation and future practice.
The MSN Essential IV is “Translating and integrating scholarship into practice recognize that the
master’s prepared nurse applies research outcomes within the practice setting, resolves practice
problems, works as a change agent, and disseminates results.” Over the course, the student
achieved the MSN Essential IV by discussion in week 6 mental health presentation and in the
clinical setting. The student is accustomed to seeing a lot of mental health patients but
sometimes has difficulty categorizing the present illness. The week 6 presentation allowed each
student to formulate a patient scenario with a diagnosis provided by the instructor. The student
saw how mental illness was related, but also how it differed form patient to patient. This
assignment assisted the student in identifying patient’s chief complaints, differentiate from
different ailments, educate and act as a change agent, and evaluate results over time. In the
clinical setting, the student was able to educate teens about IUDs. The NP she followed at the
FQHC would insert IUDs that lasted for 5 years for $20. Many teenage girls would come to the
clinic and admit to being sexually active without the use of protection or teenagers that already
had a few kids would come in asking for birth control options. The student felt as if she was able
to minimize teenage pregnancy or unwanted pregnancies by providing patients with the
appropriate knowledge and offer an affordable pregnancy prevention method.
The Nurse Practitioner Core Competency #7 is geared towards Health Delivery System
Competencies. In the course, the students were exposed to case studies, expected to formulate
case studies, and created diagnoses based upon case studies other students provided. The
different levels and dynamics of the case studies opened up opportunities for the student to
review articles, clinical practice guidelines, and the most up-to-date information for each disease
process. Real-life scenarios allowed the student to apply practice knowledge to complex systems
and improve healthcare outcomes. In the clinic setting, the student had many Hispanic patients
who were Spanish speaking only. This opened up a concept of culturally diverse patients and
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populations. The student learned that diabetes is common amongst the Hispanic race related to
their culturally diverse diet and heritage. The student incorporated a sliding scale pay plan to
make it affordable for the patients, utilized an on-site translator, and reviewed costs of
medications to ensure the patient would pick up the prescription and adhere to the treatment plan.
The FQHC clinic allowed for the student to identify the organizational structure, function, and
resources available for these types of low socioeconomic patient classes.
Thank you,
Emily
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