The Essentials of Reflective Practice

Student Name

Grand Canyon University

DNP: XXX

Date
 This reflective journal essay aims to demonstrate individual perspectives about the

course, DNP 830. It provides the breakthroughs and difficulties experienced during the course in

achieving course objectives and the competencies provided by the American Association of

Colleges of Nursing’s (AACN) Essential of Doctoral for Advanced Nursing Practice. These

essentials are core to every advanced nursing practice role. The course offered opportunities to

develop these core competencies aligned with the AACN essentials through the various course

activities.

Reflection

This reflective journal demonstrates the individual learning experiences throughout the

course, strategies adopted to achieve course objectives, and knowledge gained. It summarizes the

weekly reflections and the competencies gained through the weekly course activities.

Throughout the course, the following essentials were accomplished:

Essential I: Scientific Underpinnings for Practice

The DNP course presented multiple challenges and complexities, besides opportunities to

advance knowledge and skills on DNP essentials. The course was demanding and required high-

level engagement, especially in completing weekly assignments that align with the scientific

underpinnings of practice. From identifying healthcare issues affecting the patient to PICOT-D

question development, literature search and evaluation, and the development of annotated

bibliography, this student developed an understanding of scientific knowledge development and

the process of scientific research aimed to develop knowledge and intervention to improve

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patient outcomes. It was my first time developing a PICOT-D question because, previously, this

nurse scholar was required to develop PICO or PICOT question. It was challenging at first to

understand how to integrate the “D” or data element in the PICIOT question, but the instructor

feedback and the PICOT-D question template guided the nurse scholar to successfully develop a

PICOT-D question.

All weekly assignments were aligned with the first essential. This nurse scholar

discovered high-level elements of the research process but experienced challenges with the

literature search and evaluation. This course required using quantitative research only to support

the PICOT-D elements and proposed intervention. It is easier when both qualitative and

quantitative sources are used because it requires a robust search of databases to establish

quantitative sources only. However, it was an opportunity to discover and learn more about

different types of quantitative research designs and how to identify them based on the

methodology adopted. The research process allowed this nurse scholar to link the research

question or PICOT-D question to evaluated research methodologies and outcomes and discover

how the sources identified supported or informed current research. The weekly course resources,

including reading materials, discussions, and learning activities reinforced the understanding of

this course competency.

Essential II: Organizational and Systems Leadership for Quality Improvement and

Systems Thinking

The main goal of scholarly inquiry is to affect change by gaining a deeper understanding

of a practical issue and creating novel methods of approaching problems to try to resolve

problems for more preferable outcomes. The nursing scholar is expected to spot a quality
improvement opportunity in healthcare technology, acknowledge the value of technology and

how it affects patient care, and suggest ways to make that particular technology better. Through

weekly assignments, discussions, and readings, this course offers tools and resources that

promote the identification of healthcare innovations and their practical use. The learner

developed abilities and competencies needed to accelerate, facilitate, and promote technological

advances at the systems level. The course blends collaborative leadership with systems insights

essential for quality improvement and system thinking to produce effective action and solutions

in difficult situations and enable systems change. Effective communication abilities are required

for collaborative leadership in order to design quality improvement projects that will increase

patient quality and safety. Despite experiencing multiple barriers, the nurse scholar bolstered

professional readiness, especially in terms of supporting technological changes and

advancements.

Essential IV: Information Systems/Technology and Patient Care Technology for the

Improvement and Transformation of Health Care

Safe, effective, patient-focused treatment is centered on technology. This course has

allowed an in-depth evaluation of healthcare technologies and indicated the importance of using

information and patient care technology to enhance practice leadership and clinical decision-

making. A DNP is at the vanguard of healthcare delivery with the ability to participate in

technological innovation, assess the suitability of healthcare customer data, and take part in the

ensuing legal and ethical challenges that arise. The student has gained meaningful insights into

healthcare technology and developed core competencies in technology adoption and utilization

to improve health care delivery and patient outcomes. The nurse scholar has gained more

confidence in selecting appropriate technology for use with various patients. Additionally, the
scholar has acquired assessment skills to analyze and recommend areas of improvement in

healthcare technologies.

Conclusion

This reflective journal aimed to provide personal experiences with the DNP course in

addition to the methods used to meet the course's goals and acquire the core skills in accordance

with the AACN's fundamentals. Despite the many difficulties encountered throughout the course,

this nurse scholar completed the I, II, and IV fundamentals. The skills acquired will help boost

future career and clinician's ability to provide the best possible care.