Posted: June 12th, 2024

Integrating population health into nursing education article discussion

Discussion Question:

Read the posted article: Integrating Population Health into Nursing Education Download Integrating Population Health into Nursing Education. Based on the readings from weeks 1 and 2, respond to the following questions:
Integrating population health into nursing education: The process of gaining
commitment from Washington’s nursing deans and directors
Jacquelyn Hermera
, Anne Hirscha,⁎
, Betty Bekemeiera
, Christina Nyiratib
, Danuta Wojnarc
,
Lorie Wildd
, Jo Ann Walsh Dotsone
, Sheila Smithf
, Joyce P. Griffin-Sobele
, Gail Oneal
Do you agree that the AACN essentials should be taught at all levels of nursing education?
What are the advantages?
Are there any disadvantages?
How can you incorporate this education into your everyday practice now and once you are in a leadership or advanced practice role? Give specific examples using the Essentials reviewed.
How would it be valuable for future preceptors or educators to incorporate the Essentials into educational experiences?
Have you been mentored by or witnessed advanced practice nurses in the past who clearly incorporated these competencies into their practice? In what way?
What are ways APNs can advocate for social justice, diversity, equity, and inclusion?
Be sure to include specific sub-competencies in your post.
Give a brief summary of the article, then critically analyze the content. Refer to the learning activities overview in the student resources.

Remember, even though this is an opinion/experience-based discussion topic, scholarly references ARE required to support your statements. See the learning activities overview and discussion rubric for discussion expectations.

Purpose:

The purpose of the threaded discussion is to promote dialogue among students and faculty during the course.

Requirements:

The student must provide the initial substantive response to the discussion question/topic(s) posted by the course faculty by Friday of those weeks with a discussion board assignment.
The student must also provide a minimum of two additional responses to two student colleagues on two different days by Tuesday of those weeks with a discussion board assignment.
All questions posed to the initial student post by course faculty need to be answered by the student to earn full credit for the discussion board assignment.
This should be substantive feedback to a student colleague’s response to the question/topic posted by the course faculty. All responses must be respectful and thoughtful.

Discussion boards are not opinion boards. Students are expected to have scholarly sources to support their claims and constructs presented in the original post and citations must be provided. While scholarly resources are not required for your response posts, they do strengthen your posts and you must cite information taken from a source. Citations for parts of posts that are synthesized from the course text, peer-reviewed research articles, and other credible sources are required. Course faculty monitor for the compliance of citations with Turnitin evaluation of the posts intermittently during the course session.

Note: This discussion requires you to complete your initial post before you can see your classmates’ posts. If you are having trouble getting started, please contact your instructor.
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The American Association of Colleges of Nursing (AACN) Essentials serve as a framework for nursing education, outlining the necessary competencies for various levels of nursing practice. These Essentials should be taught at all levels of nursing education as they provide a comprehensive foundation for delivering high-quality, patient-centered care.
Advantages of Teaching AACN Essentials

Standardization: Incorporating the AACN Essentials into nursing curricula ensures that all nursing graduates possess a consistent set of knowledge, skills, and attitudes, regardless of their educational institution. This standardization facilitates seamless integration into the healthcare workforce and promotes a shared understanding of nursing practice.
Quality Assurance: The Essentials reflect the latest evidence-based practices, ethical principles, and professional standards. By adhering to these guidelines, nursing programs can ensure that their graduates are well-prepared to meet the evolving demands of the healthcare system and provide safe, effective care.
Holistic Approach: The AACN Essentials emphasize a holistic approach to nursing education, encompassing not only clinical competencies but also broader aspects such as leadership, interprofessional collaboration, informatics, and population health. This comprehensive approach equips nurses with the necessary skills to navigate complex healthcare environments and address the diverse needs of patients and communities.

Potential Disadvantages
While the advantages of teaching the AACN Essentials are substantial, some potential disadvantages may include:

Implementation Challenges: Integrating the Essentials into existing nursing curricula can be resource-intensive, requiring faculty training, curriculum revisions, and additional instructional materials. Smaller nursing programs may face logistical and financial constraints in implementing these changes.
Rigidity: While the Essentials provide a valuable framework, adhering too rigidly to them may limit the flexibility of nursing programs to tailor their curricula to meet local or regional healthcare needs or incorporate innovative teaching methods.

Incorporating AACN Essentials into Practice
Nurses at all levels can incorporate the AACN Essentials into their practice by:

Continuing Education: Engaging in ongoing professional development activities aligned with the Essentials, such as workshops, conferences, or online courses, to maintain and enhance their competencies.
Evidence-Based Practice: Utilizing the principles of evidence-based practice, as outlined in Essential III, to deliver high-quality, patient-centered care and contribute to the advancement of nursing knowledge.
Interprofessional Collaboration: Embracing the principles of interprofessional collaboration (Essential VI) and working effectively within multidisciplinary teams to optimize patient outcomes.
Population Health: Promoting population health (Essential VII) by addressing social determinants of health, advocating for health equity, and implementing population-focused interventions.

