NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change

NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change

Sample Answer for NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change Included After Question

When you think of an advocate for social change, what comes to mind? As it impacts the role of a nurse, how does a nurse present advocacy for promoting social change?

Throughout this course, you have considered and reflected on how the DNP-prepared nurse advocates for positive social change, whether that stems from direct patient-level care or more broadly to that of community-level or population-based actions to promote nursing practice and healthcare delivery.

As a DNP-prepared nurse, you will also function as a nurse leader in identifying and serving as a champion of those nursing practice and healthcare-related issues that merit transformation. In what ways will your advocacy and leadership impact the patients, communities, and populations you serve?

This week, you analyze the role of the DNP-prepared nurse in promoting advocacy for social change. In your Blog Assignment, you and your colleagues will have the opportunity to share your perspectives and examine your role for positive leadership and you continue your program of study.

Learning Objectives

Students will:

NURS 8002 Week 11 Discussion The DNP-Prepared Nurse as an Advocate for Social Change
NURS 8002 Week 11 Discussion The DNP-Prepared Nurse as an Advocate for Social Change
  • Analyze the role of the DNP-prepared nurse in promoting advocacy for social change

Learning Resources

Required Readings (click to expand/reduce)

 

Read, C. Y., Pino Betancourt, D. M., & Morrison, C. (2016). Social change: A framework for inclusive leadership: Development in nursing education. Journal of Nursing Education, 55(3), 164–167. https://doi.org/10.3928/01484834-20160216-08

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Blog: Positive Social Change and the DNP-Prepared Nurse

As a current and future advanced practice nurse, you are and will continue to serve as an agent of change in all you do. Think about the positive impacts you have on patient care, the organization and nursing practice in which you work, and the community in which you serve. How will earning the DNP degree not only support your advocacy for positive social change but, in its own right, represent a commitment toward fostering innovation for change in nursing practice?

For this Discussion, review the Learning Resources and reflect on how you, as a current and future advanced practice nurse, will strive for and commit to advocacy for positive social change. Consider how your current nursing practice experiences and future opportunities will further support your role as an agent of change.

To prepare:

  • Review the Learning Resources and reflect on your personal and professional commitment to advocacy for patients, communities, and the profession.
  • Think about how your role as a DNP-prepared nurse contributes to advocacy for positive social change.

By Day 3 of Week 11

Post an explanation of how you anticipate enacting personal and professional commitment for advocacy to positively impact your patients, communities, and the profession. Be specific. Then, explain how your role as a DNP-prepared nurse contributes to advocacy for positive social change.

By Day 5 of Week 11

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon your colleague’s post or suggesting an alternative approach for enacting positive social change as a DNP-prepared nurse.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 11 Blog Rubric

 

Post by Day 3 of Week 11 and Respond by Day 5 of Week 11

To Participate in this Blog:

Week 11 Blog

 

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.

A Sample Answer For the Assignment: NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change

Title:  NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change

A DNP-prepared nurse engages in various aspects of care to improve patient outcomes. One of such is advocacy. A DNP-prepared nurse can be an advocate for the patients, the profession, and communities. Therefore, it is vital to enact personal and professional commitment for advocacy that can bring positive impacts (Chism, 2021). As an individual and a professional, I envision using the knowledge and skills I have acquired to influence policy decisions affecting my patients, the community, and the profession. With the knowledge obtained, I will use an expert’s voice to influence legislators to pass favorable regulations and laws. Besides, I plan to assume leadership roles at influential leadership roles that can positively influence care decisions to support positive health outcomes among patients and communities and promote the nursing profession. For example, taking up leadership roles that would enable me to sit at the State Board of Nurses to be in a position to influence decisions.

A DNP-prepared nurse also contributes to advocacy for positive social change in several ways. One way to contribute to advocacy for positive social change is through conducting innovative research (Mathieson et al., 2019). With the research skills obtained as a DNP-prepared nurse, I will be able to conduct and understand specific care aspects of various communities, especially the marginalized and vulnerable communities, identify opportunities for positive social change and help trigger the necessary strategies for the change (De Chesnay & Anderson, 2019). I will also seek to partner and collaborate with various community interest groups and offer expert service for fuelling positive social change. In such an environment, one of the roles I can undertake is helping the groups to formulate advocacy plans and help them implement the plans. Therefore, DNP-prepared nurses play a critical role in advocacy for patients, communities, and the profession in addition to a positive social change.

References

Chism, L. A. (2021). The doctor of nursing practice: A guidebook for role development and professional issues. Jones & Bartlett Learning.

