DNP 835 DNP Reflective Journal

Grand Canyon University DNP 835 DNP Reflective Journal – Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University DNP 835 DNP 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 835 DNP 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 835 DNP Reflective Journal

The introduction for the Grand Canyon University DNP 835 DNP 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 835 DNP Reflective Journal

After the introduction, move into the main part of the DNP 835 DNP 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 835 DNP 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 835 DNP 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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A reflective journal involves formal documentation of reflection experienced in a particular course, such as new learning experiences and new knowledge gained in the same duration. Besides, through a reflective journal, a learner can also document various difficulties or challenges encountered during the course as well as the strategies implemented to overcome the challenges and fulfill the course objectives. Therefore, the purpose of this assignment is to compose a reflection on the new learning, experiences, and difficulties encountered in undertaking and completing the Grand Canyon University DNP 835, which focuses on patient outcomes and sustainable change. As such, this reflection is evidence that the DNP learner accomplished the laid down course objectives as well as the AACN essentials for doctoral education (Ahmed et al., 2018). Throughout the course, the DNP learner managed to gain knowledge and skills on the formulation of various strategies important for patient care and quality health care promotion as well as a safe patient environment in the patient care settings.

Reflection

This reflection focuses on various strategies, activities, and efforts that were applied by the DNP students to help achieve the DNP 835 set objectives and requirements. For example, weekly assignments, class participation, and class discussions entailed a bigger part of the journey toward course completion, which focuses on patient outcomes and sustainable change. Throughout the learning experience, the student managed to integrate competencies and various care suspects such as healthcare delivery, patient-centered care, sustainable change, and ethical principles connected to practice. The next section discusses the essentials met.

Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking

This DNP essential deals with quality improvement and system thinking through organizational and systems leadership. This essential is directly connected to this course. During the experience, the DNP learner studied various roles that a DNP-prepared nurse can engage in in the promotion of care delivery and sustainable change in the care environment. Various aspects explored include how theory is applied to practice, challenges to cost management as part of costs management, and various activities for care coordination (Younas & Quennell, 2019). As part of the course, the DNP student also discussed strategies that can be used to evaluate quality and safety issues related to patient care activities. Innovative approaches to sustainable change and change theories were also key in fulfilling this essential. This essential was also accomplished by exploring strategies that can be used to formulate a culture of safety and quality care in the patient care environment.

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

Essential III, which focuses on clinical scholarship and analytical methods for evidence-based practice, was also achieved in this course. The DNP student focused on various activities which were key. For example, as part of the course, the DNP learner explored an evidence-based quality improvement program as well as some of the potential challenges or obstacles that can prevent the implementation of the proposed project. Coming up with such a proposal advanced the achievement of analytical methods and clinical scholarship. Improvement of patient outcomes and care delivery in the care environment has been shown to rely heavily on such evidence-based practice quality improvement projects and initiatives (Ortiz, 2021). Aspects of evidence-based practices were also studied, including planning related to population health, evaluation, and development. In addition, the sustainability of a proposed project was explored as appropriate, as well as how change spreads through various theorists such as Lewin and Everett.

Also Read

DNP 835 Patient Outcomes and Sustainable Change Syllabus

During the DNP 835 course, the student also managed to critically analyze evidence-based policy decisions concerning populations and how such policies are key to patient outcome improvements. In addition, the learner also explored how evidence-based policy decisions and population health are related by carefully analyzing the two to explore the aspects that can be used to improve patient care and ensure that change efforts are sustainable (Knepper et al., 2019). Another aspect that was explored is the culture of excellence and the strategies that can be used to promote such a culture, with a major focus on promoting patient safety. Various aspects were studied, for example, the use of quantitative and qualitative data in assessing organizational culture and applying the same data to promote the culture of safety.

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

Essential number seven was also accomplished by completing the Grand Canyon University DNP 835. This essential focus is on clinical prevention and population health for the improvement of a nation’s health. Various aspects were explored to help accomplish this essential. For example, the DNP students studied aspects such as vision and strategic planning and how they are related to healthcare. Again, the DNP learner also discussed healthcare outcome-related aspects such as healthcare disparity, for instance, the factors that lead to health disparity in the US (Brown et al.,2019). As part of health disparity, the student also explored various initiatives that can be used to help fight disparity and health iniquities in the US and some of the strategies and initiatives that can be applied to help fight healthcare iniquities and promote effective change.

