Week 3: Person-Centred Care

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

• Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1)
• Apply concepts of person-centered care to nursing practice situations (CO2)
• Analyze essential skills needed to lead within the context of complex systems (CO3)

4.Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4)

Requirements:

Discussion Criteria

I. Application of Course Knowledge: of Course Knowledge:

The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.

III. Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.

• What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
  • Contains references for sources cited
  • Written by a professional or scholar in the field and indicates credentials of the author(s)
• What is not considered a scholarly resource?
  • Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
  • Information from Wikipedia or any wiki
  • Textbooks
  • Website homepages
  • The weekly lesson
• Can the lesson for the week be used as a scholarly source?
• Are resources provided from CU acceptable sources (e.g., the readings for the week)?

oIs no more than 5 years old for clinical or research article

oArticles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)

oInformation from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.

oNot as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.

e.Are websites acceptable as scholarly resources for discussions?

oYes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources

IV. Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

DISCUSSION CONTENT
Category	Points	%	Description
Application of Course Knowledge	20	27	Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week.
Engagement in Meaningful Dialogue With Peers and Faculty	20	27	Responds to a student peer AND course faculty furthering the dialogue by providing more information and clarification, adding depth to the conversation
Integration of Evidence	20	27	Assigned readings OR online lesson AND at least one outside scholarly source are included. The scholarly source is: 1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years
	60	81%	Total CONTENT Points= 60 pts
DISCUSSION FORMAT
Category	Points	%	Description
Grammar and Communication	8	10	Presents information using clear and concise language in an organized manner
Reference Citation	7	9	References have complete information as required by APA In-text citations included for all references AND references included for all in-text citation
	15	19%	Total FORMAT Points= 15 pts
			DISCUSSION TOTAL=75 points

Assignment

This week’s topic focused on caring and reflective practice in contemporary nursing. In your initial response, provide a definition of what person-centred care means to you. Describe how you will apply principles holistic nursing, cultural humility, and self-reflection in your future role as a nurse practitioner.

Reading

Adams, L. Y. (2016). The conundrum of caring in nursing. International Journal of Caring Sciences, 9(1), 1-8.

Chamberlain College of Nursing. (2018). Mission, philosophy, program outcomes. Retrieved from https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf (Links to an external site.)  

DeNisco, S.M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Drahošová, L., & Jarošová, D. (2016). Concept caring in nursing. Central European Journal of Nursing & Midwifery, 7(2), 453-461. doi:10.15452/CEJNM.2016.07.0014

McCormack, B., Borg, M., Cardiff, S., Dewing, J., Jacobs, G., Janes, N., . . . Wilson, V. (2015). Person-centredness – the ‘state’ of the art. International Practice Development Journal, 5. Retrieved from http://www.fons.org/Resources/Documents/Journal/Vol5Suppl/IPDJ_05(suppl)_01.pdf (Links to an external site.)

Rasheed, S. P. (2015). Self-awareness as a therapeutic tool for nurse/client Relationship. International Journal of Caring Sciences, 8(1), 211- 216. Retrieved from http://www.internationaljournalofcaringsciences.org/docs/24-%20Review-Parveen.pdf (Links to an external site.)

Rosa, W. & Lubansky, S. (2016). The advanced practice holistic nurse: A leader in the implementation of core values. Beginnings, 36(3), 10. Retrieved from https://search-ebscohost-com.chamberlainuniversity.idm.oclc.org/login.aspx?direct=true&db=edb&AN=116434103&site=eds-live&scope=site (Links to an external site.)

Optional Viewing:

Bassett, M. (2015). Why your doctor should care about social justice [TED Talks]. Retrieved from https://www.ted.com/talks/mary_bassett_why_your_doctor_should_care_about_social_justice (Links to an external site.) 

Roberts, D. (2015). The problem with race-based medicine [TED Talks]. Retrieved from https://www.ted.com/talks/dorothy_roberts_the_problem_with_race_based_medicine (Links to an external site.)