Dr. Ameri and class,After reflecting over the course of Advanced.docx

Dr. Ameri and class,
After reflecting over the course of Advanced Clinical Diagnosis
and Practice Across the Lifespan, the student identified
achievements of the course outcomes. This course had a few
specific areas that the student reflected on that assisted her in
preparing for the Master of Science program outcome #4, the
Master of Science in Nursing (MSN) Essential IV, and the
Nurse Practitioner Core Competency #7.
The professional outcome #4 is to “Integrate professional values
through scholarship and service in health care.” This outcome
was achieved by taking the week 4 APEA predictor exam. As
the student studied for the exam, she identified several areas of
improvement. By reviewing a wide knowledge base of concepts
seen in the primary care setting the student was to identify her
areas of strengths and weaknesses. The test was broken down
into categories and assisted the student to find her professional
identity. Another way the student found her professional
identity was through clinicals. The preceptor pushed autonomy
and let the student formulate the treatment plan while she would
offer suggestions and advice. The student realized that in a few
short months that she would be in practice with varying levels
of guidance depending on job location. The student identified
her professional identity in the clinic which will aide her in her
next rotation and future practice.
The MSN Essential IV is “Translating and integrating
scholarship into practice recognize that the master’s prepared
nurse applies research outcomes within the practice setting,
resolves practice problems, works as a change agent, and
disseminates results.” Over the course, the student achieved the
MSN Essential IV by discussion in week 6 mental health
presentation and in the clinical setting. The student is
accustomed to seeing a lot of mental health patients but
sometimes has difficulty categorizing the present illness. The
week 6 presentation allowed each student to formulate a patient

scenario with a diagnosis provided by the instructor. The
student saw how mental illness was related, but also how it
differed form patient to patient. This assignment assisted the
student in identifying patient’s chief complaints, differentiate
from different ailments, educate and act as a change agent, and
evaluate results over time. In the clinical setting, the student
was able to educate teens about IUDs. The NP she followed at
the FQHC would insert IUDs that lasted for 5 years for $20.
Many teenage girls would come to the clinic and admit to being
sexually active without the use of protection or teenagers that
already had a few kids would come in asking for birth control
options. The student felt as if she was able to minimize teenage
pregnancy or unwanted pregnancies by providing patients with
the appropriate knowledge and offer an affordable pregnancy
prevention method.
The Nurse Practitioner Core Competency #7 is geared towards
Health Delivery System Competencies. In the course, the
students were exposed to case studies, expected to formulate
case studies, and created diagnoses based upon case studies
other students provided. The different levels and dynamics of
the case studies opened up opportunities for the student to
review articles, clinical practice guidelines, and the most up-to-
date information for each disease process. Real-life scenarios
allowed the student to apply practice knowledge to complex
systems and improve healthcare outcomes. In the clinic setting,
the student had many Hispanic patients who were Spanish
speaking only. This opened up a concept of culturally diverse
patients and populations. The student learned that diabetes is
common amongst the Hispanic race related to their culturally
diverse diet and heritage. The student incorporated a sliding
scale pay plan to make it affordable for the patients, utilized an
on-site translator, and reviewed costs of medications to ensure
the patient would pick up the prescription and adhere to the
treatment plan. The FQHC clinic allowed for the student to
identify the organizational structure, function, and resources
available for these types of low socioeconomic patient classes.

Thank you,
Emily
Dr. Deering and class,
In the past seven weeks, this course has taught me important
concepts that enhance my understanding in the health promotion
of numerous conditions affecting the primary care setting. We
learned to optimize one’s health through disease prevention and
treatment implementation for neurological issues, pulmonary
conditions, cardiovascular and hematological problems, mental
health, and inflammatory disorders. This course has helped me
achieve the master’s program outcome number four, the
Master’s Essential IV, and the Nurse Practitioner Core
Competency number seven competency.
Master’s Program Outcome #4: Integrating professional values
via scholarship and the provision of service in healthcare
In this course, we achieved the program’s outcome of
professional identity by analyzing how primary care practice is
organized and influenced by ethical, legal, economic, and
political factors (Chamberlain University, 2019). Through
evaluation of clinical cases and research, I was able to integrate
professional values and thus, develop professional identity as a
family nurse practitioner (FNP). The professional core values of
a nurse practitioner was not only learned in theory, but
implemented in practice as well. Integrating the professional
core values of compassion, trustworthiness, and accountability
in clinical practice helped further my development of
professionalism and my identity as a FNP. One instance in
which I had exposure to this outcome was during my clinical
rotation when I addressed a young female with bulimia nervosa
disorder. It was evident that she was extremely anxious and
expressed concern about her body image and eating habits. It
was important to allow her to openly communicate about her

