NR 503 Week 8: Reflection on Achievement of Program Outcomes

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Reflect back over the past 8 weeks and describe how the achievement of the course outcomes
in this course have prepared you to meet the MSN program outcome #2 and the MSN Essential
IV, and NP Competencies:Nurse Practitioner Core Competency (NONPF) #4

Kelcey Bennett
Aug 26, 2018Aug 26 at 11:58am
Manage Discussion Entry
Dr. Anttila,
MSN Program Outcome #2
When I reflect back over this course, I am able to see how valuable epidemiology is
within the Family Nurse Practitioner (FNP) specialty track. The MSN program
outcome #2 revolves around promoting quality and safety of care within the

advanced nursing practice. Given this, through the course outcomes in NR503 I was
able to uphold this through diving into what epidemiology means and how it applies
to community health and population research. Epidemiology goes hand in hand with
community health. In improving the wellbeing of those that are in the unhealthiest of
today’s world, the overall healthiness of the society can be improved. Focusing on
the study of epidemiology to close the gap on these disparities will vastly reduce
health imbalances in society as a whole (Marmot, 2017). Epidemiology will continue
to seek to increase safety and quality of care as it studies disease worldwide. By
being knowledgeable about study designs and epidemiological surveillance, one is
able to realize the significance it places on increasing safety and quality of care. All
of the course outcomes within NR503 aid in the understanding of how this kind of
information promotes the safety and quality of health care practices. Specifically, I
was able to meet the MSN Program Outcome #2 through weekly discussions as we
discussed aspects of epidemiology that seek to increase safety and quality of patient
care practices, such as identifying study designs that seek to improve patient care
practices through epidemiological research. Another way this outcome was achieved
was through the epidemiological problem paper as this helped us identify an
epidemiological problem within our geographical region so that we, as future
advanced practice nurses (APNs) can be knowledge about epidemiological research
so that we can improve the safety and quality of care to patients in which we treat.
MSN Program Outcome #2
MSN Essential IV promotes incorporating scholarship within practice. Clinical
scholarship is foundational to nurses across all venues and will be an essential
element to uphold within practice as it serves the populations in which one practices
(Wilkes, Mannix, & Jackson, 2013). The outcomes within this course support this
mission as they help us understand epidemiological study designs, and the
importance they play within practice. As epidemiological issues are researched, they
can be integrated into practice and serve as a reminder that other areas may need
to be researched in order to continuously improve patient care practices. Take for
example, one way this outcome was met was through this course we were able to
identify sources of epidemiological data within discussions. By FNPs being
knowledgeable about sources of epidemiological data will be resourceful as they use
this data to support best patient care practices that aid in decreasing the
transmission of disease, thus integrating knowledge into practice. Another way a
course outcome from NR503 supported and achieved MSN Essential IV was by
researching issues such as infectious disease, chronic disease, and exposures
within the discussions, as well as within the three papers completed in this course. I
was able to deepen my knowledge regarding diseases such as diabetes,
chickenpox, and influenza as I will be a future leader within treatment of these
diseases. Knowledge I have gained regarding prevalence and incidence of the
disease through the papers within this course will help me be mindful as I am
diagnosing infectious and chronic diseases so that scholarship and knowledge can
be applied, specifically for at risk populations. By FNPs being knowledgeable about
epidemiology it will seek to strengthen the foundation of scholarly knowledge that is
used and applied within practice.

NP Core Competencies (NONPF) #4
Lastly, NONPF #4 revolves around the FNP developing new practice methods that
support research, theory, and knowledge within practice. FNPs will be key facilitators
within developing the newest and most current evidence-based practices within the
epidemiological realm. Specifically, NR503’s course outcomes and assignments
have met this competency by allowing us to appraise and research a public health
issue that is relevant to our geographical location. This will be where we as FNPs
express the knowledge gained from the project and course outcomes to populations
and communities that we will treat as they promote new practices in relation to
patient care and within their practice setting so that patient care practices are
enhanced. Also, this course has met this competency by discussing genetics within
epidemiology as it is the future of epidemiological practices. New methods regarding
epidemiology will be researched and this research will evolve from genetics as FNPs
continue to integrate genetics and research into practice. FNPs will be leaders within
promotion of epidemiological research and key facilitators in developing new
methods that support genetic involvement within epidemiology. Involvement and
development of genetics in research will seek to improve patient outcomes. It will be
important that FNPs and APNs be mindful and provide proper education about
genetics so that awareness can be raised on the subject (Calzone et al., 2017).
APNs will be leaders within further development of genetic epidemiological

processes that can be promoted within practice.
Reference:
Calzone, K. A., Kirk, M., Tonkin, E., Badzek, L., Benjamin, C., & Middleton, A.
(2018). Increasing nursing capacity in genomics: Overview of existing global
genomics resources. Nurse Education Today, 69(1), 53-59.
doi:10.1016/j.nedt.2018.06.032
Marmot, M. (2017). Social justice, epidemiology and health inequalities. European
Journal of Epidemiology, 32(7), 537-546. doi:10.1007/s10654-017-0286-3
Wilkes, L., Mannix, J., & Jackson, D. (2013). Practicing nurses perspectives of
clinical scholarship: A qualitative study. BMC Nursing, 12(1), 21-27.
doi:10.1186/1472-6955-12-21

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Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.