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[ANSWERED 2022] C304 Task 3 – Professional Roles and Values Task

C304 Task 3 – Professional Roles and Values Task

COMPETENCIES

740.1.5 : Self-Advocacy of the Nurse

The graduate integrates strategies of self-awareness and self-care into professional practice to ensure personal health and well-being.

740.1.7 : Roles of the Nurse (WGU)

The graduate analyzes the roles of the nurse as a scientist, a detective, and a manager of the healing environment.

740.1.13 : The Professional Nurse

The graduate integrates knowledge, skills, and attitudes of the nursing profession into personal and professional interactions and ethical decision making.

982.1.1 : Program Portfolio

The graduate exhibits artifacts that both demonstrate the graduate’s competency across all program areas as well as provide evidence of professional growth.

INTRODUCTION

The purpose of this task is to create a shell of your portfolio; you will complete the remaining sections of the portfolio later. Throughout your time at WGU, you will develop skills and knowledge that will support your practice as that of a baccalaureate-prepared nurse. A professional portfolio will showcase your knowledge and skills to prospective employers and will increase your marketability as a baccalaureate-prepared nurse. This portfolio will help you focus on the concepts, strengths, and clinical reasoning abilities that will define your professional nursing practice.

When you are ready to submit your portfolio for evaluation, please use the “Knowledge Base Link” weblink for instructions on creating your e-portfolio.

In this task, you will reflect on key concepts from throughout your degree program: quality and safety, evidence-based practice, applied leadership, and community and population health.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A.  Create an e-portfolio shell using OneNote.

Note: Use the “Knowledge Base Link” weblink for instructions

1.  Create four sections labeled with the following headings:

•   quality and safety

•   evidence-based practice

•   applied leadership

•   community and population health

B.  Briefly describe each of the following sections by drawing on your clinical experiences, (e.g., skills lab, simulation, clinical rotations and/or professional practice):

Note: Personal reflections should be included in the portfolio.  

•  quality and safety

•  evidence-based practice

•  applied leadership

•  community and population health

Note: Personal reflections should be included in the portfolio.  

Note: A short paragraph of a few sentences will be sufficient to fill the space for now. You may include experiences from your life that influenced your decision to become a nurse (e.g. What does the  experience mean? Why is the experience important? How will you integrate what you learned from that experience into your practice?).

C.  Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

D.  Demonstrate professional communication in the content and presentation of your submission.

Expert Answer and Explanation

Quality and Safety

Quality and safety are inter-linked with performance. Whereas the former denotes a measure of the standard of the services delivered, the latter refers to the state or condition in which an intervention is less likely to result to harm. I have clinical experience in managing and addressing quality and safety issues associated with administering medications. Drug interactions constitute medication safety issue, just like the risk of addiction to the prescription drugs. When one takes such drugs, the drug-drug interaction or the drug-food interaction may occur, and this can result to adverse health complications. Having worked with different types of patients, I know how to assess risks of abuse and adverse drug events. I take into consideration the patient’s factors such as age, ethnicity or gender when administering medications. As a nurse, I have had experiences in which I had to deal with the safety issues. One of such issues involved an incident of patient fall. The patient fell, and they sustained injuries in their ankle. Because the fall was caused by the medications, this experience taught me to be considerate when administering or prescribing medications. Therefore, I will prescribe or give patients medications if I am certain that they can handle such medications.

Evidence-Based Practice

Evidence-Based Practice is becoming popular among providers because of its benefits. It denotes the review, analysis and use of current research to inform clinical decisions. I get the inspiration to help patients from my personal experiences. My childhood friend had leukemia, and he would always have nosebleeds and fever, and his symptoms worsened with time until he died. I chose nursing as a profession to save lives, and honor my friend. This experience means that we must give our best if we are in a position to, to save the lives of others. From this experience, I learned that an illness or death can emotionally affect not only the patient but those close to the patient as well (Conversano, 2019). I will integrate what I learned from this experience by adopting practices which promote the wellbeing of the patients. As a provider, I will leverage EBP to improve the wellbeing of the patient. I am aware of the benefits linked to the use of the evidence-based practice (EBP), and I have personally engaged in clinical activities in which evidence helped guide the delivery of care. For this reason, I am experienced when it comes to applying the evidence to manage clinical cases. I match the evidence with the patient’s physiological and psychological needs to improve their experience of care, and optimize their recovery (Reid et al., 2017). I can effectively interpret evidence, and follow all the due guidelines when applying it.

Applied Leadership

Applied leadership involves utilizing the skills one learns from the leadership program to address organizational issues. I have participated in the leadership simulation exercise, and the knowledge I gained from this can help me perform leadership role related to managing the tasks or responsibilities linked to giving medications. While participating in the simulations, I tried out new ways of managing leadership-based tasks such as making critical decisions. As a trainee during this exercise, I managed to hone my skills in applied leadership. Therefore, I know how to act in scenario which require one to show others direction when it comes to managing safety concerns associated with giving of the medications.

Community and Population Health

Community and population encompasses the physiological, emotional and the mental health of individuals in a community or in given geographical area. As a nursing professional, I have worked in different settings including in community environments to deliver health services. As a result, I know how to carry out an education campaign focused on sensitizing the public or individuals about health. I also know how to conduct surveillance of cases which require clinical intervention. I gained the experience of promoting public health through campaign by working in community settings.s Therefore, I am have the necessary skills to perform population health assessment, and carry out a campaign to educate communities and populations on how they can manage their health (Durovich & Roberts, 2018).

References

Conversano, C. (2019). Common Psychological Factors in Chronic Diseases. Frontiers in psychology10, 2727.Doi: https://doi.org/10.3389/fpsyg.2019.02727.

Durovich, C. J., & Roberts, P. W. (2018). Designing a Community-Based Population Health Model. Population health management21(1), 13–19.Doi: https://doi.org/10.1089/pop.2017.0015.

Reid, J., Briggs, J., Carlisle, S., Scott, D., & Lewis, C. (2017). Enhancing utility and understanding of evidence based practice through undergraduate nurse education. BMC nursing16, 58. Doi: https://doi.org/10.1186/s12912-017-0251-1.

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