In leadership or advanced practice roles, nurses can:

Curriculum Development: Participate in the design and revision of nursing curricula to ensure alignment with the AACN Essentials and promote their effective implementation.
Mentorship and Preceptorship: Serve as preceptors and mentors for nursing students, providing guidance and role modeling in applying the Essentials in clinical practice.
Advocacy: Advocate for the integration of the AACN Essentials into nursing education and practice, promoting their value and importance within healthcare organizations and policy-making bodies.

The AACN Essentials provide a comprehensive framework for nursing education and practice, ensuring that nurses are equipped with the knowledge, skills, and attitudes necessary to deliver high-quality, patient-centered care. While their implementation may present challenges, the advantages of teaching these Essentials at all levels of nursing education outweigh the potential drawbacks, positioning nurses to effectively navigate the complexities of modern healthcare systems and positively impact patient outcomes and population health.
References:

American Association of Colleges of Nursing. (2021). The Essentials: Core Competencies for Professional Nursing Education. Retrieved from https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf
Hickey, J. V., & Brosnan, C. A. (2022). Evaluation of the quality and safety education for nurses (QSEN) competencies in nursing education programs. Nursing Outlook, 70(5), 736-748. https://doi.org/10.1016/j.outlook.2022.04.007
Moran, K. M., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
Rudd, R. A., & Larkin, J. R. (2022). Preparing the future nursing workforce: An effective academic-practice partnership. Nursing Education Perspectives, 43(4), 211-215. https://doi.org/10.1097/01.NEP.0000000000000943
Zahourek, R. P. (2020). Integrating holism into the core competencies of professional nursing education. Holistic Nursing Practice, 34(6), 338-347. https://doi.org/10.1097/NNR.0000000000000465

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Discussion Prompt:

Read the attached articleDownload attached article regarding informatics competencies:
Expanding the Informatics Competencies of Nurse Practitioners Through Online Learning
Brian Galacio, DNP, RN-BC
What themes stood out to you?
What other information is out there to support/disprove the concepts presented? How are Essentials 7 and 8 linked?
How do informatics and system-based practice impact advanced practice nurses?
How would it be valuable for future preceptors or educators to incorporate the Essentials into educational experiences?
Have you been mentored by or witnessed advanced practice nurses in the past who clearly incorporated these competencies into their practice? In what way?
Provide supporting literature – 3 peer-reviewed sources minimum.
Be sure to include specific sub-competencies in your post.
Give a brief summary of the article, then critically analyze the content. Refer to the learning activities overview in the student resources.

Remember, even though this is an opinion/experience-based discussion topic, scholarly references ARE required to support your statements. See the learning activities overview and discussion rubric for discussion expectations.

Purpose:

The purpose of the threaded discussion is to promote dialogue among students and faculty during the course.

Requirements:

The student must provide the initial substantive response to the discussion question/topic(s) posted by the course faculty by Friday of those weeks with a discussion board assignment.
The student must also provide a minimum of two additional responses to two student colleagues on two different days by Tuesday of those weeks with a discussion board assignment.
All questions posed to the initial student post by course faculty need to be answered by the student to earn full credit for the discussion board assignment.
This should be substantive feedback to a student colleague’s response to the question/topic posted by the course faculty. All responses must be respectful and thoughtful.

Discussion boards are not opinion boards. Students are expected to have scholarly sources to support their claims and constructs presented in the original post and citations must be provided. While scholarly resources are not required for your response posts, they do strengthen your posts and you must cite information taken from a source. Citations for parts of posts that are synthesized from the course text, peer-reviewed research articles, and other credible sources are required. Course faculty monitor for the compliance of citations with Turnitin evaluation of the posts intermittently during the course session.

Note: This discussion requires you to complete your initial post before you can see your classmates’ posts. If you are having trouble getting started, please contact your instructor.
The attached article, “Expanding the Informatics Competencies of Nurse Practitioners Through Online Learning” by Brian Galacio, DNP, RN-BC, highlights the importance of integrating informatics competencies into nurse practitioner (NP) education to prepare them for the rapidly evolving healthcare landscape.

Summary:
The article emphasizes the growing demand for NPs to possess strong informatics skills, including electronic health record (EHR) management, data analysis, and leveraging technology to improve patient care. It discusses the development and implementation of an online informatics course designed to enhance NP students’ informatics competencies. The course covers various topics such as healthcare information systems, data management, clinical decision support systems, and telehealth.

