Introduction
The leadership development course aims to train DNP nurses to lead and promote change within organizations. The course gives DNP students the tools to persuade stakeholders to support organizational change. Additionally, it equips DNP nurses with the ability to select the most effective approach for knowledge distribution. Furthermore, mobilizing teams to achieve the company’s objectives is a prerequisite for nurses.
The course ensures that the DNP-prepared nurses are equipped with these critical skills and knowledge. A self-evaluation of the DNP nurse’s perception of his ability to apply newly acquired knowledge to practice will aid in demonstrating the course’s applicability. Therefore, it would be important for one to evaluate their skills, integrative abilities, and knowledge acquired from the course, as well as how a mentor impacted their academic achievements throughout the learning process.
Self-Assessment
Using Science-Based Theories and Concepts
Health and Healthcare Delivery in Relation to Statistics
DNP nurses’ leadership abilities are enhanced via the DNP7200 course. It aims to enhance understanding of the DNP fundamentals, including leadership for quality improvement, interprofessional collaboration, and information systems to improve healthcare (Stanley, 2017)—providing knowledge, insights, and perspectives on issues confronting health organizations. After completing the fourth-week assignment, I realized that translation frameworks could be utilized in healthcare institutions to implement EBP reforms and sustain them. I have started pushing safe medical practices through medical campaigns. The participation of DNP nurses in translational research projects is essential for advancing preventive measures.
Identifying a Practice Problem and Using Statistics
After thoroughly learning the science-based theories and concepts, I am prepared to identify practice problems and apply the relevant statistics to find solutions. I can confidently assert that the course has enlightened me on using statistical methods such as measuring central tendency, including mean, median, and mode. I can apply this statistical type to find the reference range for health. Generally, I am highly prepared to identify problems and offer solutions through statistical means.
Using Statistics in Evaluation of Outcomes
Statistics enable one to infer conclusions about the entire population when evaluating outcomes. Typically, studies are conducted using sample sizes that represent a proportion of the entire population. However, with the help of statistics, one can extrapolate the data acquired from any given sample and draw adequate conclusions about the general populace. Additionally, the statistics provide researchers with the opportunity to make informed decisions based on the outcomes.
Developing New Practice Approaches Based on Statistical Findings
Although I can apply statistics to identify practice problems, I am less prepared to develop and evaluate new practice findings using statistical methods. These challenges stem from two difficulties I encountered while still taking the course. First, I realized I cannot effectively extract the meaning of minor data differences. Second, using small sample sizes in statistics hinders my ability to draw conclusions about population data. Generally, I am moderately prepared to develop new approaches due to difficulty identifying minor data presentation differences.
Implementing Theoretical Perspectives into Evidence-Based Practice
I had access to various evidence-based tools throughout the semester, which have been crucial to my advancement as a nurse. The first text, by Reynolds et al. (2021), effectively explains how to combine a doctorate with a nursing diploma. The information in this post about dealing with experienced doctors was vital. The article by Andrilla et al. (2017), which discusses the power of nurses to prescribe Buprenorphine, is included below. This information is crucial for educating healthcare professionals on their roles in administering pharmaceuticals.
Nurses need to be knowledgeable about EBP approaches, which aid in managing patients’ illnesses. Freeman et al. (2020) published the third article on diagnosing and treating patients with Acute Psychotic Disorders (APD). One of the therapeutic strategies suggested by the researchers is verbal de-escalation. With the information provided in this article, I completed my practicum site project.
Abram et al. (2020) studied the integration of mental NP abilities with learning schedules, the fourth element that proved beneficial throughout the course. The course’s final required reading underlined the importance of developing healthy mental habits and giving victims a voice (Yuan et al., 2019). Generally, the EBP approaches, the application of de-escalation, and integrating mental NP abilities were some of the essential concepts the course presented.
DNP Practicum Project Team Mentorship Reflection
DNP nurses need mentors to assist them in achieving their academic objectives. Since the mentors have better experience, they teach those new skills and expertise. The mentoring program is crucial because it ensures that student nurses are aware of the objectives and specifications of their projects (Dragusheva, Petleshkova, & Panova, 2019).
My mentor and I work together to empower and support my personal development. The collaboration between my mentor and me will enhance the DNP team’s ability to make informed decisions and gain new perspectives on nursing and patient care. With improved decision-making, there will be minimal errors in patient treatment, showcasing success in practice. Additionally, different viewpoints will enable the DNP team to harness solutions to diverse challenges.
Conclusion
In conclusion, DNP nurses should consider taking leadership development courses. The course equips nurses with the tools to drive change and persuade stakeholders to follow their lead. Additionally, I will be able to create the most effective knowledge-sharing strategies.
The course equipped me with the skills I needed to provide cohesive leadership and increase the efficiency of the transformation process. Relationship-centered care, fundamental to nursing ethics and practices, can be learned through a mentoring program. Based on this assessment, I am highly prepared to meet the three critical DNP competencies taught in the course in my practice. Applying these core competencies will result in high-quality care and patient satisfaction.
References
Andrilla, C. H. A., Jones, K. C., & Patterson, D. G. (2020). Prescribing practices of nurse practitioners and physician assistants waivered to prescribe buprenorphine and the barriers they experience prescribing buprenorphine. The Journal of Rural Health, 36(2), 187-195.
Abram, M. D., White, J. H., & Jacobowitz, W. (2020). Developing an Innovative Psychiatricmental Health Nurse Practitioner Program to meet Current mental Health Needs. Journal of the New York State Nurses Association, 47(2), 18-25.
Dragusheva, S., Petleshkova, P., & Panova, G. (2019). Incentives motivating mentors and criteria for selecting mentors in the pre-graduation traineeship of future registered nurses. Open Access Macedonian Journal of Medical Sciences, 7(19).
Freeman, D., Sheaves, B., Waite, F., Harvey, A. G., & Harrison, P. J. (2020). Sleep disturbance and psychiatric disorders. The Lancet Psychiatry, 7(7), 628-637.
Reynolds, S. S., Howard, V., Uzarski, D., Granger, B. B., Fuchs, M. A., Mason, L., & Broome, M. E. (2021). An innovative DNP post-doctorate program to improve quality improvement and implementation science skills. Journal of Professional Nursing, 37(1), 48-52.
Stanley, D. (2017). Leadership Theories and Styles. Clinical Leadership in Nursing and Healthcare, 25–46.
Yuan, N., Chen, Y., Xia, Y., Dai, J., & Liu, C. (2019). Inflammation-related biomarkers in major psychiatric disorders: a cross-disorder assessment of reproducibility and specificity in 43 meta-analyses. Translational psychiatry, 9(1), 1-13.