Improving a nation’s health involves various strategies that need to be studied. In addition, various interventions need to be implemented to help improve a nation’s health. An example is the study of social determinants of health and how such determinants of health impact people’s health, and how they can also be changed to improve people’s health outcomes (Brown et al.,2019). As part of this discussion, health equity was also explored as to how it can be used to eliminate the healthcare disparities among people. Such discussions were achieved by exploring the IHA module. The module was mainly focusing on how to improve health equity among populations hence eliminating or reducing health disparities. By identifying a particularly underserved population and formulating various activities to improve their health, it is possible to impact the overall health of a population positively. Therefore, exploring aspects of dealing with health disparity and inequity was key in helping the DNP learner accomplish this essential.

Conclusion

This reflective journal has attested that the DNP learner has successfully accomplished the requirements for the Grand Canyon’s DNP 835A course by engaging in various activities throughout the duration of the course. The activities were mainly dealing with strategies for improving patient outcomes and sustainable change. Some of the activities undertaken include scholarly activities, class readings and assignments, and class discussions. In the process, three DNP essentials were achieved as appropriate.

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.

Brown, A. F., Ma, G. X., Miranda, J., Eng, E., Castille, D., Brockie, T., … & Trinh-Shevrin, C. (2019). Structural interventions to reduce and eliminate health disparities. American Journal of Public Health, 109(S1), S72-S78. Doi: 10.2105/AJPH.2018.304844

Younas, A., & Quennell, S. (2019). Usefulness of nursing theory‐guided practice: an integrative review. Scandinavian Journal of Caring Sciences, 33(3), 540-555. https://doi.org/10.1111/scs.12670

Knepper, H., Sonenberg, A., & Savage, P. (2019). Evidenced-based policy decisions and population health: Policies, disparities, and data integrity. Public Administration Quarterly, 43(1), 5-27. https://www.proquest.com/docview/2199062827?pq-origsite=gscholar&fromopenview=true

Ortiz, M. R. (2021). Best practices in patient-centered care: Nursing theory reflections. Nursing Science Quarterly, 34(3). https://doi-org/10.1177/08943184211010432

DNP-835 Sustainability Worksheet Sample

Sustainability Plan Worksheet

An improvement team needs to consider the long-term sustainability of an improvement effort. This worksheet will help you outline the elements needed for a sustainability plan for your proposed evidenced-based quality and/or safety program design by taking you through a series of questions. By answering these questions, you will be able to develop a plan to ensure the longevity of the expected improvements from your proposed quality and/or safety program stick long-term.

For each category, use the questions provided to help you draft the necessary components that will be needed in a sustainability plan. Use one or two concise sentences to inform on each bullet point/question. Provide scholarly and peer-reviewed support accordingly.

Areas for Consideration

Detailed Plan

Measurement

After project completion:

What will you continue to measure?

What will you stop measuring?

What will you do if you see a negative effect?

What will you do if you see clinical significance, but not statistical significance?

The organization has been hampered by cases of nurses burnout; hence a proposal for mental health wellness program has been proposed. Therefore, after the project’s completion, there are various aspects that I will continue to measure. They include job satisfaction, engagement in teamwork, and reported cases of medical errors (Kelly et al.,2021). These will be measured even after completion as they reflect the nurses’ burnout status.

There are various aspects that I will stop measuring. For example, commitment levels as it shall have been covered and reflected under engagement in teamwork.

Negative effects can also be observed upon implementing a project or a quality improvement initiative. Therefore, it is important to have a plan for resolving them. In cases where the negative impact is adversely impacting patients or the staff, then the project can be stopped for a review and inquiry into why the negative effects have been observed.

Clinical significance and statistical significance are both important in nursing research. Even though particular findings may not be statistically significant, they can still be clinically significant, meaning they are beneficial to the group under consideration (Lamé & Dixon-Woods, 2020). In such a case, I recommend that the project proceeds due to its potential importance to the group under consideration.

Ownership

Who will own the new process that was implemented?

How will you tell if the person is engaged and on board with the improvement process?

The project has been designed to reduce nurse burnout. Therefore, as part of the plan, the organization will own the new process to be implemented.

