DNP 830 Topic 8 Reflective Journal Paper

DNP 830 Topic 8 Reflective Journal Paper

DNP 830 Topic 8 Reflective Journal Paper

DNP 830 Reflective Journal

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One of the most essential aspects of completing a given course is creating a reflection that depicts what has been accomplished and learned in the course. Therefore, a reflective journal is used to document new learning, challenges, and accomplishments (Bjerkvik& Hilli, 2019). In addition, coming up with a reflective journal also gives a chance to document how the course objectives have been achieved. As such, the purpose of this assignment is to formulate a reflective journal for Grand Canyon University’s DNP 830: Data Analysis. This is a reflection that confirms that the DNP student fulfilled the course objectives and the AACN essential for doctoral education for advanced nursing practice. In completing this course, the DNP student explored data analysis using statistical software and tools.

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Reflection

This section focuses on the reflection of activities performed and how the course objectives, as well as the essentials, were accomplished. The DNP scholar engaged in various activities to fulfill the requirement using a host of approaches, strategies, learnings, and undertakings. As part of the activities engaged in, the DNP student fully participated in weakly assignments, class participation, and weekly discussions, among other scholarly activities. The DNP 830 was majorly focusing on data analysis, with both the quantitative and qualitative research analysis and approaches explored. Statistics were also explored in detail; for example, descriptive and inferential statistics were all studied and performed using the SPSS software (Amrhein et al.,2019). The implication is that the completion of Grand Canyon’s DNP 830 was essential in helping the DNP scholar to fulfill AACN DNP essential and the course objectives.  The next section covers the DNP essentials accomplished.

Essential II: Organizational and Systems Leadership for Quality Improvement

The DNP Essential II entails contributing to the nursing science through evaluation, translation, and dissemination of research into the nursing practice. The implication is that the achievement of this essential enables the DNP scholar to acquire the needed skills that they can use to design evidence-based interventions which can be used for quality improvement and help enhance patient satisfaction. In addition, such skills are important when it comes to evaluating the practice outcomes.

In the process of completing the DNP 830 course, the student studied various data interpretation principles, including validity and reliability, which can be important when in the translation of research outcomes into practice (Ahmed& Ishtiaq, 2020). As part of the study, the DNP student also explored various barriers that can be experienced in the process of translating research outputs into practice and the reasons why it is necessary to critically appraise the obtained outcomes before translating the same into practice. As such, the DNP 830 played a key role in enhancing the student’s skills and expertise in research translation to help improve patient outcomes.

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice

This essential focuses on strategies and approaches that can be used in solving complex issues affecting modern health care with the main aim of supporting evidence-based practice and improving patient outcomes and satisfaction (Waldrop et al., 2023). As part of the program, the DNP scholar used various statistical analysis tools and techniques, such as descriptive and inferential statistics, and which analysis to use for particular research designs and methodology. As part of this essential, the DNP student also studied how statistical analysis can be used to answer various clinical questions. The implication is that engaging in such studies helped equip the DNP student with the relevant knowledge needed to promote evidence-based practice through clinical scholarship and analytical methods. In addition, the DNP student performed data analysis using the SPSS tool and analyzed the results within the context of the DNP project, which is key to the enhancement of evidence-based practice.

Essential VII: Clinical Prevention and Population Health for Improving the Nation’s Health

The DNP Essential VII focuses on the reduction of health risks and health promotion among populations with the major aim of improving a nation’s health. As such, this essential requires that an individual possesses various skills such as evaluation and interpretation of epidemiological, biostatistical, occupational, and environmental information and data to help enhance patient outcomes. As such, as part of the process of completing DNP 830, the DNP scholar studies responsible research and research ethics, which all focus on undertaking research efforts aimed at improving patient outcomes and preventing potential harm (Sharma, 2022). In addition, such a study also focused on the need to uphold justice and equality as part of research.As part of the DNP 830 course, the DNP scholar also undertook training regarding research ethics and the requirements which must be accomplished as part of the institutional review process. In addition, possible ways through which the collection of protected health information can impact the proposed DPI project were explored.

Conclusion

This reflective journal attests that the DNP scholar has successfully completed the Grand Canyon’s DNP 830, which was key to the accomplishment of the DNP essentials. This course focused on data analysis. As such, various data analysis approaches were explored, and the use of various tools, such as SPSS, was accomplished

References

Ahmed, I., & Ishtiaq, S. (2021). Reliability and validity: Importance in Medical Research. Methods12, 13. https://doi.org/10.47391/jpma.06-861

Amrhein, V., Trafimow, D., & Greenland, S. (2019). Inferential statistics as descriptive statistics: There is no replication crisis if we don’t expect replication. The American Statistician73(sup1), 262-270. https://doi.org/10.1080/00031305.2018.1543137

Bjerkvik, L. K., & Hilli, Y. (2019). Reflective writing in undergraduate clinical nursing education: A literature review. Nurse Education in Practice35, 32-41. https://doi.org/10.1016/j.nepr.2018.11.013

Sharma, S. (2022). Nursing Research and Statistics-E-Book. Elsevier Health Sciences.

