A reflection on the course outcomes covered during the past eight weeks gives a summary of my experiences and the transition from a registered nurse (RN) to an advanced practice nurse (ANP). All through the eight weeks of training, the systematic course has amplified my knowledge in the field of nursing and in the manner in which I handle and address the patients’ needs. The training incorporates lessons such as MSN Program Outcome 4, MSN Essential VIII, Nurse Practitioner Core Competencies, as well as Scientific Foundation Competencies. All the programs or lessons are systematic as they open up the nursing students’ minds and enable them understand the real situation that is evident in the field. Importantly, a reflection on the events of the past eight weeks reveals a challenging scenario. The challenging scenario takes effect because of the increased scope of knowledge and activities associated with the transition from a nursing practitioner to an advanced practice nurse.
Fundamentally, the course outcomes focus on enabling the nursing students to offer high-end services to patients and ensure that their satisfaction becomes attainable. The aspects incorporated into the course not only improve the knowledge base of the student nurse practitioners, but are also an extension of the lessons and experiences faced while in the position of a registered nurse. It is momentous to explain that a systematic coverage of the components espoused in the course is an ingredient that enhances the expertise of an advanced practice nurse in the journey towards exceptional delivery of healthcare. Program Outcome 4, for instance, is very important in enabling nursing practitioners meet the requirements of patients from a holistic perspective (Cherry & Jacob, 2015). Through the perspective, nursing practitioners are in a position of identifying the molecular processes of the body and, in turn, examine medical problems in an informed manner. Essentially, the focus of the program is on understanding of the molecular processes and functions of the body and, therefore, its outcome is an augmented examination and diagnosis of the patient needs.
Consequently, MSN Essential VIII is a program drafted by the American Association of Colleges of Nursing (AACN). The program regulates the amount of knowledge that nurses need in order to provide high-end medical services. According to Long, Stockley, and Nordahl (2012), MSN Essential VIII assesses the quality of healthcare within the population and the various steps useful in prevention of community-based diseases. To achieve the desired outcome, the program trains the students to consider issues like pathogenesis and molecular pathophysiology when diagnosing a medical phenomenon. Moreover, the program helps nursing practitioners to focus on factors like finances, culture, and age of the patients during the process of service delivery. It is paramount to state that an augmented understanding of issues like pathogenesis is core as it helps in curbing diseases at tender stages. Therefore, outbreaks that usually affect communities receive timely redress before they spiral out of control.
Besides having an amplified knowledge of MSN Program 4 and MSN Essential VIII, there is need to have a good understanding of the scientific foundations of care. Apparently, the scientific foundations of care espoused in the nursing core competencies help nursing students understand the various functions and processes that take place in a healthy and unhealthy body. In the assertion of Cherry and Jacob (2015), a clear understanding of the molecular processes of a healthy body facilitates an informed analysis of medical issues. Moreover, with this knowledge, a student is in a good position of addressing a medical condition using physical and molecular processes of the body. Therefore, it is conclusive to explain that scientific foundations of care contained in the nursing core competencies are essential in provision of the high-quality healthcare. Practically, my reflection summarizes the experiences encountered during my practice and the various roles expected from an APN, which are different and extended in comparison with those of a registered nurse (RN).
References
Cherry, B., & Jacob, S. (2015). Contemporary nursing: Issues, trends, & management. St. Louis, MO: Mosby Elsevier.
Long, S., Stockley, K., & Nordahl, K. (2012). Coverage, access, and affordability under health reform: Learning from the Massachusetts model. Inquiry Journal, 49(4), 303-316.