Evidence-Based Practice in Nursing Education

Introduction

The completed course has equipped me with skills that can transform my care delivery philosophy. I have understood the importance of practice approaches such as cultural competence and multidisciplinary teams. The purpose of this personal reflection is to outline the knowledge acquired after completing this nursing course.

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Skills and Knowledge Gained

I have acquired numerous ideas such as the use of clinical guidelines and cultural competencies to improve care delivery (Mackey & Bassendowski, 2017). I have also appreciated the importance of interprofessional collaboration. According to this concept, nurses, therapists, psychologists, clinicians, and caregivers come together to deliver evidence-based medical care. My skills in healthcare delivery and clinical systems have improved. I can develop superior models depending on my patients’ needs. Modern health information technologies can be used to support different individuals.

Ethics in healthcare has been taken seriously throughout this course. The rights of patients must always be prioritized. Principles such as autonomy, benevolence, and justice have become part of my nursing model. The analysis of the health concerns affecting different populations has been taken seriously. This is the case because communities tend to have diverse needs.

Additionally, I appreciate the power of modern technologies in improving patients’ outcomes. I can guide my colleagues to use various technological systems to offer evidence-based medical services. Another knowledge gained in class is the ability to support health policy using advocacy efforts. I also understand why leadership is critical whenever delivering medical services. The class materials have explained why economic models should be used to monitor issues such as demand and quality of available services in healthcare (Payne & Steakley, 2015). Disparities in medical care have also been identified in class. This predicament arises from the social and economic gaps facing underserved populations.

Strengths and Weaknesses

From the completed class, I have realized that I possess numerous strengths that can support my care delivery models. These include proper leadership skills, cultural competence, critical thinking, conflict resolution, and communication (Dauvrin & Lorant, 2015). Additionally, I have developed a superior model for delivering quality services to my patients. I also embrace the power of interprofessional teams to meet the needs of every individual. I always engage in lifelong learning to acquire new concepts in nursing.

The first weakness that affects my care delivery models is the inability to implement various technologies to address patients’ needs. Secondly, the idea of cultural competence is yet to be taken seriously. I am, therefore, keen to analyze and address these weaknesses within a year.

Additional Abilities and Resources

Primary care settings can benefit from the introduction of new abilities and resources. To begin with, nurses can embrace the power of EBP to improve their care delivery approaches. Concepts such as disease prevention and nurse-managed clinics have the potential to improve the health outcomes of many patients (Mackey & Bassendowski, 2017). Lifelong learning is another powerful practice that can ensure that nurse practitioners meet the needs of more individuals. Advanced technologies and clinical guidelines emerge as powerful resources for delivering desirable results.

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Conclusion: Course Competencies

From this analysis, it is quite evident that I have met most of the learning objectives and competencies aligned to this course. This is true because I currently possess superior skills in leadership, care delivery, technological applications, and health policy. I can monitor and address most of the disparities in health care. I am ready to collaborate with professionals from different medical fields to meet patients’ needs.

References

Dauvrin, M., & Lorant, V. (2015). Leadership and cultural competence of healthcare professionals: A social network analysis. Nursing Research, 64(3), 200-210. Web.

Mackey, A., & Bassendowski, S. (2017). The history and evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55. Web.

Payne, R., & Steakley, B. (2015). Establishing a primary nursing model of care. Nursing Management, 46(12), 11-13. Web.

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StudyCorgi. (2021, July 11). Evidence-Based Practice in Nursing Education. Retrieved from https://studycorgi.com/evidence-based-practice-in-nursing-education/

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"Evidence-Based Practice in Nursing Education." StudyCorgi, 11 July 2021, studycorgi.com/evidence-based-practice-in-nursing-education/.

1. StudyCorgi. "Evidence-Based Practice in Nursing Education." July 11, 2021. https://studycorgi.com/evidence-based-practice-in-nursing-education/.


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StudyCorgi. "Evidence-Based Practice in Nursing Education." July 11, 2021. https://studycorgi.com/evidence-based-practice-in-nursing-education/.

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StudyCorgi. 2021. "Evidence-Based Practice in Nursing Education." July 11, 2021. https://studycorgi.com/evidence-based-practice-in-nursing-education/.

References

StudyCorgi. (2021) 'Evidence-Based Practice in Nursing Education'. 11 July.

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