Advanced Practice Nurse Assignment Essays
Advanced Practice Nurse Assignment Essays
Students in this synthesis course will focus on clinical competence in primary care settings by building on knowledge and skills gained in previous courses.Advanced Practice Nurse Assignment Papers.
Through clinical practice, students will build confidence as they begin the transition from the role of registered nurse to that of advanced practice nurse. Classroom activities and case studies will enable students to explore the salient nurse practitioner practice issues involved in the delivery of safe, competent, high-quality, cost-effective care of patients in a dynamic healthcare system.
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Clinical experiences in primary care settings will provide students with the continued opportunity to develop, implement, and evaluate management plans for patients with complex health conditions. The application of knowledge in the management of clients and collaboration among the advanced practice nurse and the client, family, and interprofessional healthcare team are emphasized. (Prerequisite(s): NURS 6501, NURS 6512, NURS 6521, NURS 6531 or NUNP 6531, NURS 6541 or NUNP 6541, and NURS 6551 or NUNP 6551.) Note: This course requires a minimum of 160 practicum hours.
Advanced Practice Nurse Assignment Essays
According to Antonelli (2017), ‘self-assessment of knowledge and accuracy of skill performance is essential to the practice of healthcare and self-directed life-long learning’. The emphasis on life-long learning is important. Sullivan and Hall (2017) suggest that a self-assessment can promote reflection on personal performance as well as to identify reasons for discrepancies between scores of assessors and assesse. Self-assessment is ‘the act of judging ourselves and making decisions about the next step.’(Boud.,2015). An important principle is that assessment must be followed by action.
The three strengths that I possess include; ability to complete accurately and thoroughly any physical exam that encompasses the patients using appropriate techniques as provisioned for in the diagnosis chart. I am also able to effectively communicate verbally as well as establish interpersonal communication with the patients and other staff within the healthcare facility, which is crucial in establishing a collaborative working relationship and a calm environment in which the patients can feel comfortable to articulate what they might be experiencing. The third strength is that I am a strong believer in patient education.
All these three strengths complement each other and play a crucial role in ensuring that I am effective in patient handling as well as establishing close relationship with them. For example, the ability to carry out thorough and accurate physical exams and diagnosis on patients ensures that I am able to focus on the patient symptoms with more ease as well as effectively diagnose their condition. The effective verbal communication as well as interpersonal communication helps ensure that I can create a comfortable environment through which the patients can be able to narrate their medical history thus gives me an opportunity to effectively analyze their condition. The provision of patient education about the patient medication or examination helps ensures they gain autonomy and self-empowerment to control and manage their condition.
The three weaknesses that I have include; the lack of an understanding of the state’s nursing practice act, inability to add all differential patient diagnosis in my the patient assessment although I might carry out accurate assessments, as well as the need to improve on the use of medical literature and thus be able to plan treatment appropriately. I am currently working on gaining a better understanding of the nursing legal compliance within the state as well as ensuring that each day I undertake patient assessments and fill in the differential diagnosis to ensure that the assessments are not only accurate but also comprehensive (Schober, 2016). I am currently working on improving my understanding of medical literature as well as taking time to research and understand more on the pathology of diseases and their treatment plans.
The clinical skills that I intent to acquire before exiting the program include; cultural competency skills, critical thinking skills as well as decision making skills, all which will help ensure that I am able to expedite my duties as a nurse better. The acquisition of the cultural competency skills will help ensure that I am able to not only communicate but also understand information from patients drawn from diverse backgrounds (Buppert, 2015). This will be achieved by ensuring that I spend time with colleagues drawn from different backgrounds as well as read widely on the various cultures and their practices. The critical thinking and decision-making skills will be honed through active practice, in which I will ensure that in every engagement I am involved try to critically think before making the decision as well as evaluating the various scenarios and circumstances at hand before making the final decision.
Advanced practice nurses have evolved widely through the years as technology has become integrated into the nursing profession, with the intent of realizing new cost-effective methods of delivering care as well as increasing the ratio of practitioners to patients. The advanced practice nurses are expected to not only obtain health histories of the patients but also perform comprehensive examinations on the patients, develop differential diagnostics, evaluate the response of the patients to treatment as well as engage in research studies (Schober, 2016). As an advanced practice nurse, I will play a crucial role developing therapeutic plan of care, provide patient education and counseling as well as participate in research studies aimed at improving the nature of care that is available for the patients.
This power point will discuss highlights of our clinical courses and will provide a quick access guide , with classroom requirements and reminders. Nurse Practitioner (NP) student clinical orientation.
