DNP 810A Reflective Journal
Grand Canyon University DNP 810A Reflective Journal– Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University DNP 810A Reflective Journal assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for DNP 810A Reflective Journal
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 550 Benchmark – Evidence-Based Practice Project: Literature Review depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for DNP 810A Reflective Journal
The introduction for the Grand Canyon University DNP 810A Reflective Journal is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for DNP 810A Reflective Journal
After the introduction, move into the main part of the DNP 810A Reflective Journal assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for DNP 810A Reflective Journal
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for DNP 810A Reflective Journal
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for DNP 810A Reflective Journal
A reflection, such as DNP 810A Reflective Journal, comes at the end of a course, where a student gets a chance to self-reflect on the achievements made in the course and potential challenges witnessed during the course. As such, the current reflection essay purposes of presenting learnings and experiences achieved during the Grand Canyon University’s DNP 810A: The emerging areas of human health. The challenges and achievements related to fulfilling the course objectives and the American Association of Colleges of Nursing Essentials of DNP will be explored (Ahmed et al., 2018). The importance of the American Association of Colleges of Nursing Essentials of DNP emanates from the fact that DNP students are required to meet the essentials to be considered competent.
The DNP 810A Reflective Journal Reflection
The major focus of undertaking the DNP 810A was to achieve the formulated course objectives. Therefore, course activities and learning experiences were important for completing direct practice improvements and course objectives. Learning aspects, strategies, and approaches were employed to help to meet the AACN essentials and the course objectives. For example, discussion questions related to weekly course topics were undertaken. These discussions were all revolving around emerging areas of human health hence key to completing the course objectives. In addition, weekly assignments were done throughout the course to help explore more and develop a deeper understanding of the emerging areas of human health hence achieving the AACN essentials.
The DNP-810A course was particularly important in driving the DNP candidate towards acquiring the needed knowledge key in patient diagnosis and practice management through making appropriate and relevant decisions. The DNP candidate was also able to participate in research and literature search to study current trends in strategies for improving human health, acquisition of skills used in coaching communities, patients, and their families on the importance of health and why it is important to approach human health from a holistic perspective. Therefore, the following specific essentials were achieved during DNP 810-A.
Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice
DNP essential number III is one of the essentials that was directly achieved by undertaking DNP 810A. As part of the course, the DNP candidate explored genetics and how it relates to chronic conditions. Therefore, such a study ensured that the student explored evidence-based practice and analyzed the presented evidence through analytical methods on the current trends used in managing and treating such genetic disorders. In addition, other aspects were also explored, including disease prevalence and incidence and why family members should be included in such care efforts and strategies. These were all achieved by exploring a case study which was studied throughout the weeks of the study (Al-Alawi et al., 2019). In efforts to find out the best management and treatment strategies, a literature review was accomplished in search of the best evidence, hence contributing to the development of analytical skills. Genetic disorders’ clinical aspects were also studied in this course which was again important in the development of clinical scholarship.
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Essential V: Health Care Policy for Advocacy in Health Care
The next essential that was accomplished through DNP 810 is essential number IV, health care policy for advocacy in health care. As in the case of the essential discussed earlier, assignments and discussions were completed dealing with the health care policy related to the various current healthcare issues like genetics. As part of the course, a case study involving genetics was explored and the impacts that genetics have on policy and policy formulation. The implication is that the DNP candidate was able to study more policy hence acquiring valuable skills and knowledge related to healthcare policy and advocacy (Phillips et al., 2018). Even though there is always a need to improve patient care and ensure that patients have better outcomes, several factors influence such outcomes. For example, health care policy has been known to impact the quality of patient care services offered to the patient. As such, it was key that the DNP students participate in activities and course aspects that improve skills related to healthcare policy and advocacy as part of DNP 810A Reflective Journal.
Essential VII: Clinical Prevention and Population Health for Improving the Nation’s Health
The next DNP essential met in the DNP 810A course is essential number seven which focuses on the clinical prevention and population health for improving the health of a nation. In some of the weeks’ assignments, illnesses connected to genetic disorders and diagnostic strategies that can be used for the conditions were explored. Therefore, the student was able to acquire skills in clinical prevention. Class discussions were also key in the achievement of the essential; for example, evaluation of the impact of treatment options chosen, selecting treatments, diagnosis, patient screening, counseling, and nutritional assessments were all undertaken (Ahmed et al., 2018). The discussions covered several aspects of clinical prevention and population health hence helping the DNP leaner to meet the requirement of the DNP essential number seven.
DNP 810A Reflective Journal Conclusion
The DNP 810A Reflective Journal’s reflection essay has focused on various achievements accomplished by the DNP candidate by completing the Grand Canyon University’s DNP 810 A course. The achievements are related to the course objectives and the DNP essentials. The class assignments and discussion questions undertaken throughout the course were all key in achieving the course objectives and the DNP essentials. In particular, DNP essentials number III, V, and VII were all achieved by completing the course.
