DNP-820 Reflective Journal
Grand Canyon University DNP-820 Reflective Journal – Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University DNP-820 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-820 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-820 Reflective Journal
The introduction for the Grand Canyon University DNP-820 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.
Need a high-quality paper urgently?
We can deliver within hours.
How to Write the Body for DNP-820 Reflective Journal
After the introduction, move into the main part of the DNP-820 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-820 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-820 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.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the DNP-820 Reflective Journal assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
Sample Answer for DNP-820 Reflective Journal
The purpose of this DNP-820 Reflective Journal essay is to analyze personal experiences during the course DNP 820A. Like many other advanced practice courses, DNP 820A prepares nurses to handle complex patient issues by implementing evidence-based practice. The reflections in this essay are an honest evaluation of personal journey in accomplishing the course objectives aligned with the American Association of Colleges of Nursing (AACN) Essentials of Doctoral Education for Advanced Nursing Practice (2022). The essay describes how learning occurred to achieve AACN Essentials.
Reflection
DNP 820A expands the nurse student’s competencies of translating research into practice acquired in DNP 815A. Through it, the nurse student examines scientific evidence to guide improvements in practice and care outcomes. Generally, the reflective journal describes the core learning experiences that were pivotal in the course completion. They include DPI project-related activities, literature review and appraisal, and weekly learning experiences. This course’s diverse and insightful experiences and learning involved the following essentials.
DNP-820 Reflective Journal Essential I: Scientific Underpinnings for Practice
Nursing focuses on actions that impact population health positively. Advancing knowledge allows the DNP nurses to acquire expertise that allows them to translate knowledge to achieve better patient outcomes (AACN, 2022). From the first week, it was evident that the course prepared the DNP student to translate research into practice through activities such as submitting the final PICOT-D and exploring the role of the research translator and evidence-based practice. Other activities during weeks 1-3 included identifying and evaluating literature for proposed DPI intervention and exploring the importance of critical appraisal and levels of evidence. The appropriate nursing theory and change theory were presented along with the literature review. A nursing theory describes the scope of the nursing practice, while change theories explain how to implement change based on the best available evidence (Gasaba et al., 2021; Harrison et al., 2021). The critical appraisal process ensures that scientific evidence is valid and relevant to practice.
Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking
Essential II focuses on the nursing competencies vital in eliminating health disparities and optimizing practice experience. Accordingly, the DNP program prepares nurses to better address current and future health needs (McCauley et al., 2020). Learning experiences that helped to achieve these competencies included an in-depth exploration of how different components of a care bundle for pressure ulcers achieve different outcomes. These components include skin care, preventive dressing, and repositioning (Yap et al., 2021; Zhang et al., 2021). Successful implementation of practice change also requires the DNP nurse to serve as a change leader and embrace systems thinking since practice change is a collaborative practice.
ALSO READ:
DNP-820 TOPIC 2 Identification and Evaluation of Literature for Proposed Intervention: Part 1
DNP-820 Identification and Evaluation of Literature for Proposed Intervention: Part II
DNP-820 Implementation Into Practice
DNP-820 Literature Synthesis for Proposed Intervention
Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice
Health improvement leads to better population health through new discoveries that address complex practice problems. The course prepared the DNP nurse to apply relevant findings from EBP and research to enrich practice leading to improved health outcomes (AACN, 2022). Learning experiences to accomplish Essential III included critically appraising literature related to the effectiveness of a preventive care bundle for pressure ulcers and discussions on how incorporating EBP leads to higher quality health care during weeks 4-6. Other relevant learning experiences to achieve this Essential included the assignment exploring a gap between research findings and implementation in week five and the literature synthesis for a preventive care bundle for pressure injuries.
Conclusion
In conclusion of the DNP-820 Reflective Journal, the DNP 820A course focuses on knowledge application activities for translating research into practice using appropriate nursing and change theories. The purpose of this reflection essay was to describe the course activities that helped the DNP nurse to achieve the course’s objectives and AACN’s Essentials. They included weekly discussions, assignments, and project-related activities, primarily literature synthesis and appraisal.