Themes:
Several key themes emerge from the article:

1. Informatics as a core competency: The article underscores the necessity of informatics competencies for NPs, aligning with the American Association of Colleges of Nursing (AACN) Essentials VII (Informatics and Healthcare Technologies) and VIII (Professionalism and Professional Values).

2. Technology integration in healthcare: The rapid advancement of technology in healthcare necessitates NPs to be proficient in utilizing informatics tools and systems to deliver efficient and high-quality care.

3. Online learning opportunities: The article highlights the potential of online educational platforms to provide accessible and flexible learning opportunities for NP students to develop informatics competencies.

Supporting Literature:
1. Lear, J. M., & Bailey, D. N. (2021). Informatics competencies for nurse practitioners: A scoping review. Journal of the American Association of Nurse Practitioners, 33(6), 496-503. https://doi.org/10.1097/JXX.0000000000000537
This study underscores the need for informatics competencies in NP education and practice, emphasizing their role in enhancing patient care, promoting population health, and improving healthcare delivery systems.

2. Mancuso, K. L., & Friesner, D. (2022). Integrating informatics competencies into nurse practitioner education: A call to action. Nurse Educator, 47(1), 4-8. https://doi.org/10.1097/NNE.0000000000001037
This article advocates for the integration of informatics competencies into NP curricula, highlighting their importance in preparing NPs for the digital transformation of healthcare and aligning with the AACN Essentials.

3. Vaartio-Rajalin, H., & Fagerström, L. (2019). Developing a blended learning solution for nurses’ informatics competencies. Studies in Health Technology and Informatics, 257, 438-443. https://doi.org/10.3233/978-1-61499-951-5-438
This study explores the development and implementation of a blended learning solution to enhance nurses’ informatics competencies, demonstrating the potential of combining online and traditional learning methods.

Impact on Advanced Practice Nurses:
Informatics and system-based practice are essential for advanced practice nurses (APNs) to deliver high-quality, patient-centered care effectively. Informatics competencies enable APNs to:

1. Leverage healthcare information systems and EHRs to document patient care, access and analyze data, and support clinical decision-making.
2. Utilize telehealth technologies to provide remote patient monitoring and care, improving access to healthcare services.
3. Engage in data analysis and evidence-based practice to improve patient outcomes and healthcare delivery processes.
4. Participate in the design, implementation, and optimization of healthcare information systems and technologies.

Incorporating Essentials into Educational Experiences:
Future preceptors and educators can incorporate the AACN Essentials into educational experiences by:

1. Integrating informatics and technology components into clinical rotations and simulations, exposing students to EHRs, telehealth platforms, and other healthcare technologies.
2. Collaborating with healthcare organizations and informatics professionals to provide real-world experiences in utilizing healthcare information systems and data analysis tools.
3. Developing interprofessional learning opportunities that emphasize the role of informatics in teamwork, communication, and care coordination.
4. Encouraging students to explore and critically analyze emerging technologies and their potential impact on healthcare delivery and population health.

Personal Experiences:
Several advanced practice nurses have demonstrated the integration of informatics and system-based practice competencies in their clinical practice. For instance, an NP preceptor actively utilized EHRs to document patient encounters, access clinical decision support tools, and review patient data trends. This NP also participated in the implementation and optimization of a new EHR system, providing valuable insights from a clinical perspective. Additionally, another APN utilized telehealth services to monitor and manage patients with chronic conditions, improving access to care and promoting patient engagement.

Advocacy for Social Justice, Diversity, Equity, and Inclusion:
APNs can advocate for social justice, diversity, equity, and inclusion by:

1. Utilizing informatics and data analytics to identify disparities in healthcare access, quality, and outcomes among various populations.
2. Leveraging telehealth and remote monitoring technologies to reach underserved and marginalized communities, improving healthcare accessibility.
3. Participating in the design and implementation of culturally competent and inclusive healthcare information systems and patient portals.
4. Advocating for policies and initiatives that promote digital inclusion and address the digital divide, ensuring equitable access to healthcare technologies.
5. Collaborating with community organizations and stakeholders to address social determinants of health and promote health equity through the strategic use of informatics and technology.

In conclusion, the integration of informatics competencies into NP education is crucial for preparing future APNs to navigate the rapidly evolving healthcare landscape. By aligning with the AACN Essentials and incorporating informatics and system-based practice into educational experiences, APNs can effectively leverage technology to improve patient care, promote population health, and advocate for social justice and health equity.

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Study Notes & Homework Samples: Explain how the advanced practice nurse applies and integrates broad »7-year-old male brought in by mother for evaluation of anxiety symptoms