INTERPRETIVE REFLECTION
APPLY THE MAJOR CONCEPTS OF BRAIN MAKER TO THE SCHOLAR'S NURSING PRAXIS AND RECORD IN THE SCHOLARLY REFLECTIONS. THE INTENTION OF THE SCHOLARLY REFLECTIVE JOURNAL IS TO ASSIST YOU IN THE INTEGRATION OF THE VARIOUS NURSING SCIENCE CONCEPTS INTO YOUR NURSING PRAXIS. IT IS ALSO TO HELP YOU REFLECT ON THE IMPACT OF THE READINGS IN THE COURSE AND ENGAGE IN SCHOLARLY REFLECTIVE JOURNALING ON THE MEANING OF THESE IDEAS, READINGS, AND THEIR IMPACT ON YOUR NURSING PRAXIS. THIS SCHOLARLY REFLECTIVE JOURNAL BECOMES THE NEXUS OF TRANSFORMATION.
PROCESS REFLECTION
CREATE A MIND MAP AS A REPRESENTATION OF THE SCENARIO THAT YOU CRAFTED TO ILLUSTRATE YOUR EXPERIENTIAL KNOWLEDGE. THE MAP WILL DEMONSTRATE YOUR UNDERSTANDING OF THE CURRENT THEORIES AND PRACTICES WITH REGARD TO PAIN MANAGEMENT AND THE MANAGEMENT OF DIABETES. POPULATIONS THAT THE MAP APPLIES TO ARE DEFINED. INCLUDE THE FOLLOWING: UNDERLYING PATHOPHYSIOLOGICAL PROCESSES, CURRENT PHARMACOLOGICAL INTERVENTIONS AT THE LEVEL OF THE PROCESS, TREATMENTS, AND LONG-TERM PROGNOSTICATIONS FOR THESE CONDITIONS. THE MAP WILL BE SOURCED WITH CURRENT LITERATURE AND EXPERT KNOWLEDGE AND REFERENCED IN THE MAP.
SUMMATIVE REFLECTION
DESCRIBE THE COMPONENTS OF A PICOTS QUESTION RELEVANT TO A QUALITY/SAFETY IMPROVEMENT PROJECT. DESCRIBE THE STRATEGY AND RESULTS OF A LITERATURE SEARCH ABOUT THE PICOTS QUESTION. SYNTHESIZE THE FINDINGS OF THE LITERATURE WITH A FOCUS ON THE LEVEL OF EVIDENCE. CONCISELY PRESENT A FEASIBLE AND MEANINGFUL EBP CHANGE TO IMPROVE QUALITY/SAFETY IN A CLINICAL PRACTICE SETTING. CLEARLY DESCRIBE THE STEPS OF IMPLEMENTATION FOR THE EBP CHANGE. DISCUSS STRATEGIES TO EFFECTIVELY EVALUATE THE EBP CHANGE.
EVALUATIVE REFLECTION
YOU WILL BE PART OF A SELF-SELECTED GROUP OF NURSE SCHOLARS IN A SIMILAR WORK SETTING OR WITH A SIMILAR INTEREST IN A QUALITY TOPIC, WHICH WILL AGREE UPON A QI PROJECT FROM EXISTING QI PROJECTS IN THEIR FACILITY. THIS PROJECT WILL FORM THE BASIS OF SEVERAL ASSIGNMENTS IN TERMS 3 AND 4. IN TERM 3 (464), YOU WILL WRITE THE QIP PART I ACADEMIC PAPER ABOUT THE PROJECT AND YOUR GROUP WILL GIVE A PRESENTATION ON THE PROJECT. IN TERM 4, YOU WILL CREATE PART II OF THE QIP PAPER. ALTHOUGH THIS IS A “GROUP” PROJECT, EACH PERSON WILL WRITE HIS/HER OWN PAPER OF THE SAME AGREED-UPON PROJECT.
LEARNING REFLECTION
THIS ASSIGNMENT WAS BASED ON AUTHOR SUSAN SCOTT’S BOOK, FIERCE CONVERSATIONS ACHIEVING SUCCESS AT WORK AND IN LIFE, ONE CONVERSATION AT A TIME. SCHEDULE A ONE TO ONE INTERVIEW WITH SOMEONE AT WORK AND SOMEONE AT HOME. CHOOSE A PERSON WHO YOU SENSE IS STRUGGLING WITH AN ISSUE. SPEAK AND THINK OF IT AS A CONVERSATION RATHER THAN A MEETING. USE MINERAL RIGHTS AS YOUR MODEL. BEFORE YOU BEGIN, ASK YOURSELF, “WHAT DO I NEED TO DO TO BE FULLY PRESENT? WHAT ARE THE THINGS I AM THINKING ABOUT THAT CAN INTERFERE WITH MY BEING HERE, PREPARED TO BE NOWHERE ELSE?” BEGIN BY ASKING WHAT IS THE MOST IMPORTANT THING THAT YOU AND I HAVE TO TALK ABOUT TODAY?
REFLECTIVE REFLECTION
CARITAS IS AN UNDERPINNING OF THE RN TO BSN CURRICULUM. THIS 500-WORD ESSAY IS DESIGNED AS A REFLECTIVE WRITING ASSIGNMENT ABOUT YOUR EXPERIENCE OF COMING TO KNOW THE CARITAS PROCESSES AND HOW THE PROCESSES HAVE CHANGED YOU AND YOUR PRACTICE. USE CARPER'S WAYS OF KNOWING TO ORGANIZE YOUR ESSAY. WITHIN THAT FRAMEWORK REFLECT ON WHERE YOU WERE REGARDING CARING AND CARITAS AS YOU CAME INTO THE RN TO BSN PROGRAM AND WHERE YOU ARE NOW. PROVIDE CONCRETE, DESCRIPTIVE EXAMPLES OR NARRATIVE VIGNETTES OF CHANGES IN EACH OF THE DOMAINS.
VISION BOARD REFLECTION
DESIGN A DIGITAL VISION BOARD. PICTURES AND WORDS PAINT A COMPELLING VISION AND GOALS AND DEMONSTRATE A PROFOUND INTEGRATION OF PERSONAL AND PROFESSIONAL VALUES. LEARNER SELECTS A VARIETY OF PICTURES AND COLORS TO EXPRESS VISION, GOALS, VALUES, AND PASSIONS IN A CLEAR AND COMPELLING MANNER. PRODUCT REFLECTS THOUGHTFULNESS AND IMAGINATION. WORDS AND IMAGES ARE EXTREMELY NEAT, AND THE PAGE REFLECTS EXCELLENT PROPORTION AND ORGANIZATION.