References
AACN. (2022). DNP Essentials. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf
Gasaba, E., Ntiranyibagira, B., Joseph, I., Uwamariya, T., Nkurikiye, E., Hategekimana, P., … & Niyongabo, E. (2021). Nursing theory and its practices in two health care facilities of Bujumbura. Open Journal of Nursing, 11(9), 757-771. https://doi.org/10.4236/ojn.2021.119064
Harrison, R., Fischer, S., Walpola, R. L., Chauhan, A., Babalola, T., Mears, S., & Le-Dao, H. (2021). Where do models for change management, improvement and implementation meet? A systematic review of the applications of change management models in healthcare. Journal of Healthcare Leadership, 13, 85-108. https://doi.org/10.2147%2FJHL.S289176
McCauley, L. A., Broome, M. E., Frazier, L., Hayes, R., Kurth, A., Musil, C. M., … & Villarruel, A. M. (2020). Doctor of nursing practice (DNP) degree in the United States: Reflecting, readjusting, and getting back on track. Nursing Outlook, 68(4), 494-503. https://doi.org/10.1016/j.outlook.2020.03.008
Yap, T. L., Horn, S. D., Sharkey, P. D., Zheng, T., Bergstrom, N., Colon-Emeric, C., … & Kennerly, S. M. (2021). Effect of varying repositioning frequency on prevention of pressure injuries in nursing home residents: TEAM‐UP cluster‐randomized clinical trial results. Research Square, 1-21. https://doi.org/10.21203/rs.3.rs-717425/v1
Zhang, X., Wu, Z., Zhao, B., Zhang, Q., & Li, Z. (2021). Implementing a pressure injury care bundle in Chinese intensive care units. Risk Management and Healthcare Policy, 14, 2435–2442. https://doi.org/10.2147/RMHP.S292579
DNP-820 Topic 1 DQ 1 Sample Answer
As a DNP-prepared nurse, what would your role be in facilitating the translation from research into clinical practice?
The translation of research into clinical practice using Evidence-based practice may seem like a relatively new philosophy. However, looking back in history as the intent of the philosophy becomes clearer, EBP has been in use for many years from the era of Florence nightingale to Dorothea Orem. DNP-prepared nurse leading the translation of research into clinical practice helps to improve the knowledge that can lead to patients’ informed treatment plan option, prevention of disease conditions, and timely intervention. Knowledge is power, educating our patients and replicating the knowledge to the general public using guiding practitioners’ expertise, governing body recommendations, and respecting client beliefs and autonomy is paramount to the care we provide (Friesen, et al., 2017).
How would your educational and clinical background influence or affect the outcomes of this clinical practice implementation?
The learner does home care and cares for elderly demented patients that have a medical history of diabetes mellitus. Diabetes Mellitus co-exist with comorbidities such as atherosclerotic cardiovascular disease, heart failure, chronic kidney disease, and hypoglycemia risk. Most of them end up with Retinopathy, Nephropathy, Neuropathy, or chronic wound that may lead to systemic infections, if not controlled and managed appropriately. The learner’s educational background would influence the outcome of the implementation of her DPI project at her clinical practice by making sure that all patients with diabetes mellitus are scheduled for regular follow-up face-to-face appointment visits and monitoring of hemoglobin A1C to maintain good glycemic health (Friesen, et al., 2017).
How would outcomes be different had there not been a DNP-prepared nurse leading the translation into practice?
According to research studies conducted by Molas-Gallart, et al., (2016), DNP-prepared nurses make important contributions to the development and implementation of the science that shapes nursing practice. At the learner’s project site, there are no provider guidelines or nursing policies in place for the management of diabetes mellitus. The learner observed that diabetic-related complications are the most common cause of debility among older adults receiving home health care. Frequent readmission from diabetic Mellitus complications has increased leading to health care burdens (Molas-Gallart, et al., 2016). She thinks that implementing policies, procedures, and guidelines using translation of research from the American Diabetes Association or American Association of Clinical Endocrinology would impact the HBAIC level and improve the quality of life for individuals with T2DM. Most of the diabetes patients the learner cares for are homebound, bedbound, and unable to care for themselves. They are dependent on others for activities of daily living (Molas-Gallart, et al., 2016). The difference she expects to accomplish as a DNP-Prepared nurse is adequately educating the patient, staff, and caregivers to monitor glucose levels closely and give appropriate medication in order to reduce the rate of readmission into the hospital. Identification of glycemic events through daily blood glucose and hemoglobin AIC monitoring every three months assist to maintain good glycemic health that would improve the patient’s quality of life (Molas-Gallart, et al., 2016).
Reference
Friesen, M. A., Brady, J. M., Milligan, R., Christensen, P. (2017). Findings from a Pilot Study: Bringing Evidence-Based Practice to the Bedside. Worldviews on Evidence-Based Nursing, 14(1), 22-34. DOI: 10.1111/wvn.12195
Molas-Gallart, J., D’Este, P.Llopis, O., & Rafols, I. (2016). Towards an alternative framework for the evaluation of translational research initiatives. Research Evaluation, 25(3), 235–243. Retrieved from doi: 10.1093/reseval/rvv027