References
Ahmed, D. N. P., Stephanie, W., WHNP, L. C., Davis, D. N. P., Sheila, M., & Fuller Ph.D., D. N. P. (2018). DNP Education, Practice, and Policy. Springer Publishing.
Al-Alawi, K., Al Mandhari, A., & Johansson, H. (2019). Care providers’ perceptions towards challenges and opportunities for service improvement at diabetes management clinics in public primary health care in Muscat, Oman: a qualitative study. BMC health services research, 19(1), 1-17. https://doi.org/10.1186/s12913-019-3866-y.
Phillips, K. A., Deverka, P. A., Hooker, G. W., & Douglas, M. P. (2018). Genetic test availability and spending: where are we now? Where are we going?. Health Affairs, 37(5), 710-716. https://doi.org/10.1377/hlthaff.2017.1427
DNP 810 Topic 1 DQ 1 Sample Answer
Eukaryotic Chromosome
An essential structural element of a functional eukaryotic chromosome of interest:
Introduction
The study of systems biology, genetics, synthetic biology, and the functional analysis of genomes is the main focus in fields of chromosomal engineering. Eukaryotic cells contain chromosome ends which are protected by telomeres from incomplete DNA synthesis, inappropriate fusion, and degradation during DNA replication. Eukaryotic chromosome ends are divided into two, telomeres and adjacent sub-telomeric regions. Telomeres function is to protect the chromosome ends from external attacks and to avoid the loss of genetic information.
Telomeres: Telomeres consist of double-stranded repetitive G-rich DNA with Telomeres nucleoprotein structures at the ends of eukaryotic chromosomes. In order to conserve genetic information, chromosomal stability, and cell survival, maintenance of the proper structure and function of telomeres are crucial for the maintenance of genome integrity. The epigenetic regulators play an important role in controlling the chromatin state at the telomeres and the sub-telomeric regions. Telomeres are maintained by cellular activities associated with telomerase and telomere binding proteins which contribute to the maintenance of chromosomal homeostasis in yeast, animals, and plants.
The implications of Telomeres element for research: Research studies shows that the lengths of telomeres at birth are determined by genetic makeup. Other factors such as environmental and living conditions affect the telomere lengths during an individual’s lifespan. Extreme and long-term stress has also been shown to negatively impact telomeres and their protective function and some chromosomal abnormalities in offspring are influenced by the stress experienced by parents (Konečná, K., Lyčka, M., Nohelová, L., Petráková, M., Fňašková, M., Koriťáková, E., Sováková, P., P., Brabencová, S., Preiss, M., Rektor, I., Fajkus, J., Fojtová, M., 2019).
The implications of Telomeres element on health: The previous assumption shows that aging is a primary risk factor for neurodegenerative disease (ND), especially in Alzheimer’s and Parkinson’s patients. Leukocyte telomere length (LTL) serves as a predictor of neurological disease because the Telomeres ribonucleoprotein complexes that cap eukaryotic chromosomes shorten in leukocytes with aging (Konečná, et al., 2019).
The implications of Telomeres element for life span: telomeres are most rapidly shortened during the first four years of life and the rate of telomere shortening differs with age. in humans, the telomere length at birth is determined mostly by genetics, environmental conditions, gender, and maternal stress during pregnancy. Modifiable factors that can affect Telomeres include low socioeconomic factors, and lifestyle status including obesity, cigarette smoking, and stress. Exposure to severe and long-lasting stress conditions is associated with shorter telomere length and notable symptoms of premature aging persisted after the stress subsided (Konečná, et al., 2019).
How can the doctoral-prepared nurse apply this information in practice? Explain.
Currently, I work with elderly demented patients and the study of eukaryotic chromosome with a focus on Tolemeres have shed light on some causes of Alzheimer’s and Parkinson’s patients. Knowledge gained from this topic shows that individual personality which is difficult to express is a crucial factor in the capability of each person to cope with extremely stressful conditions. Resilient individuals with distinct personal qualities such as optimism, positive affect, self-efficacy, and high self-esteem are relevant parameters to survive post-traumatic stress symptoms Lee, W., K., & Cho, M., H., 2019).
Reference
Konečná, K., Lyčka, M., Nohelová, L., Petráková, M., Fňašková, M., Koriťáková, E., Sováková, P., P., Brabencová, S., Preiss, M., Rektor, I., Fajkus, J., Fojtová, M. (2019). Holocaust history is not reflected in telomere homeostasis in survivors and their offspring. Journal of Psychiatric Research. V 117, pp. 7-14. doi: 10.5483/BMBRep.2019.52.3.047. https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC6476486/
Lee, W., K., & Cho, M., H. (2019). Epigenetic aspects of telomeric chromatin in Arabidopsis thaliana. Korean Society for Biochemistry and Molecular Biology. V52 (3), pp. 175-180. Retrieved from DOI: 10.5483/BMBRep.2019.52.3.047. https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC6476486/
