NRS 415 Personal Reflection
Chamberlain University NRS 415 Personal Reflection– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NRS 415 Personal Reflection 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 NRS 415 Personal Reflection
Whether one passes or fails an academic assignment such as the Chamberlain University NRS 415 Personal Reflection 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 NRS 415 Personal Reflection
The introduction for the Chamberlain University NRS 415 Personal Reflection 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 NRS 415 Personal Reflection
After the introduction, move into the main part of the NRS 415 Personal Reflection 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 NRS 415 Personal Reflection
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 NRS 415 Personal Reflection
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 NRS 415 Personal Reflection
For NRS 415 Personal Reflection, a collaborative learning community (CLC) provides students with opportunities to enhance their understanding of research topics, including the evaluation of healthcare organizations based on a developed strategic plan as a means of readiness for change (Alberti et al., 2021). As such, the CLC assignment on the evaluation of Providence Health involved using different techniques. The group used different tools and techniques that included the GCU system CLC group communication wall, email, and WhatApp. The communication tools and techniques enabled the group to effectively coordinate and collaborate to complete the evaluation assignment.
The core strengths of the group when collaborating included effective communication and coordination, inclusion, and involvement of all members. For instance, each member of the group worked on a different area of the assignment and shared their findings to enrich the CLC presentation. However, the core weakness of the group in collaborating to complete the project was time management. Some members required more time to complete their part of the assignment.
The strategy or approach that can improve the collaborative practice in future projects is effective time management. Time management will enable the members to complete future projects and share their findings before presenting them to larger audiences (Dang et al., 2021). Effective time management will improve coordination and solve any future challenges that may arise during the collaboration.
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NRS 415 Benchmark – Applying Leadership and Management Principles
NRS 415 CLC – Health Care Organization Evaluation
Inter-professional collaboration is essential in supporting quality and improvement of patient outcomes in health care settings. Inter-professional collaboration leads to improved coordination and development of a common care plan that allows providers to enhance quality care leading to better patient outcomes. Inter-professional collaboration supports quality and improvement of patient outcomes by suggesting and implementing evidence-based practice approaches (Rawlinson et al., 2021). Again, it supports quality through research activities that lead to better interventions and continuous quality improvement (CQI) initiatives.
NRS 415 Personal Reflection References
Alberti, S., Motta, P., Ferri, P., & Bonetti, L. (2021). The effectiveness of team-based learning in
nursing education: a systematic review. Nurse Education Today, 97, 104721.
DOI: 10.1016/j.nedt.2020.104721.
Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins
evidence-based practice for nurses and healthcare professionals: Model and guidelines. Sigma Theta Tau.
Rawlinson, C., Carron, T., Cohidon, C., Arditi, C., Hong, Q. N., Pluye, P., & Gilles, I. (2021). An overview of reviews on inter-professional collaboration in primary care: Barriers and facilitators. International Journal of Integrated Care, 21(2). https://ijic.org/articles/10.5334/ijic.5588
Sample Answer 2 for NRS 415 Personal Reflection
Personal Reflection
A collaborative learning community (CLC) allows nursing students to work as a team on assigned tasks in their programs based on course objectives. As such, the CLC project offered a chance for me my colleagues to explore and evaluate healthcare organizations by examining different aspects of their preparation to meet the healthcare needs of the American population (Dugan et al., 2023). The purpose of this paper is to offer a reflection on the collaborative practice within the CLC assignment.
Communication tools and techniques
At the core of any successful CLC or collaborative practice is effective communication. Choosing the right communication tools and techniques can make the difference between the success and failure of a CLC assignment. Effective communication ensures that each member understands their roles and responsibilities based on assigned areas. In this case, the team used various communication tools and techniques to facilitate our collaborative practice. These included emails, chats through forming groups on social media channels, and video conferencing facilities like Zoom for meetings and discussions. We also made calls to one another where necessary to enhance the sharing of the different perspectives on the CLC project (Lewis et al., 2022). These communication tools ensured that we were up to date with all aspects of the project.
Strengths and Weaknesses
The team had salient strengths that allowed us to accomplish the task or collaborative practice beforehand. These strengths included a high degree of engagement and participation, exceptional levels of commitment from each member, and deployment of effective communication tools and techniques. Furthermore, the team leveraged technologies like Zoom and chats for purposeful communication. Conversely, the team encountered challenges based on the tight schedule among members who also work in different locations. For instance, occasional miscommunication, ineffective scheduling, and time management were significant weaknesses that we experienced as a team. The virtual nature of the collaboration suffered from these inevitable aspects of communication technology.
