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Chamberlain NR703 Week 7 Assignment
Chamberlain College of Nursing NR642 Nursing Informatics Concluding Experience I
Chamberlain NR501 Jean Watsons Theory of Human Caring Presentation
The integration of technology is important in enhancing students’ understanding and application of clinical case scenarios. The iHuman Virtual Patient Encounter helps to simulate real-life patient cases for medical students to diagnose and manage. The case of gouty knee not only challenged me to recognize the clinical manifestations of gout but also required an understanding of the musculoskeletal system’s pathology. Through the patient’s history, thorough physical examination, and interpretation of diagnostic tests, I was able to sharpen my diagnostic skills on gout. In diagnosing gouty knee, I had to consider the musculoskeletal manifestations and the underlying metabolic factors contributing to hyperuricemia (Fenando et al., 2022). This holistic care is an example of the importance of understanding the relationships between various physiological processes and their impact on clinical presentations.
I also appreciated the significance of patient-centered care. Beyond identifying the pathology and gout, I had to communicate effectively with the patient, address their concerns, and develop a management plan tailored to their needs. This aspect of the case emphasized the essential role of empathy and interpersonal skills in delivering quality healthcare. While the iHuman Virtual Patient Encounter provides a hands-on learning experience, I recognize the importance of supplementing it with additional study techniques to strengthen my understanding of the musculoskeletal system further. Currently, I am utilizing various resources and strategies to enhance my knowledge and better understanding of physiology.
First, I plan to incorporate more interactive learning tools, such as anatomical models and online simulations, to reinforce my understanding of musculoskeletal anatomy. Visualizing the structures of bones, muscles, and joints will facilitate a better understanding of their functions and interactions. Additionally, I aim to engage in active learning strategies, such as problem-based learning and case discussions with peers and instructors. Through collaboratively dissecting clinical cases and discussing diagnostic and management strategies, I can gain different opinions and refine my clinical reasoning skills.
Furthermore, I intend to seek clinical experiences, such as shadowing healthcare professionals in orthopedic clinics or participating in musculoskeletal workshops, to apply theoretical knowledge to real-world scenarios. Direct patient interactions will provide knowledge on musculoskeletal disorders and enhance my clinical decision-making abilities. I am also committed to ongoing self-assessment and reflection to identify areas for improvement and track my progress (Hollier, 2021). Utilizing resources such as practice questions, self-assessment modules, and peer feedback will allow me to evaluate my understanding and address any knowledge gaps continuously.
Hollier, A. (2021). Clinical guidelines in primary care (4th ed.). APEA
Fenando, A., Rednam, M., Gujarathi, R., & Widrich, J. (2022). Gout. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK546606/
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The i-Human Virtual Patient Encounter case has helped me enhance my understanding of neurology, with a particular focus on multiple sclerosis (MS). The virtual patient encounter simulates a real clinical environment where I was able to observe, diagnose, and manage a patient presenting with symptoms of MS. Through this process, I learned to identify key clinical features of MS reiterated by Ford (2020), such as visual disturbances, muscle weakness, and coordination problems.
The case required me to interpret diagnostic tests, including MRI scans and lumbar puncture results, which are crucial for confirming an MS diagnosis. This hands-on experience allowed me to apply my theoretical knowledge in a practical setting, reinforcing my understanding of the nervous system’s complex structure and function. Moreover, it enhanced my ability to recognize the characteristic findings of MS and understand the rationale behind various diagnostic and treatment strategies.
To further solidify my knowledge and skills in neurology and MS, I plan to incorporate various study techniques into my learning. Firstly, I intend to conduct regular reviews of foundational neuroanatomy and neurophysiology. A strong grasp of these basics is essential for understanding the workings of the nervous system and the pathophysiology of neurological disorders such as MS. Secondly, I will actively seek out and participate in clinical case discussions. These discussions, whether in online forums, medical societies, or peer groups, provide invaluable insights from diverse perspectives.
In addition, I plan to utilize interactive educational resources tailored to neurology and MS. Virtual patient encounters, simulation programs, and online modules offer immersive learning experiences that can deepen my understanding and hone my clinical skills. These resources often include scenarios that mimic real-life clinical situations, allowing me to practice diagnostic and decision-making skills in a safe and controlled environment.
To assess my progress and identify improvement areas, I will engage in self-assessment exercises such as practice questions and mock patient encounters. These exercises will help me evaluate my knowledge, pinpoint gaps, and reinforce my learning through repetition and application. Furthermore, as Aslam et al. (2022) outline, collaborating with peers and mentors will be crucial to my study strategy.