emotions. While it was difficult to address all of her concerns in
a time-constraint environment, I did the best I could to provide
compassion and give her ample time to talk and ask questions
about her treatment plan. Developing the trust and respect
between myself and the patient was critical in optimizing her
health outcome. Another instance that helped achieve this
particular outcome was in the implementation of treatment plans
for patients who struggled to obtain proper services in
healthcare. During my clinical rotations, I had a patient who
had multiple comorbidities and came in with a chief complaint
of constipation. Through imaging, she was found to have bile
duct cancer and had issues getting an initial evaluation
appointment with an oncologist. Instead of placing another
referral that would take a significant amount of time to address
the patient’s issue, we placed a call to an oncologist colleague
to expedite the care and accommodate for the patient.
Furthermore, she was also counseled and supported with
financial resources.
Master’s Essential IV: Transforming and incorporating
scholarship into practice
The Master’s Essential IV of transforming and incorporating
scholarship into practice was also met during this course
through interdisciplinary team participation, application of
research outcomes within the primary care setting,
dissemination of research results, and utilization of practice
guidelines to improve health outcomes (American Association
of Colleges of Nursing [AACN], 2011). This particular master’s
essential was heavily emphasized throughout this course by
using reliable sources of information, applying national
guidelines, and integrating clinical judgment and perspectives
of other professionals for treatment plans of various illnesses
(AACN, 2011). For example, we applied different evidence-
based clinical guidelines to help formulate treatment plans for
patients in the weekly discussion posts. Case studies of

different illnesses, such as pulmonary, cardiovascular, and
mental health disorders, during week 2 and 3 were heavily
discussed and supported with the latest recommendations of
scholarly research, as well as national treatment guidelines from
healthcare associations and governmental agencies, including
the American Heart Association, the Centers for Disease
Control and Prevention, and the American Psychological
Association. Applying these practice guidelines to improve
practice fulfilled incorporating scholarship into the primary care
practice. This master’s essential was also fulfilled in a second
example during week 6 where we were assigned mental health
disorder case studies to present. Various mental health disorders
were discussed and supported by reliable sources and each peer
took on a leadership position to facilitate the discussion
throughout the week. As leader of an assigned topic, I
responded to peers and demonstrated my knowledge of the
mental health disorder through discussion of hallmark
symptoms, diagnostic tools, and treatment plans while
acknowledging results and conclusions of others. This example
fulfilled knowledge and research dissemination to enhance
health outcomes for each case study patient and incorporate
scholarship into clinical practice.
Nurse Practitioner Core Competency #7: Health Delivery
System Competencies
Lastly, the nurse practitioner core competency #7, which was
established by the National Organization of Nurse Practitioner
Faculties (NONPF), focuses on the competencies related to
health delivery systems. This competency involves the
application of knowledge generated from organizational
practices, the support of healthcare needs of culturally diverse
populations, the impact of healthcare change, the organizational
structure of the healthcare system, and the collaboration in the
continuity of care (NONPF, 2017). This competency was
achieved in the clinical rotation by supporting continuity of care

and incorporating cultural competence in the primary care
office. For example, I saw an elderly male patient in the clinical
rotation with complaints of hematuria intermittently for the past
three weeks. The patient had not established care with a primary
care provider in many years. We obtained a urine sample, which
showed frank blood. The patient required a higher level of care
and was subsequently referred to the nearest ER. We were able
to call the facility and give report to the receiving physician.
The patient was then evaluated emergently. This example
demonstrated the process of collaborating and planning for
transitions across the healthcare continuum. The second
example of achieving this competency deals with cultural
competence in healthcare. In the clinical rotation, I saw a young
Hispanic female patient who had depression and an eating
disorder. Her mother had brought her into the office, but they
both primarily spoke Spanish. The office generally does not
have a high Hispanic population, but we had interpreter services
to help facilitate the visitation. We were able to utilize the
interpreter services to help formulate a treatment plan for the
patient, as well as discuss her emotions with her mother. The
goal of culturally competent healthcare care services is to
provide the highest quality of care to every patient, regardless
of race, ethnicity, cultural background, and English proficiency.
Both the patient and her mother were very appreciative for
taking the time to address their concerns. This example
demonstrated support of healthcare needs of culturally diverse
populations. Therefore, the accomplishment of outcomes in this
course helped me prepare to meet the program’s outcome
number four, the master’s Essential IV, and the NONPF
competency number seven.
References
American Association of Colleges of Nursing. (2011). The
essentials of master’s education in nursing. Retrieved from
http://www.aacnnursing.org/Portals/42/Publications/MastersEss

entials11.pdf
Chamberlain University. (2019). Academic catalog 2019-2020.
Retrieved from https://www.chamberlain.edu/docs/default-
source/academics-admissions/catalog.pdf
National Organization of Nurse Practitioner Faculties. (2017).
Nurse practitioner core competencies content. Retrieved from
https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/compet
encies/2017_NPCoreComps_with_Curric.pdf
Week 8: Reflection
8 8 unread replies. 8 8 replies.
Reflect back over the past eight weeks and describe how the
achievement of the course outcomes in this course have
prepared you to meet the MSN program outcome #4, the MSN
Essential IV, and the Nurse Practitioner Core Competencies #
7.
Program Outcome #4: Integrate professional values through
scholarship and service in health care. (Professional identity)
MSN Essential IV: Translating and Integrating Scholarship into
Practice Recognize that the master’s-prepared nurse applies
research outcomes within the practice setting, resolves practice
problems, works as a change agent, and disseminates results.
Nurse Practitioner Core Competencies # 7
Health Delivery System Competencies
1. Applies knowledge of organizational practices and complex
systems to improve health care delivery.
2. Effects health care change using broad based skills including
negotiating, consensus-building, and
partnering.
3. Minimizes risk to patients and providers at the individual and
systems level.
4. Facilitates the development of health care systems that
address the needs of culturally diverse

populations, providers, and other stakeholders.
5. Evaluates the impact of health care delivery on patients,
providers, other stakeholders, and the
environment.
6. Analyzes organizational structure, functions and resources to
improve the delivery of care.
7. Collaborates in planning for transitions across the continuum
of care.

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