Waldrop, J., Reynolds, S. S., McMillian-Bohler, J. M., Graton, M., & Ledbetter, L. (2023). Evaluation of DNP program essentials of doctoral nursing education: A scoping review. Journal of Professional Nursing46, 7-12. https://doi.org/10.1016/j.profnurs.2022.11.009

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Assessment Description

Learners must maintain a reflective journal integrating self-reflection and inquiry demonstrated in the current Doctor of Nursing Practice (DNP) course.

General Requirements:

Use the following information to ensure successful completion of the assignment:

Download the “Reflective Journal Template,” located in the DNP PI Workspace, for submission. Directions provided in the template should be followed because they align to the assignment rubric.

A minimum of three peer-reviewed references published within the last 5 years is required.

Doctoral learners are required to use the current APA style for their essay writing assignments. The current APA Style Guide is located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use. Failure to submit the reflective journal to both locations can result in an Incomplete for the course.

Directions:

Using a scholarly approach, maintain a reflective journal integrating self-reflection and inquiry demonstrated in the current DNP course.

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Topic 8 Reflective Journal – Rubric

LISTGRID

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Rubric Criteria

Total20 points

Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target
Professional Practice and Approach

Professional Practice and Approach

0 points

A discussion of discoveries by the learner about professional practice and approach is incomplete or limited.

3.2 points

A discussion of discoveries by the learner about professional practice and approach is not included.

3.52 points

An introductory discussion of discoveries by the learner about professional practice is included, but only minimal detail or support is provided for approach.

3.68 points

A detailed discussion of discoveries by the learner about professional practice and approach is complete, with appropriate details and support.

4 points

A cogent, scholarly discussion of discoveries by the learner about professional practice and approach is clearly explained, with relevant details and support.

Personal Knowledge and Skills

Personal Knowledge and Skills

0 points

A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is not included.

3.2 points

A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is incomplete or otherwise deficient.

3.52 points

A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is provided, but with minimal detail or support.

3.68 points

A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is provided with appropriate details and support.

4 points

A reflection on the personal knowledge and skills gained in the course, including examples of accomplishments or challenges, that addresses at least three health care related topics is thoroughly explored and clearly explained with relevant details and support.

Additional Resources for Influencing Optimal Learning Outcomes

Additional Resources for Influencing Optimal Learning Outcomes

0 points

A discussion of additional resources for influencing optimal learning outcomes is not included.

3.2 points

A discussion of additional resources for influencing optimal learning outcomes is incomplete or otherwise deficient.

3.52 points

An introductory discussion of additional resources for influencing optimal learning outcomes is provided, but with minimal detail or support.

3.68 points

A complete discussion of additional resources for influencing optimal learning outcomes is provided with appropriate details and support.

4 points

A clear discussion of additional resources for influencing optimal learning outcomes is provided, with relevant details and support.

Course Outcomes and Competencies Aligned to the Course

Course Outcomes and Competencies Aligned to the Course

0 points

A description of how the learner achieved course outcomes and met the competencies aligned to the course is not included.

3.2 points

A description of how the learner achieved course outcomes and met the competencies aligned to the course is incomplete or otherwise deficient.

3.52 points

An introductory description of how the learner achieved course outcomes and met the competencies aligned to the course is provided with minimal detail or support.

3.68 points

A complete description of how the learner achieved course outcomes and met the competencies aligned to the course is provided with appropriate details and support.

4 points

A cogent, scholarly description of how the learner achieved course outcomes and met the competencies aligned to the course is thoroughly explored and clearly explained with relevant details and support.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

0.64 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

0.7 points

The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.

0.74 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

0.8 points

The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

0.64 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

0.7 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

0.74 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.

0.8 points

The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

0.64 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

0.7 points

Relevant evidence that includes other perspectives is used.

0.74 points

Specific and appropriate evidence is included. Other perspectives are integrated.

0.8 points

Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

0.64 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

0.7 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

0.74 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

0.8 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

0.64 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

0.7 points

Appropriate format and documentation are used, although there are some obvious errors.

0.74 points

Appropriate format and documentation are used with only minor errors.

0.8 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.


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