Through discussions, peer teaching, and group study sessions, I can benefit from shared knowledge, diverse perspectives, and mutual support, all of which are crucial for deep and sustained learning. Lastly, staying updated with the latest research, guidelines, and clinical advancements in neurology and MS is essential for a thorough understanding of the field. I plan to read reputable medical journals regularly, attend conferences, and participate in continuing medical education opportunities.
Aslam, N., Khan, I. U., Bashamakh, A., Alghool, F. A., Aboulnour, M., Alsuwayan, N. M., Alturaif, R. K., Brahimi, S., Aljameel, S. S., & Al Ghamdi, K. (2022). Multiple Sclerosis diagnosis using machine learning and deep learning: Challenges and opportunities. Sensors (Basel, Switzerland), 22(20), 7856. https://doi.org/10.3390/s22207856
Ford, H. (2020). Clinical presentation and diagnosis of multiple sclerosis. Clinical Medicine (London, England), 20(4), 380–383. https://doi.org/10.7861/clinmed.2020-0292
Gemma Jones is a 2-year-old female who presents with a new onset rash of her abdomen that has worsened, spreading to all four extremities. On assessment, there is a maculopapular pink rash on the abdomen and extremities. She has no other significant medical history. She recently experienced a nonproductive cough, runny nose, and fever 3 days ago; the fever resolved yesterday. Intake and output were normal per the mother’s report.
DX : roseola
Address the following questions: Review the Healthy People 2030 Vaccination objectives. Consider how your treatment plan might change for this patient if she is not up to date on her vaccinations.
What opportunities for education would you identify?
How would a parent’s opinions about vaccines impact your educational strategies?
Include the following components:
In the United States, the Healthy People 2030 initiative has prioritized the prevention of infectious diseases through increased vaccination rates. Infants and children are particularly vulnerable to infectious diseases, which can have severe consequences. While most children receive recommended vaccines, disparities exist in vaccination coverage across different communities in the U.S. Low vaccination rates in specific areas put entire populations at risk for outbreaks (Healthy People, 2020).
To address this, strategies such as mandating vaccinations for school attendance have been crucial in reducing rates of infectious diseases. These mandates not only protect individual children but also contribute to community immunity, preventing the spread of diseases. Healthy People 2030 emphasizes the importance of routine childhood vaccinations, including measles, mumps, and rubella (MMR) vaccines that can prevent conditions like roseola.
Gemma, a 2-year-old female, presents with a rash and a recent history of fever and respiratory symptoms. Upon evaluating Gemma, I would begin with a thorough assessment, taking into account her age, presenting symptoms, and medical history. In this case, her age and symptoms, including fever and rash, would raise suspicion of various possible diagnoses. My clinical judgment involves considering the most likely and relevant conditions for her age group, such as roseola, but also ruling out other potential causes of her symptoms.
Given Gemma’s age and symptoms, it is essential to inquire about her vaccination status. Vaccination history is crucial in assessing the likelihood of specific diseases, especially those for which vaccines are available. While roseola is generally a mild, self-limiting illness, the presence of a rash and recent fever requires a careful evaluation to ensure no underlying complications or more serious illnesses.
Roseola is typically a benign and self-limiting viral illness that most commonly affects kids between 6 months and 2 years old (Leung et al., 2022). It is characterized by a high fever that often precedes a distinctive rash. In most cases, the fever resolves on its own, and the rash appears as the fever subsides. Roseola is generally not associated with long-term complications, and most children recover without specific medical treatment. While roseola is generally not a severe illness, Gemma is not current on her vaccine. Vaccines provide immunity against highly contagious childhood diseases.
Since Gemma is not up to date on her vaccinations, there is a higher risk that she may contract other vaccine-preventable diseases, like measles or rubella, which are highly contagious (Healthy People, 2020). In this case, it becomes even more critical to implement isolation precautions and ensure proper infection control measures to prevent her from spreading or contracting additional infections.
As Gemma is not vaccinated, her immune system may be compromised in terms of protection against certain diseases; thus, the fever should be closely monitored, and any deterioration in her condition should be addressed. Vaccination status should be carefully reviewed during the initial assessment to identify any other missing vaccinations that should be administered (Healthy People, 2020).
Healthcare providers should take the time to discuss the importance of vaccinations with Gemma’s parents by explaining the risks associated with vaccine-preventable diseases and encouraging them to catch up on her vaccinations after she recovers from roseola (Geoghegan et al., 2020). It is essential to highlight the role of vaccination in protecting her health and preventing future illnesses.