De Chesnay, M., & Anderson, B. (2019). Caring for the vulnerable. Jones & Bartlett Learning.

Mathieson, A., Grande, G., & Luker, K. (2019). Strategies, facilitators, and barriers to implementation of evidence-based practice in community nursing: a systematic mixed-studies review and qualitative synthesis. Primary health care research & development20. https://doi.org/10.1017/S1463423618000488

COLLAPSE

Great job with your main post noting an explanation of how you anticipate enacting personal and professional commitment for advocacy to positively impact your patients, communities, and the profession. You also were able to describe how your role as a DNP-prepared nurse contributes to advocacy for positive social change.

Thank you for providing specifics, but i need a little more information regarding regarding “I will be able to conduct and understand specific care aspects..

A Sample Answer 2 For the Assignment: NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change

Title:  NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change

A DNP-prepared nurse also contributes to advocacy for positive social change in several ways. One way to contribute to advocacy for positive social change is through conducting innovative research (Mathieson et al., 2019). With the research skills obtained as a DNP-prepared nurse, I will be able to conduct and understand specific care aspects of various communities, especially the marginalized and vulnerable communities, identify opportunities for positive social change and help trigger the necessary strategies for the change (De Chesnay & Anderson, 2019). For example, marginalized and vulnerable communities face various barriers to healthcare as such low health literacy levels. As such, I will be able to come up with initiatives and policy proposals to improve health literacy levels for better access to health care and improved health outcomes.  I will also seek to partner and collaborate with various community interest groups and offer expert service for fuelling positive social change. In such an environment, one of the roles I can undertake is helping the groups to formulate advocacy plans and help them implement the plans. Therefore, DNP-prepared nurses play a critical role in advocacy for patients, communities, and the profession in addition to a positive social change.

References

Chism, L. A. (2021). The doctor of nursing practice: A guidebook for role development and professional issues. Jones & Bartlett Learning.

De Chesnay, M., & Anderson, B. (2019). Caring for the vulnerable. Jones & Bartlett Learning.

Mathieson, A., Grande, G., & Luker, K. (2019). Strategies, facilitators, and barriers to implementation of evidence-based practice in community nursing: a systematic mixed-studies review and qualitative synthesis. Primary health care research & development20. https://doi.org/10.1017/S146342361800048

A Sample Answer 3 For the Assignment: NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change

Title:  NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change

I agree that an additional way that a DNP-prepared nurse can help contribute to social changes is through innovative research. The DNP-prepared nurse has the ability to identify and synthesize information and evidence-based practice to help influence positive patient outcomes. I believe that the DNP-prepared nurse also helps to bridge the gap between health care provisions and those who are health care illiterate. This terminal point of education, for example, will have a huge impact on the mentally ill and bolster psychiatric services. There is an extreme shortage of health care providers in the psychiatric mental health community. The DNP-prepared nurse can not only assess and diagnose but also connect the client with social services to help them in their recovery or health care maintenance.

Great blog post this week. I enjoyed reading about the different ways you plan on impacting the nursing profession. I agree with you that one way to enact positive social change in through research. By focusing on an area of concern, you can impact social change by researching possible solutions to practice problems. As a DNP-prepared nurse, you could take that a step further and look for ways to implement the findings of your research. Initiating change based on evidence is another important aspect of being a DNP-prepared nurse. According to Falkenberg-Olson (2019), the “functional domain” of a DNP is “research translation specialist.” This means that as DNP-prepared nurses we will be ready and able to apply research into practice.

This approach would also be significant in creating social change. Social change focuses on “effecting change on behalf of society” (Read et al., 2016). By researching and implementing that research, you would be effecting change on behalf of your patients, community, and fellow nurses. DNP-prepared nurses are well prepared to take on the challenges of the future of healthcare.

Great job this week!

References

Falkenberg-Olson, A. C. (2019). Research translation and the evolving PhD and DNP practice roles: A collaborative call for nurse practitioners. Journal of the American Association of Nurse Practitioners, 31(8), 447-453. https://doi.org/10.1097/JXX.0000000000000266

Read, C. Y., Pino Betancourt, D. M., & Morrison. C. (2016). Social change: A framework for inclusive leadership: Development in nursing education. Journal of Nursing Education. 55(3), 164-167. https://doi.org/10.3928/01484834-20160216-08

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NURS 8002 Week 11 Discussion: The DNP-Prepared Nurse as an Advocate for Social Change Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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