COURSE OUTCOMES This assignment provides documentation of student ability to meet the following course outcomes: – The students will identify the physiological process of aging. – The students will be

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COURSE OUTCOMES

This assignment provides documentation of student ability to meet the following course outcomes:

– The students will identify the physiological process of aging.

– The students will be able to differentiate the adaptative human response to the aging process.

– The student will be able to manage and care older adults and their families.

COURSE REFLECTION REQUIREMENTS

1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall

organization based on the required components as summarized in the directions and grading

criteria/rubric.

2. Follow the directions and grading criteria closely. Any questions about your essay may be posted

under the Q & A forum under the Discussions tab.

3. The length of the reflection is to be within three to six pages excluding title page and

reference pages.

4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

a. Course Reflection

b. Conclusion

PREPARING YOUR REFLECTION

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the

NUR-4286

course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

1) Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.

2) Create a safe care environment that results in high quality patient outcomes.

3) Revise the plan of care based on an ongoing evaluation of patient outcomes.

COURSE OUTCOMES This assignment provides documentation of student ability to meet the following course outcomes: – The students will identify the physiological process of aging. – The students will be
Florida National University NUR4286 NUR4286 Course Reflection Guidelines.docx 08/21/19 1 Course Reflection Guidelines PURPOSE The purpose of this assignment is to provide the st udent an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4286 course. COURSE O UTCOMES This assignment provides documentation of student ability to meet the following course outcomes: – The students will identify the physiological proc ess of aging. – The students will be able to differentiate the ad aptative human response to the aging process. – The student will be able to manage and care older adults and their families. POINTS This assignment is worth a total of 100 points (10% ). D UE D ATE Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed. REQUIREMENTS 1. The Course Reflection is worth 100 points (10%) and will be graded on qu ality of self- assessment, use of citations, use of Standard Engli sh grammar, sentence structure, and overall organization based on the required components as su mmarized in the directions and grading criteria/rubric. 2. Follow the directions and grading criteria close ly. Any questions about your essay may be posted under the Q & A forum under the Discussions tab. 3. The length of the reflection is to be within three to six pages excluding title page and reference pages. 4. APA format is required with both a title page an d reference page. Use the required components of the review as Level 1 headers (upper and lower c ase, centered): Note: Introduction – Write an introduction but do n ot use “Introduction” as a heading in accordance wi th the rules put forth in the Publication manual of the American Psychological As sociation (2010, p. 63). a. Course Reflection b. Conclusion PREPARING YOUR REFLECTION The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4286 course readings, discussion threads, and applicati ons you have completed across this course and write a r eflective essay regarding the extent to which you feel you are now prepared to: 1. “Conduct comprehensive and focused physical, beh avioral, psychological, spiritual, socioeconomic, and environmental assessments of hea lth and illness parameters in patients, using developmentally and culturally appropriate ap proaches. 2. Recognize the relationship of genetics and genom ics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology. Florida National University NUR4286 NUR4286 Course Reflection Guidelines.docx 08/21/19 2 3. Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, med ical management, and nursing management across the health illness co ntinuum, across the lifespan, and in all healthcare settings. 4. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. 5. Deliver compassionate, patient centered, evidenc e-based care that respects patient and family preferences. 6. Implement patient and family care around resolut ion of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences. 7. Provide appropriate patient teaching that reflec ts developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care. 8. Implement evidence-based nursing interventions a s appropriate for managing the acute and chronic care of patients and promoting health across the lifespan. 9. Monitor client outcomes to evaluate the effectiv eness of psychobiological interventions. 10. Facilitate patient centered transitions of care , including discharge planning and ensuring the car egiver’s knowledge of care requirements to promote safe care . 11. Provide nursing care based on evidence that con tributes to safe and high-quality patient outcomes within healthcare microsystems. 12. Create a safe care environment that results in high quality patient outcomes. 13. Revise the plan of care based on an ongoing eva luation of patient outcomes. 14. Demonstrate clinical judgment and accountabilit y for patient outcomes when delegating to and supervising other members of the healthcare team. 15. Manage care to maximize health, independence, a nd quality of life for a group of individuals that approximates a beginning practitioner’s workload 16. Demonstrate the application of psychomotor skil ls for the efficient, safe, and compassionate delivery of patient care. 17. Develop a beginning understanding of complement ary and alternative modalities and their role in health care. 18. Develop an awareness of patients as well as hea lthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care . 19. Manage the interaction of multiple functional p roblems affecting patients across the lifespan, including common geriatric syndromes. 20. Understand one’s role and participation in emer gency preparedness and disaster response with an awareness of environmental factors and the risks th ey pose to self and patients 21. Engage in caring and healing techniques that pr omote a therapeutic nurse patient relationship. 