NRS 415 Personal Reflection

Grand Canyon University NRS 415 Personal Reflection-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon 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 Grand Canyon 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 Grand Canyon 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.

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 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.

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

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.