Effective Strategies in Future Practice Projects
Future collaborative practice projects will require the team to deploy effective strategies or approaches to enhance collaboration. The first strategy will be using collaborative tools offered by software developers like Google Docs to enable real-time changes to one common document like the presentation. Secondly, it will be critical for the team to set clear goals for the collaborative practice while outlining the roles and responsibilities of each member. Through this approach, each member will know their part and help prevent overlap of tasks or possible confusion (Sherwood et al., 2021). The third strategy would be effective time management and setting up of regular sessions based on the availability of all members.
Inter-professional Collaboration
Inter-professional collaboration is a critical component of quality and improving patient outcomes. Through inter-professional collaboration, healthcare providers develop a common approach to health issues to enhance patient quality (Ronquillo et al., 2021). Imperatively, inter-professional collaboration improves patient outcomes through enhancing communication among providers or professionals to reduce and prevent medical errors. It also improves care coordination and promotes patient-centered care delivery. For instance, by sharing patient health information, the collaborative team develops a unified approach based on a common plan of care that integrates patient concerns and preferences (Yoost et al., 2021). As such, the team can share patient health records and work collaboratively to implement interventions geared at better outcomes and patient care experience.
Conclusively, collaborative practice projects like the CLC task on organization evaluation are important in healthcare settings. The CLC project promotes collaboration and teamwork to deliver exceptional patient care quality. As such, nurses and other healthcare providers should leverage the advantages of collaborative working to enhance patient care outcomes.
References
Dugan, M. A., & Altmiller, G. (2023). AACN essentials and nurse practitioner education:
Competency-based case studies grounded in authentic practice. Journal of Professional Nursing, 46, 59-64. DOI: 10.1016/j.profnurs.2023.02.003.
Lewis, L. S., Rebeschi, L. M., & Hunt, E. (2022). Nursing Education Practice Update 2022:
Competency-Based Education in Nursing. SAGE Open Nursing, 8, 23779608221140774.
Sherwood, G., & Barnsteiner, J. (Eds.). (2021). Quality and safety in nursing: A competency
approach to improving outcomes. John Wiley & Sons.
Yoost, B. L., & Crawford, L. R. (2021). Fundamentals of nursing E-book: Active learning for
collaborative practice. Elsevier Health Sciences.
Ronquillo, C. E., Peltonen, L. M., Pruinelli, L., Chu, C. H., Bakken, S., Beduschi, A., … &
Topaz, M. (2021). Artificial intelligence in nursing: Priorities and opportunities from an international invitational think‐tank of the Nursing and Artificial Intelligence Leadership Collaborative. Journal of Advanced Nursing, 77(9), 3707-3717. doi: 10.1111/jan.14855.
NRS 415 Benchmark – Applying Leadership and Management Principles
NRS 415 Benchmark – Applying Leadership and Management Principles
Nurse leaders and managers should develop strategies to address practice issues that emerge in their organizations and affect the delivery of quality patient-centered care. Workplace violence in nursing is a critical safety issue that affects nurses based on available data. The World Health Organization (WHO) observes that between 8 and 38 % of nurses suffer from healthcare-related violence at some point in their career (Kirton, 2023). Kotti et al. (2022) observe that workplace violence (WPV) is so prevalent in healthcare settings across the world with nurses suffering the most from this vice. The purpose of this paper is to analyze and suggest various approaches nursing leaders and managers can use in addressing workplace violence (WPV) in their practice setting.
Workplace Violence Against Nurses
In their narrative review on workplace violence, Kafle et al. (2022) advance that incidents involving abuse, threats, or assault in situations related to work, including commuting to and from work, entail explicit and implicit challenges to nurses’ safety, well-being, and health constitute workplace violence (WPV). Healthcare workers have increased chances and risks of getting physical, sexual, or psychological injuries and abuse in their workplace (Kirton, 2023). Again, WPV is categorized into two main areas: physical and psychological, and includes racial abuse, bullying, verbal abuse, and mobbing. In their study, Bernardes et al. (2020) assert that nurses encounter violence from patients and their families, colleagues, and supervisors. The study notes that the types of violence prevalent include physical aggression, verbal abuse, sexual harassment, and racial discrimination. However, verbal abuse remains the most commonly reported.
The American Nurses Association (ANA) (2023) observes that healthcare and social services workers are five times more likely to suffer workplace violence injury or harm than all workers. Data from the Bureau of Labor Statistics indicates that one in every four nurses reported being physically abused. Jones et al. (2023) observe that 73% of all nonfatal workplace violence-associated injuries came from healthcare workers. The study notes that even with a high reported prevalence, many nurses do not report these violent incidents, a situation that exacerbates the problem. The COVID-19 pandemic also exacerbated the situation due to pressures from patients and families as they sought services while nurses had to grapple with increased pressure for care demands.
