Please respond to this Post, you can also add a comment on regarding quality of patient care as a nurse practitioner,difference in roles of advance practitioner.etc.Thank you!
Introduction and Professional Interests
I began my journey into Walden’s MSN program in Spring of 2018 and am looking forward to graduation within the next year! I earned my Bachelor of Science in Nursing at the University of Illinois at Chicago back in 2015. In Chicago I grew accustomed to the cardiac and stroke unit and the patients that came along with that population. I traveled to Dallas, Texas in 2017 when I decided it may be time for a change. Growing up in a strong military family, moving around was always something that made me feel most comfortable. I quickly shied away from travel nursing when I fell in love with the cardiovascular ICU, transplant services to be specific. This is where I decided to begin my MSN program with Walden. I initially joined in the Acute Care program but swiftly decided that Family Practice was where my heart was and where I could see myself working the rest of my life. I am a new mom, to a beautiful 5-month-old baby boy and I cannot wait to watch him grow every step of the way.
Professionally, my interests have been geared towards the improvement of quality patient care. I found myself conducting research in the hospitals I worked in Chicago and in Dallas. Along the way, I have successfully solved one hospital’s problem with communication to their patients and I have helped drop CLABSI rates in the Dallas organization I work with now. I have also love teaching; I teach new graduate nurses not only to be comfortable in their new roles but to also become masters of their skills. With every passing day of this program, I realize just how important it is to have preceptors that want to teach. Therefore, as a BSN RN I would like to continue to teach as often and as much as possible to not only return the favor but to promote positive learning.
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Research and Education Related to the American Nurse Association
Nurses must be competent to practice to the complete scope of their education and abilities in order to provide the most efficient care to their patients (American Nurse Association, 2020). Nurses must complete additional training and competencies before providing infection prevention as it is related to CLABSI’s (Carrico, Garrett, Balcom & Glowicz, 2018). Additionally the education process has many factors that actually limit the number of gradutaes coming out of BSN and MSN programs. Therefore, there is a need in shift in mentality and implementation of clinical learning opportunities in nursing to prevent such fallout (LeFlore & Thomas, 2016). With education comes competence. Competence is an important part of nursing roles and it has great effects on one’s self-esteem, professionalism, and meaningfulness in the work environment (LeFlore & Thomas, 2016).
Difference in Roles
There are several differences in the roles as related to the Certified Professional Midwife (CPM). A Certified Nurse Midwife (CNM) and a Certified Mid-Wife (CM) are two highly trained nurse professionals who provide care to women during pregnancy and through birth but are also trained in providing care to adolescents and adults the same. A CPM’s scope of practice is limited in comparison to caring for women prenatal, through birth, post-partum, up until the 6-8-week mark following delivery (Marzalik, Feltham, Jefferson & Perkin, 2018). CM’s also have some limitation in their prescriptive privileges which varies among different states (Marzalik, Feltham, Jefferson & Perkin, 2018). CNM and Women’s Health gender-related Nurse Practitioners (WHNP) are such specific roles that they have the most limitations on their scope of practice and their responsibilities. They are capable of treating acute illnesses and promote overall health but when compared to the other identified roles, there are distinct restrictions. These roles all impact the way an advanced practice nurse may work because of differences in productivity, costs, and employment. What each of these roles are trained to do and what they actually practice may be different depending on the state. Delegation of tasks and responsibility also becomes an important factor to consider when working alongside a CNM, CM, WHNP, or CPM.
Resources:Please use one or two of these resources on top of other resources you may use for references.
Schuiling, K. D., & Likis, F. E. (2017). Women’s gynecologic health (3rd ed.). Jones and Bartlett Publishers.
- Chapter 1, “Women’s Health from a Feminist Perspective” (pp. 3-15)
- Chapter 2, “Women’s Growth and Development Across the Life Span” (pp. 17-33)
- Chapter 3, “Using Evidence to Support Clinical Practice” (pp. 39-54)
- Chapter 4, “Health Promotion” (pp. 61-74)
- Chapter 6, “Gynecologic History and Physical Examination” (pp. 95-133)
- Chapter 9, “Lesbian, Bisexual, Queer, and Transgender Health” (pp. 161-184)
Online resources for Women’s Gynecologic Health
Your textbook comes with additional resources and you might use these resources to supplement your learning. To access the online resources included with the text “Navigate 2 Advantage Access,” you need to complete the FREE online registration that is located at the front of your textbook http://www.jblearning.com Note: In Weeks 1-10, these resources are optional for your review. In Week 11, you will be required to review each chapter’s PowerPoint slides.
American Nurses Association (ANA). (n.d.). Scope of practice. https://www.nursingworld.org/practice-policy/scope-of-practice/
American College of Obstetricians and Gynecologists. (2020). Well-woman visit (Number 755) [Committee Opinion]. https://www.acog.org/clinical/clinical-guidance/committee-opinion/articles/2018/10/well-woman-visit
American Society for Colposcopy and Cervical Pathology (ASCCP). (2014). Algorithms: Updated consensus guidelines for managing abnormal cervical cancer screening tests and cancer precursors. https://www.asccp.org/Guidelines
The National Organization of Nurse Practitioner Faculties (NONPF). (2017). Nurse Practitioner Core Competencies Content. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreComps_with_Curric.pdf
American Academy of Physician Assistants (AAPA) (2013). Competencies for the Physician Assistant Profession. https://www.aapa.org/wp-content/uploads/2017/02/PA-Competencies-updated.pdf
American Nurses Association (ANA). (n.d.). View the code of ethics for nurses with interpretive statements. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/
Keuroghlian, A. S., Ard, K. L., & Makadon, H. J. (2017). Advancing health equity for lesbian, gay, bisexual and transgender (LGBT) people through sexual health education and LGBT-affirming health care environments. Sexual Health, 14, 119–122. https://doi.org/10.1071/SH16145
Fredriksen-Goldsen, K. I., Hoy-Ellis, C. P., Goldsen, J., Emlet, C. A., & R, N., Hooyman. (2014). Creating a vision for the future: Key competencies and strategies for culturally competent practice with lesbian, gay, bisexual, and transgender (LGBT) older adults in the health and human services. Journal of Gerontologic Social Work, 57(0), 80–107. https://doi.org/10.1080/01634372.2014.890690
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