Being engaged and on board with the improvement process is important as it enhances the successful implementation of the project and also ensures the continuity of the project after implementation (Carcone et al.,2022). I will tell if the person is engaged and on board by checking their commitment and willingness to be part of the project. I will also evaluate if they are ready to spare some time and spend in the implementation process.

Communication

How will you communicate about the change, and who will be the messenger?

When will communication take place?

How will you support individuals in the new process?

What type of training will you use after project completion?

Who will be responsible for that training?

Communication of the proposed change to the relevant individuals is important since it enhances the chances of onboarding (Palinkas et al.,2018). Therefore, the intended change will be communicated through various strategies such as face-to-face conversations, emails, and text messages. I plan to take the central role of being a messenger.

The communication will take place at the beginning of the project. However, it is important to note that communication will occur throughout the project to help convey important messages during the project.

Offering support to the individuals regarding the new process is important. Therefore, I will offer them support by answering any questions asked regarding the new program and offering documentation where applicable.

Training is important to help the staff sustain the change as appropriate. Therefore, training will be offered as educational sessions and workshops.

The training will be conducted by a senior nurse educator with relevant skills in education and instruction delivery.

Change Management

How will you respond to resistance/barriers to change (“But this is how we have always done things.”)

How would you use your evidence-based change model to ensure adoption and sustainability?

How will you standardize the process so that it is easy to do the “new” right thing?

Resistance and barriers to change can adversely impact the implementation process and adoption of a new strategy or intervention. Therefore, it is important to have a prior plan (Melnyk et al.,2021). I will respond by offering an adequate explanation of why the organization needs to embark on the mental wellness program. I also plan to approach individuals and have one-on-one discussions to help change their opinion about resisting the proposed change.

Evidence-based change models are important in leading change and ensuring that the change is successful. As such, Lewin’s change model phases of unfreezing, change, and refreezing will be used (Hussain et al.,2018). The third phase will be key in ensuring that the change becomes part of the organization’s culture, ensuring full adoption and stability.

The process should be standardized to ensure that individuals make no mistakes. Therefore, the process will be standardized by creating a guideline documentation showing when individuals should be involved in the program.

Workload

Is the change increasing the overall workload to the system?

If so, how can you decrease the workload?

If not, how will you communicate about what is changing and not changing?

The proposed change is not connected with the workload. Therefore, it is expected to increase the overall workload to the system.

It will also be important to communicate what is changing and what is not changing. Therefore, I will use the organization’s official communication platforms to inform concerned individuals of what will be changing and what is not. Using the established organization’s channels will make communication more impactful.

Adapted from “Sustainability Planning Worksheet” by the Institute for Healthcare Improvement (2019).

References

Carcone, A. I., Coyle, K., Butame, S., Harper, G. W., Aarons, G. A., & Naar, S. (2022). Using the Exploration-Preparation-Implementation-Sustainment (EPIS) Framework to prepare for the implementation of evidence-based practices into adolescent HIV settings. AIDS and Behavior, 26(12), 4093–4106. https://doi.org/10.1007/s10461-022-03735-0

Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3(3), 123-127. https://doi.org/10.1016/j.jik.2016.07.002

Kelly, L. A., Gee, P. M., & Butler, R. J. (2021). Impact of nurse burnout on organizational and position turnover. Nursing Outlook, 69(1), 96–102. https://doi.org/10.1016/j.outlook.2020.06.008

Lamé, G., & Dixon-Woods, M. (2020). Using clinical simulation to study how to improve quality and safety in healthcare. BMJ simulation & technology enhanced learning, 6(2), 87. https://doi.org/10.1136%2Fbmjstel-2018-000370

Melnyk, B. M., Tan, A., Hsieh, A. P., & Gallagher‐Ford, L. (2021). Evidence‐based practice culture and mentorship predict EBP implementation, nurse job satisfaction, and intent to stay: Support for the ARCC© model. Worldviews on Evidence‐Based Nursing, 18(4), 272-281. https://doi.org/10.1111/wvn.12524

Palinkas, L. A., Garcia, A., Aarons, G., Finno-Velasquez, M., Fuentes, D., Holloway, I., & Chamberlain, P. (2018). Measuring collaboration and communication to increase implementation of evidence-based practices: the cultural exchange inventory. Evidence & Policy, 14(1), 35–61. https://doi.org/10.1332/174426417X15034893021530