Workplace violence against nurses impacts the quality of care in the practice setting where it occurs. Nurses exposed to WPV suffer physical and psychological abuse that impacts their job satisfaction levels (Mobaraki et al., 2022). The violence also increases the motivation to leave work leading to nurse turnover and staff shortage. According to ANA, hazardous situations impair effective care delivery. Unsafe workplaces cause nurses to experience psychological distress and absenteeism. Jones et al. (2023) note that annual turnover rates associated with workplace violence account for between 15% and 36%. The implication is that WPV increases the cost of care, leads to staff turnover, and impairs the overall quality of patient care.
Possible Solution to WPV against Nurses
Workplace violence is a serious issue that affects nurses and leads to adverse effects as demonstrated through research. Developing solutions to the problem is critical, especially to mitigate its adverse effects. Existing studies demonstrate that one solution approach is not feasible and leaders in organizations should implement multiple interventions concurrently to address the problem (Kirton, 2023). However, training and application of evidence-based strategies is a solution that can help organizations and leaders mitigate the problem of WPV against nurses. Training will ensure that nurses understand signs of violence and devise ways to respond to such incidents. Jones et al. (2023) assert that training leads to better confidence and improves communication skills among nurses. As such, nurses get the confidence to report such incidents to their leaders and managers. Through training on evidence-based strategies to address violence, nurses interact with leaders and implore them to take necessary steps in addressing barriers to reporting WPV incidents. Reporting improves understanding and encourages developing ways to address the incident and prevent associated aspects (Beeber et al., 2023). Reporting violent incidents will reduce the cost of treating injuries, and turnover rates, and improve job satisfaction levels as nurses feel safe in their workplace environment. Training is essential as it also helps develop safety policies for providers patients and their families.
Leadership Style to Address Workplace Violence Against Nurses
Effective leadership approaches are essential to addressing the WPV issue against nurses. The ever-present challenge of possible workplace violence requires organizations to take proactive measures, underpinned by effective leadership and comprehensive mental health support for the affected nurses (Kotti et al., 2022). Leadership is essential as leaders develop comprehensive violence prevention policies, and train employees in conflict resolution measures and de-escalation approaches while establishing clear procedures for reporting and addressing such threats and incidents. Imperatively, the most appropriate leadership style is transformational leadership.
Transformational leadership motivates followers by appealing to higher ideals and moral values (Al-Hassan et al., 2023). Transformational leadership will ensure that employees are motivated and supported to develop better approaches to reducing WPV, especially by embracing evidence-based interventions and involving all stakeholders. Transformational leaders identify common values, look at effects, and empower others to develop innovative ways to address issues, including training areas on WPV. The implication is that transformational leaders have a high level of emotional intelligence and understand the most salient features of the issue and address it appropriately.
Personal Leadership Style
My leadership style is servant leadership. Servant leadership style focuses on the development of employees and individual concerns and needs. Maglione et al. (2021) observe that servant leaders share knowledge and power by placing the needs of others first and creating an environment for their growth. Imperatively, servant leadership implores leaders to be empathetic, listen, build teams, and be authentic. Therefore, compared to the transformational leadership approach, the servant leader can also develop ways to reduce and prevent WPV against nurses by listening to them and developing effective measures like training and safety policies. The servant leader works with nurses through teams to develop policies based on their needs and concerns to prevent violence against them.
Using two Theories
Using both transformational and servant leadership in resolving the issue of WPV against nurses in the setting where it occurs has similarities. These two theories emphasize the involvement of employees in the process and ensure that their needs and concerns are addressed. The two theories are similar as they stress the important role that leaders play in developing policies to cater to the concerns raised by nurses and other healthcare providers (Best, 2020). Both theories also focus on improving interactions among the stakeholders, from patients and their families to nurses and organizational leaders (Howard et al., 2022). These two theories are relevant to nurse leaders as they have similar outcomes when addressing WPV meted on nurses.
The transformational theory is effective as it implores leaders to work together with nurses to implement innovative approaches to the issue. Transformational leaders empower subordinates to improve their situation by applying innovative ideas (Ota et al., 2022). Servant leadership is effective in the situation as it implores leaders to address the concerns and needs of subordinates. By listening to their concerns and building teams, servant leaders can develop policies with input from nurses to resolve the issue (Best, 2020). At the core of such measures is improving reporting and encouraging safety approaches by nurses when faced with violent incidents.
