Expanding Current Knowledge

Expanding Current Knowledge via Specialty Clinical Practice Llorey    Introduction A specialty practice area is an area where a nurse might practice (Laureate Education, n.d.).

Nurse educators and leaders in a clinical specialty area have in-depth knowledge of pathophysiology, pharmacology, and physical assessment, which they can transfer to patients, nursing staff, and nursing students.

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The purpose of this paper is to describe a clinical specialty as the focus of the clinical practicum and to develop an objective for this practicum.

The Clinical Specialty and Its impact on the development of an Advanced Nurse Educator Ambulatory care involves a comprehensive healthcare services and care coordination that is patient-centered and focuses on disease prevention, health education, the smooth transition between levels and types of care, and management of chronic medical conditions to prevent complications (Paschke, 2017, p. 40).

Ambulatory care practice is complex due to the societal changes, healthcare environment, and changes in the reimbursement models, which impact the importance of an Advance Nurse Educator equipped with the skills and a situational translation of knowledge to provide a safe and quality patient care.

The Objective Chatterjee & Corral (2017), describe learning objectives as a “description of what a learner must be able to do upon completion of an educational activity” (p.1). Bloom’s Taxonomy and the six elements of a Learning objective, i.e., specific, measurable, attainable, relevant, and time-bound (SMART) are significant considerations in the formulation of an effective learning objective ( Chatterjee & Corral, 2017).

Therefore, the following are learning objectives for the clinical practicum: Upon course completion, the student explains the importance of evidence-based practice in providing safe and quality patient care in the ambulatory care setting.

Upon course completion, the student demonstrates the value of patient-centered care in the ambulatory care setting.

MSN Essential IV of the AACN recognizes the importance of translating and integrating scholarship into practice.

The identified learning objectives indicate that the Masters prepared nurse applies research outcomes within the practice setting and resolves practice problems (American Association of Colleges of Nursing, 2011).

Conclusion The changes in healthcare and the need to improve the safety and quality of patient care and population health outcomes indicate the critical contribution of master’s prepared nurses in the ambulatory care setting.

References American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. Retrieved from https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf Chatterjee, D., & Corral, J. (2017). How to write well-defined learning objectives.

 The Journal of Education in Perioperative Medicine: JEPM, 19(4). Laureate Education, Inc. (Executive Producer). (2013). Course Overview and Advice. Baltimore, MD: Author. Paschke, S. M. (2017).

American Academy of Ambulatory Care of Nursing Position Paper: The Role of the Registered Nurse in Ambulatory Care. Nursing Economics, 35(1), 39-47.                Week 1 Main Post nicol COLLAPSE        A nurse educator is a role that is multifaceted.

Having a well-rounded education and strong clinical experiences in different areas is essential in order to make a productive, effective nurse educator. (Illic et al., 2016) For this term, the practicum experience will be set in a neuro-spine clinic.

There are four doctors and one nurse practitioner at this clinic. Two of the doctors are neurosurgeons, one doctor is a neurosurgeon as well as a neuroendovascular surgeon and the other doctor is strictly neuroendovascular.

The nurse practitioner at the clinic will act as my preceptor and sees patients for three of the four doctors.     

   As a neuroendovascular nurse at the parent facility, precepting at this location will advance my knowledge in a number of ways. First, gaining the entire picture of stroke care.

Patients that come in emergently to the ER and are rushed to the Neuroendovascular suite for a thrombectomy. These patients are later discharged for follow up at the neuro-spine clinic. Understanding what the follow-up care looks like and seeing how the patients are doing once they leave our care will provide a wealth of information. In Bloom’s hierarchy, there are six separate levels of learning.

The second way my knowledge will be advanced is in the application domain. (Armstrong, 2010)I will be able to take the existing stroke knowledge I have and apply it in a new way and setting. Lastly, the practicum experience will allow me to analyze and evaluate ( higher levels on Bloom’s taxonomy) what advanced practice stroke nursing care looks like and how I can use these skills in my current profession.         

There are several objectives I hope to accomplish this term. The American Association of Colleges of Nursing (AACN) has defined nine essential components that a master level nurse should have acquired throughout the program. (American Association of Colleges of Nursing, 2011)The  AACN essential XIII reads as Clinical Prevention and Population Health for Improving Health. 

One main objective for this practicum experience that aligns with this essential goal is: By the end of this practicum experience I will be able to provide patient-centered stroke risk factors and evidence-based preventative care information for high-risk stroke patients and their families during their follow up visits.         

There are many aspects to look forward to during this practicum. Taking care of patients from an advanced approach instead of bedside nursing is exciting. I look forward to all the new knowledge I will gain this term and how it will help me grow professionally.        

References American Association of Colleges of Nursing. (2011). The essentials of Master’s education in nursing. https://www.aacnnursing.org/Education-Resources/AACN-Essentials Armstrong, P. (2010, June 10). Bloom’s Taxonomy. Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ Illic, D., Harding, J., Allan, C., & Diug, B. (2016). What are the attributes of a good health educator? International Journal of Medical Education, 7, 206–211. https://doi.org/https://dx.doi.org/10.5116%2Fijme.5765.0b6a REPLY QUOTE EMAIL AUTHOR NURS_6341_Week1_Discussion_Rubric Grid View List View   Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) Answers all parts of the Discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) – 44 (44%) Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) Responds to some of the Discussion question(s).

One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources.

Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by Day 3. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not post main post by Day 3. First Response 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to specialty practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues. Response is effectively written in standard, edited English. 15 (15%) – 16 (16%) Response exhibits critical thinking and application to specialty practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) Response is on topic and may have some depth.

Responses posted in the Discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication.

Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to specialty practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues.

Response is effectively written in standard, edited English. 14 (14%) – 15 (15%) Response exhibits critical thinking and application to specialty practice settings.

Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) – 13 (13%) Response is on topic and may have some depth.

Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 11 (11%) Response may not be on topic and lacks depth

. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing.

No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on 3 different days. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Total Points: 100 Name: NURS_6341_Week1_Discussion_Rubric Learning Resources Required Readings (click to expand/reduce) American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf Chatterjee, D ., & Corral, J. (2017).

How to write well-defined learning objectives. The Journal of Education in Perioperative Medicine: JEPM, 19(4). DePaul University. (n.d.). Course objectives & learning outcomes. https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/pages/course-objectives-learning-outcomes.aspx National League for Nursing. (2020). Nurse educator core competency. http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency  Practicum Experience Resources Bergren, D. (2020, January 22). Setting SMART goals for career success. Walden University Career Services. https://waldencareerservices.com/2020/01/22/setting-smart-goals-for-career-success/    Centers for Disease Control. (2015). Develop SMART objectives. https://www.cdc.gov/phcommunities/resourcekit/evaluate/smart_objectives.html   Walden University Field Experience. (n.d.). College of Nursing: Student resources and manuals. https://academicguides.waldenu.edu/fieldexperience/son/formsanddocuments HSoft Corporation. (n.d.). Welcome to Meditrek. https://edu.meditrek.com/Default.html  Document: Practicum Experience Plan (Word document) Required Media (click to expand/reduce) Select: All None Message Actions   Expand All Collapse All

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