22. Demonstrate tolerance for the ambiguity and unp redictability of the world and its effect on the healthcare system as related to nursing practic e.” (pp. 31-32). Reference: American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. W ashington, DC: Author. D IRECTIONS AND G RADING CRITERIA Category Points % Description (Introduction – see note under requirement #4 above) 8 8 Introduces the purpose of the reflection and addres ses BSN Essentials (AACN, 2008) pertinent to healthcare policy and adv ocacy. Florida National University NUR4286 NUR4286 Course Reflection Guidelines.docx 08/21/19 3 You Decide Reflection 80 80 Include a self-assessment regarding learning that y ou believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. B e sure to use examples from selected readings, threaded discussio ns, and/or applications to support your assertions to address each of the following sub-competencies: (a) “Conduct comprehensive and focused physical, be havioral, psychological, spiritual, socioeconomic, and enviro nmental assessments of health and illness parameters in pat ients, using developmentally and culturally appropriate ap proaches. (b) Recognize the relationship of genetics and geno mics to health, prevention, screening, diagnostics, prognostics, se lection of treatment, and monitoring of treatment effectivenes s, using a constructed pedigree from collected family history information as well as standardized symbols and ter minology. (c) Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness co ntinuum, across the lifespan, and in all healthcare settings . (d) Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. (e) Deliver compassionate, patient centered, eviden ce- based care that respects patient and family prefere nces. (f) Implement patient and family care around resolu tion of end of life and palliative care issues, such as symptom ma nagement, support of rituals, and respect for patient and fam ily preferences. (g) Provide appropriate patient teaching that refle cts developmental stage, age, culture, spirituality, pa tient preferences, and health literacy considerations to foster patient engagement in their care. (h) Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan. (i) Monitor client outcomes to evaluate the effecti veness of psychobiological interventions. (j) Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care . (k) Provide nursing care based on evidence that con tributes to safe and high-quality patient outcomes within healthcare microsystems. (l) Create a safe care environment that results in high quality patient outcomes. (m) Revise the plan of care based on an ongoing eva luation of patient outcomes. Florida National University NUR4286 NUR4286 Course Reflection Guidelines.docx 08/21/19 4 (n) Demonstrate clinical judgment and accountabilit y for patient outcomes when delegating to and supervising other m embers of the healthcare team. (o) Develop a beginning understanding of complement ary and alternative modalities and their role in health care. (p) Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and val ues and how those beliefs and values impact health care . (q) Manage the interaction of multiple functional p roblems affecting patients across the lifespan, including c ommon geriatric syndromes. (r) Understand one’s role and participation in emer gency preparedness and disaster response with an awarenes s of environmental factors and the risks they pose to se lf and patients (s) Engage in caring and healing techniques that pr omote a therapeutic nurse patient relationship. (t) Demonstrate tolerance for the ambiguity and unp redictability of the world and its effect on the healthcare system a s related to nursing practice.” (pp. 31-32). Conclusion 4 4 An effective conclusion identifies the main ide as and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-com petencies (AACN, 2008) pertaining to scholarship for evidence-based practi ce. Clarity of writing 6 6 Use of standard English grammar and sentence st ructure. No spelling errors or typographical errors. Organized around th e required components using appropriate headers. Writing shoul d demonstrate original thought without an over-reliance on the wo rks of others. APA format 2 2 All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6 th ed.) format: 1. Document setup 2. Title and reference pages 3. Citations in the text and references. Total : 10 0 100 A quality essay will meet or exceed all of the abov e requirements. G RADING RUBRIC Assignment Criteria Meets Criteria Partially Meets Criteria Does Not Meet Criteria (Introduction – see note under requirement #4 above) Short introduction of selected BSN sub- competencies (AACN, 2008) pertinent to scholarship for evidence- based practice . Rationale Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area. Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; Florida National University NUR4286 NUR4286 Course Reflection Guidelines.docx 08/21/19 5 (8 pts) is well presented, and purpose fully developed. 7 – 8 points 5 – 6 points inappropriate emphasis on an area. 0 – 4 points You Decide Reflection (80 pts) Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples. 70 – 80 points Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples. 59 – 69 points Little or very general self- assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub- competencies (AACN, 2008) or reflection not supported with examples. 0 – 58 points Conclusion (4 pts) Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed. 3 – 4 points Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area. 2 points Little understanding of pertinent BSN sub- competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area. 0 – 1 point Clarity of writing (6 pts) Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning. 5 – 6 points Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts. 3 – 4 points Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts. 0 – 2 points APA format (2 pts) APA format correct with no more than 1-2 minor errors. 2 points 3-5 errors in APA format and/or 1-2 citations are missing. 1 point APA formatting contains multiple errors and/or several citations are missing. 0 points Total Points Possible = 100 points

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