Nurse’s Role in Interdisciplinary Team
Nurses are at the center of care provision and work collaboratively with other professionals in interdisciplinary teams to promote patient quality and safety and foster professionalism. Workplace violence is a critical issue as it affects over 50% of nurses and leads to adverse effects like staff turnover and nurse shortage (Nelson et al., 2023). The role of nurses in such teams is to encourage reporting and development of effective safety policies by organizational leaders. Nurses implement evidence-based approaches to reduce the susceptibility to violence and report such events. Nurses also promote patient quality and safety by ensuring that they address all incidents of violence through innovative approaches (Ota et al., 2022). They also work with other professionals to implement organization-wide interventions to reduce and prevent WPV incidents. They also adhere to the professional code of conduct in the practice environment to prevent violence against colleagues, patients, and their families.
Conclusion
Workplace violence (WPV) against nurses remains a critical patient and safety issue for nurses and patients. WPV has adverse physical and psychological effects on nurses and leads to turnover and staff shortage. Existing evidence is categorical that WPV is a prevalent problem that affects over 40% of a nurse at any point in their career. Nurse leaders in organizations should implement effective and proactive measures to prevent workplace violence against nurses. The implication is that they should apply appropriate leadership styles or approaches, especially transformational and servant leadership to address the issue.
References
American Nurses Association (2024). Workplace Violence in Nursing: Dangerous &
Underreported. https://www.nursingworld.org/practice-policy/work-environment/end-nurse-abuse/workplace-violence/
Al-Hassan, N. S., Rayan, A. H., Baqeas, M. H., Hamaideh, S. H., & Khrais, H. (2023). Authentic
leadership and its role in registered nurses’ mental health and experiences of workplace bullying. SAGE open nursing, 9, 23779608231185919. DOI: 10.1177/23779608231185919
Best, C. (2020). Is there a place for servant leadership in nursing? Practice Nursing, 31(3), 128-
- https://doi.org/10.12968/pnur.2020.31.3.128
Beeber, L., Delaney, K. R., Hauenstein, E., Iennaco, J., Schimmels, J., Sharp, D., & Shattell, M.
(2023). Five Urgent Steps To Address Violence Against Nurses In The Workplace. Health Affairs Forefront. https://www.healthaffairs.org/content/forefront/five-urgent-steps-address-violence-against-nurses-workplace
Bernardes, M. L. G., Karino, M. E., Martins, J. T., Okubo, C. V. C., Galdino, M. J. Q., &
Moreira, A. A. O. (2020). Workplace violence among nursing professionals. Revista brasileira de medicina do trabalho, 18(3), 250. DOI: 10.47626/1679-4435-2020-531
Howard, P. K., & Robinson, K. (2023). Addressing a key leadership challenge: workplace
violence. Journal of Emergency Nursing, 49(3), 326-329. https://doi.org/10.1016/j.jen.2023.01.001
Jones, C. B., Zoe, S., Mossburg, S. E. (2023 October 31). Addressing Workplace Violence and
Creating a Safer Workplace. https://psnet.ahrq.gov/perspective/addressing-workplace-violence-and-creating-safer-workplace
Kafle, S., Paudel, S., Thapaliya, A., & Acharya, R. (2022). Workplace violence against nurses: a
narrative review. Journal of clinical and translational research, 8(5), 421-424. https://pubmed.ncbi.nlm.nih.gov/36212701/
Kirton, C. (2023). The Silent Epidemic of Workplace Violence. American Journal of Nursing,
123(2):7. DOI: 10.1097/01.NAJ.0000919624.42779.0c
Kotti, N., Dhouib, F., Kchaou, A., Charfi, H., Hammami, K. J., Masmoudi, M. L., & Hajjaji, M.
(2022). Workplace violence experienced by nurses: associated factors and impact on mental health. PAMJ-One Health, 7(11). DOI: 10.11604/pamj-oh.2022.7.11.31066
Maglione, J. L., & Neville, K. (2021). Servant leadership and spirituality among undergraduate
and graduate nursing students. Journal of religion and health, 60, 4435-4450.
DOI: 10.1007/s10943-021-01311-9
Mobaraki, A., Aladah, R., Alahmadi, R., Almuzini, T., & Sharif, L. (2020). Prevalence of
workplace violence against nurses working in hospitals: a literature review. American Journal of Nursing, 9(2), 84-90. DOI: 10.11648/j.ajns.20200902.19
Nelson, S., Leslie, K., McCormick, A., Gonsalves, J., Baumann, A., Thiessen, N. J., & Schiller,
- (2023). Workplace violence against nurses in Canada: a legal analysis. Policy, Politics, & Nursing Practice, 24(4), 239-254. https://doi.org/10.1177/15271544231182583
Ota, M., Lam, L., Gilbert, J., & Hills, D. (2022). Nurse leadership in promoting and supporting
civility in health care settings: A scoping review. Journal of Nursing Management, 30(8), 4221-4233. DOI: 10.1111/jonm.13883