Beyond treating the current illness, healthcare providers should stress the importance of catch-up vaccinations to prevent future diseases (Geoghegan et al., 2020). Discuss the vaccination schedule and the safety and effectiveness of vaccines, and make a plan for Gemma to receive any missed vaccinations as soon as she is medically eligible. Consider scheduling regular follow-up appointments to ensure Gemma receives the necessary vaccinations at the appropriate ages.
Establishing a comprehensive vaccination plan that includes catch-up vaccinations is essential to safeguard her health and prevent future vaccine-preventable diseases. In addition, it addresses any concerns or misconceptions the parents may have about vaccine safety through evidence-based information on the safety of vaccines and debunks common myths or fears related to vaccines (Geoghegan et al., 2020).
A parent’s opinions about vaccines can significantly impact the educational strategy. Parents who are hesitant or opposed to vaccines may require more time and tailored information to address their concerns (Geoghegan et al., 2020). It is essential to approach these discussions with empathy and understanding, acknowledging their worries and providing evidence-based answers to their questions. Building trust and an open dialogue can be crucial in helping parents make informed decisions about vaccination.
Geoghegan, S., O’Callaghan, K. P., & Offit, P. A. (2020). Vaccine safety: Myths and misinformation. Frontiers in Microbiology, 11. https://doi.org/10.3389/fmicb.2020.00372
Leung, A. K.-C., Lam, J. M.-C., Barankin, B., Leong, K. F., & Hon, K. L. (2022). Roseola infantum: An updated review. Current Pediatric Reviews, 20(2), 119–128. https://doi.org/10.2174/1573396319666221118123844
People, H. (2020). Vaccination. Health.gov. https://health.gov/healthypeople/objectives-and-data/browse-objectives/vaccination
Describe how learning in this course helped you to meet Program Outcome 5: Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice (Extraordinary Nursing).
Describe how course assignments or activities will help you achieve ONE of the advanced-level nursing education competencies from AACN Essentials Domain 9 listed below. Answer all red questions below:
9.1g Employ a Participatory approach to nursing
9.2h Foster opportunities for intentional presence in practice
9.2i Identify innovative and evidence-based practices that promote person-centered care.
9.2j Advocate for practices that advance diversity, equity, and inclusion.
9.2k Model professional expectations for therapeutic relationships.
9.2l Facilitate communication that promotes a participatory approach.
Describe how course assignments or activities will help you achieve ONE NONPF Independent Practice Competency
NP 2.6 Demonstrate accountability for care delivery.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
The Family Nurse Practitioner (FNP) Capstone Practicum and Intensive course has been one of the most remarkable courses in the program, providing both knowledge and hands-on skills aimed to contribute to practice readiness. The course has also enabled me to meet the program outcomes and various nursing competencies required for the FNP role. This paper reflects on the lessons learned on the NR 667 course and how the lessons learned helped me meet program outcomes. It describes how course assignments and activities will help achieve the advanced-level nursing competencies from AACN Essentials Domain 9 and how the course assignments or activities will help you achieve NONPF independent practice competency.
The FNP program outcome five states that the student “advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice (Extraordinary nursing).” The practicum experience significantly contributed to meeting this program outcome in various ways. First, I was able to apply the knowledge I have gained in previous courses to provide compassionate and empathetic care to patients in the practicum setting. I also worked closely with my preceptor and collaborated with the interprofessional team to address different patient care issues, which harnessed my skills and ability to advocate for patients effectively and ensure their needs were met.
Furthermore, throughout the practicum project, I conducted research and compiled evidence to inform practice in my area of focus. Speroni et al. (2020) note that enculturating evidence-based practice in nursing entails regularly conducting research and translating findings into practice. Presenting the study findings to the interprofessional care team also led to comprehensive and coordinated care for the patients, hence can be termed as extraordinary nursing. Additionally, the practicum experience presented me with real-life scenarios to apply my theoretical knowledge and contribute to positive health outcomes, thus meeting the program outcome 5.
The Advanced-Level Nursing Education Competencies from the American Association of Colleges of Nursing (AACN) are benchmarks used to regulate the quality of nursing education and provide the necessary curriculum content and expected competencies required for nurses to thrive in the modern healthcare environment (AACN, n.d.). The AACN domain 9 entails forming and cultivating a sustainable professional identity.
The first competency is employing a participatory approach in nursing. The discussion board activities fostered a collaborative approach since I was required to contribute actively by taking and providing input to other learners’ work. The activity has, therefore, contributed to this competency by improving my participatory skills.