Dr. Jennifer Stone – Clinical Supervisor, jennifer.stone2@mail.waldenu.edu
Dr. Tara Harris – PT Clinical Supervisor, tara.harris4@mail.waldenu.edu
Welcome to NP Program
Dr. Linda Steele – NP Program Director
Dr. Timothy Legg – PMHNP Coordinator
Dr. Salma Hernandez – AGACNP & AGPCNP Coordinator
Dr. Phyllis Morgan – FNP Coordinator
Dr. Stefanie Gatica – FNP Coordinator
Dr. Jennifer Stone – Clinical Supervisor
Dr. Tara Harris – Clinical Supervisor
NP Full time faculty
Dr. Rachel Carlton
Dr. Eva Hvingelby
Dr. Mahaman Moussa
Dr. Erica Sciarra
Dr. Jeani Thomas
Dr. Cindy Trent
Dr. Gretchen Zunkel
Chain of Command and Course Coordinator Support
Any questions or concerns about your clinical course:
First point of contact is the Clinical faculty
Didactic faculty – clinical faculty will contact if help is needed.
Lead faculty – didactic faculty will contact if help is needed.
Course coordinator – lead faculty will contact if help is needed
Clinical Supervisors – faculty will contact for specific clinical issues or questions
Course Coordinators
Timothy Legg – 6512, 6630, 6640
Salma Hernandez – 6501, 6540, 6550, 6560
Phyllis Morgan – 6521, 6551, 6565
Stefanie Gatica – 6531, 6541
Student resources
Student Assistance Program – Students, and anyone in their households, who want to use this service or are referred for assistance should be encouraged to call 1-866-465-8942 (TDD: 1-800-697-0353) or visit http://inside.WaldenU.edu/sap for more information. When students request services from the program, they will be asked for a Walden ID. That ID is SAP4EDU. Nurse Practitioner (NP) student clinical orientation.
Writing Center – http://academicguides.waldenu.edu/writingcenter/home
Walden library – http://academicguides.waldenu.edu/library
Technical support – 800-925-3368
PRE-CLINICAL INFORMATION
Students are to create a schedule for clinical hours that the student and preceptor have agreed upon and email it to your clinical faculty
Please save it in a calendar format and include your contact information as well as preceptor’s contact information on the schedule
Save the file name and “clinical schedule”
You must email the schedule to Clinical Faculty
Clinical faculty will call or email student and preceptor to set up a minimum of 1 phone conference and 2 email contacts during the quarter
PRECLINICAL INFORMATION FOR STUDENTS
You should reflect and prepare learning goals and objectives for the course
Review the course objectives
Review SOAP notes article. Nurse Practitioner (NP) student clinical orientation.
Review the preceptor evaluation of student
Review the Competencies for your specialty (AGACNP, AGPCNP, FNP, PMHNP) by visiting the following sites:
Core Competencies for nurse practitioners http://nonpf.com/associations/10789/files/NPCoreCompetenciesFinal2012.pdf
AGPCNP Competencies http://nonpf.com/associations/10789/files/Adult-GeroPCComps2010.pdf
FNP Competencies http://www.nonpf.org/associations/10789/files/PopulationFocusNPComps2013.pdf
AGACNP Competencies http://www.aacn.nche.edu/geriatric-nursing/Adult-Gero-ACNP-Competencies.pdf
PMHNP Competencies: http://www.aacn.nche.edu/education-resources/PopulationFocusNPComps2013.pdf
CLINICAL ATTIRE
STUDENTS MUST WEAR APPROPRIATE ATTIRE
Name Tag
Instructions for making your name tag
Students go to myWalden Portal
Welcome Center tab
Get Prepared tab
Scroll to bottom of page #7
Print ID badge
If your clinical site requires a photo ID, please add a passport photo (scan your photo with name tag)
Resources STUDENTS should take to CLINICAL
Practice guidelines for your specialty program: FNP, AGACNP, AGPCNP, and PMHNP
Ask preceptor if acceptable to use smartphones, etc. while in the setting
Pharmacology applications on your smartphone or iPad, etc.
Ask preceptor what resources they use most often
STUDENT Expectations
Print the Syllabus for the Course and hand deliver to your preceptor and review the objectives for the course. Nurse Practitioner (NP) student clinical orientation.
Students should see the minimum number of patients outlined in this presentation.
Generally you should:
Ask the patient if they mind if you see them in combination with your preceptor
Perform your assessment: Subjective, Objective Data
Make a list of differential diagnoses
Form a tentative plan of care – look for teaching opportunities – look for evidence to back your plan
Consult with your preceptor and revise your assessment, diagnoses and plan
STUDENTS First Day
Students should be oriented to the clinical site by preceptor or office personnel for a maximum of 8 hours
The lay out of the office
Office procedures
Lunch
Restroom locations
Other
Orientation/observation to the site
**NEW **Requirements for patient encounters per course
Consensus of patient numbers by course. These are MINIMUM numbers of patients:
NURS 6531 – 144 patients in 144 hours
NURS 6540 – 100 patients in 144 hours
NURS 6541 – 144 patients in 144 hours
NURS 6550 – 75 patients in 144 hours
NURS 6551 – 100 GYN patients; 25 OB patients in 144 required hours
NURS 6560 – 75 patients in 144 hours
NURS 6565 – 144 patients in 144 hours