The course assignments have also fostered opportunities for intentional presence in practice. For instance, journaling assignments emphasized the essence of being intentionally present and mindful during patient interactions since I was required to focus on each assignment individually. Similarly, I will be able to focus on being present and taking a moment at a time while interacting with different patients, hence promoting the care provider-patient relationship and improving patient care quality.
Additionally, the practicum activity was an excellent platform to help me identify innovative and evidence-based practices that promote person-centered care. The practicum project involved identifying a health issue, identifying/researching best practices, and proposing innovative solutions to address the issue. Completing the project enhanced the understanding of integrating evidence-based practice solutions tailored to meet particular patient needs, thus promoting person-centered care.
The other competency entails advocating for practices that advance diversity, equity, and inclusion. Among the course discussions were health disparities and cultural competence aspects that equipped me with the necessary knowledge to advocate for diverse and inclusive practices. They also emphasized the importance of promoting equity in healthcare and ensuring inclusion in clinical practice.
Furthermore, the domain expects the nurse to model professional expectations for therapeutic relationships. Moreno-Poyato et al. (2021) note that maintaining a therapeutic relationship between the patient and the nurse helps build trust and contribute to active patient participation in healthcare actions involving them. Interacting with the patients during the practicum experience taught me how to maintain professional behavior and communicate effectively to enhance therapeutic relationships.
The last competency is facilitating communication that promotes a participatory approach. The course assignments, especially discussion boards, have been communication exercises emphasizing the essence of clear and engaging communication. In addition, the activity has enhanced my ability to facilitate participatory communication and inclusiveness in clinical practice.
The National Organization of Nurse Practitioner Faculties (NONPF) is an organization devoted to promoting high-quality nurse practitioner education. One of the NONPF independent practice competencies is demonstrating accountability for care delivery. The NR667 course has contributed significantly to helping me achieve competency through the preceptor role. The preceptor is a senior nurse who mentors nursing students from different levels, especially while going through the practicum experience (Lofgren et al., 2021).
Throughout my practicum experience, my preceptor played a vital role in enabling me to demonstrate accountability for care delivery. I worked under the preceptor’s supervision, which demanded attention to detail in patient care, including appropriate documentation, strict adherence to clinical practice guidelines, and ensuring high standards of practice are maintained. Similarly, I will strive to achieve this competency in the future, especially in independent practice, by ensuring I maintain a high level of responsibility and accountability despite not being under direct supervision.
In addition, I aim to achieve competency by taking ownership of patient care. I will ensure I can be questioned for every action or decision made at any given point in patient care. For instance, patients and their families will be allowed to ask questions regarding their care experience even after the interaction. Therefore, I intend to keep appropriate records and document all the necessary documentation to demonstrate accountability in care delivery. More so, even under no supervision, I will employ my ethical principles to adhere to clinical guidelines and maintain high standards of practice, contributing to better patient outcomes.
NR 667 has provided a comprehensive clinical experience that will enable me to play my FNP role effectively. The course assignments and activities, such as the practicum experience, will help me achieve the AANC and NNPF competencies, as discussed above. The course has also harnessed my ability to apply evidence-based practice to improve patient outcomes by linking and synthesizing previous coursework into the capstone project.
American Association of Colleges of Nursing (AACN). (n.d.). The Essentials. Accessed June 16, 2024 https://www.aacnnursing.org/essentials
Lofgren, M., Dunn, H., Dirks, M., & Reyes, J. (2021). Perspectives, experiences, and opinions precepting advanced practice registered nurse students. Nursing Outlook, 69(5), 913–926. https://doi.org/10.1016/j.outlook.2021.03.018
Moreno-Poyato, A. R., Rodríguez-Nogueira, Ó., & MiRTCIME.CAT working group (2021). The association between empathy and the nurse-patient therapeutic relationship in mental health units: a cross-sectional study. Journal of Psychiatric and Mental Health Nursing, 28(3), 335–343. https://doi.org/10.1111/jpm.12675
Speroni, K. G., McLaughlin, M. K., & Friesen, M. A. (2020). Use of Evidence-based Practice Models and Research Findings in Magnet-Designated Hospitals Across the United States: National Survey Results. Worldviews on Evidence-Based Nursing, 17(2), 98–107. https://doi.org/10.1111/wvn.12428
iHuman patient simulations are designed to replicate real-life clinical scenarios in a virtual environment, allowing students to practice and refine their diagnostic, clinical reasoning, and decision-making skills. These simulations cover a wide range of medical conditions and patient types, from common diseases to complex, rare cases. Below are some examples of iHuman patient simulations that students might encounter:
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