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[ANSWERED 2023] Create a professional mission statement (suggested length of 1 paragraph) that includes the following: a representation of your career goals, your aspirations

Last Updated on February 28, 2024 by Admin

Create a professional mission statement (suggested length of 1 paragraph) that includes the following

COMPETENCIES

982.1.1 : Program Portfolio

The graduate exhibits artifacts that both demonstrate the graduate’s competency across all program areas as well as provide evidence of professional growth.

INTRODUCTION

A professional portfolio will showcase your knowledge and skills to prospective employers and will increase your marketability as a baccalaureate-prepared nurse. This portfolio will help you, as a nurse, hone in on the concepts, strengths, and critical-thinking abilities that define professional nursing practice.

Throughout your time at WGU, you have developed skills and knowledge that distinguish your practice as that of a baccalaureate-prepared nurse. Items that display your skills and knowledge will be showcased in this professional portfolio.

You should organize your portfolio around the four areas of professional nursing practice: quality and safety, advanced evidence-based practice, applied leadership, and community and population health. This portfolio will expand on the portfolio you already created in your Professional Roles and Values course.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

  1. Complete the following, using OneNote:

Note: The directions to access and use your e-portfolio can be found in the web links section below, which will take you to the “Knowledge Base Article.”

  1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following:
    • a representation of your career goals, your aspirations, and how you want to move forward with your career
  • an overview of where you would like to focus your time and energies within the profession
  1. Reflect on how your professional mission statement will help guide you throughout your nursing career.
  1. Complete a professional summary (suggested length of 3–4 pages) that includes the following:
  2. Explain how the specific artifacts or completed work or both in your portfolio represent you as a learner and a healthcare
  3. Discuss how the specific artifacts in your portfolio represent your professional
  4. Discuss challenges you encountered during the progression of your
    1. Explain how you overcame these
  5. Explain how your coursework helped you meet each of the nine nursing program

Note: Refer to the attachment “Nursing Conceptual Model.”

  1. Analyze how you fulfilled the following roles during your program:
  • scientist
  • detective
  • manager of the healing environment
  1. Discuss how you have grown professionally since the beginning of your
  2. Complete the following within the section “Quality and Safety”:
    1. Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in Professional Roles and Values, including any necessary changes to your definition.
  3. Discuss how the program assisted you in developing your professional definition.
  4. Identify the artifacts in your portfolio that support your definition.
    1. Explain how these artifacts support your definition from part

Note: The artifacts should be attached within the portfolio.

  1. Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional
  2. Complete the following within the section “Evidence-Based Practice”:
    1. Reflect (suggested length of 1 page) on your professional definition of evidence-based practice developed in Professional Roles and Values, including any necessary changes to your definition.
  3. Discuss how the program assisted you in developing your professional definition.
  4. Identify the artifacts in your portfolio that support your definition.
    1. Explain how these artifacts support your definition from part

Note: The artifacts should be attached within the portfolio.

  1. Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:
  2. Discuss how you are able to evaluate current primary research and apply the concepts to your nursing practice, considering the following:
    • relevancy and believability of data
    • differences between quality improvement and research (places and uses of each)
    • differences between primary and secondary research and resources and the implications of each in clinical practice
  3. Explain how your experience in the program helped you achieve excellence in evidence-based
  4. Complete the following within the section “Applied Leadership”:
    1. Reflect (suggested length of 1 page) on your professional definition of applied leadership you developed in Professional Roles and Values, including any necessary changes to your definition.
  5. Discuss how the program assisted you in developing your professional definition.
  6. Identify the artifacts in your portfolio that support your definition.
    1. Explain how these artifacts support the definition from part

Note: The artifacts should be attached within the portfolio.

  1. Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:
  2. Discuss the importance of professional collaboration for effective nursing leadership.
  3. Complete the following within the section “Community and Population Health”:
    1. Reflect (suggested length of 1 page) on your professional definition of community and population health you developed in Professional Roles and Values, including any necessary changes to your definition.
  4. Discuss how the program assisted you in developing your professional definition.
  5. Identify the artifacts in your portfolio that support your definition.
    1. Explain how these artifacts support the definition from part

Note: The artifacts should be attached within the portfolio.

  1. Summarize (suggested length of 1 page) your Community and Population Health task by doing the following:
  1. Discuss what you learned during your Community Health Nursing
  2. Discuss what you learned that led to your community
  3. Discuss how your initial focus and diagnosis evolved after working with your
    1. Discuss the importance of the American Museum of Natural History (AMNH) certificate for your future role as a professional
  1. Provide an appendix to your portfolio by doing the following:
    1. Include all the documents, prior assignments, and additional items that are examples of your best work to support your mastery of all sections given in parts B, C, D, and
    2. Include the following materials:
      • the attached “Nursing Conceptual Model”
      • a link to the current IHI Course Catalog
    3. Provide an updated professional résumé.

Note: If you have a LinkedIn account, you can take a screenshot and include a copy with the rest of your documents.

  1. Provide professional references, using one of the following:
    • a professional reference questionnaire
    • a full letter of recommendation
    • a list of four professional references
  2. Include a copy of your IHI certificate of
  3. Include a copy of your AMNH certificate of
  4. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
  5. Demonstrate professional communication in the content and presentation of your

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

Expert Answer and Explanation

E-Portfolio

Professional Development

A1: Creation of Professional Mission Statement

My mission statement as a Registered Nurse is to positively impact the health of my patients, meet their psychological needs, and restore hemostasis. I believe that all patients and their family members are diverse to be treated with dignity, respect, and compassion. I also believe that nurses are vital in ensuring that patients maintain a healthy lifestyle.

A1A: Reflection of Professional Mission Statement

My mission statement will help guide me through my career by pointing out areas that I need to develop into a competent nurse professional. As I have stated in my mission statement, I will impact patients’ health in a dignified and respectful manner. I will ensure that patients receive safe, quality, and ethical care.

A2A: E-Portfolio Representation of a Learning and Healthcare Professional

Various completed works and artifacts represent me as a learner and a healthcare professional. My works in C228 and C361 represent me as a leaner. They did many assignments and assessments to complete the two works. The Certificate of Achievement represents me as a healthcare professional by showing that I am professionally capable of handling genomics, genetics, and genetics issues.

The Certificate of Completion represents me as a healthcare professional by confirming that I am competent in providing patient safety, family-centered care, leadership, and family-centered.

A2B: E-Portfolio Professional Strengths

The Certificate of Completion represents my professional strengths in patient safety, family-centered care, and leadership. My resume also highlights my professional strength. I have highlighted my professional strengths in my resume. The Certificate of Achievement shows that I am competent in genetics.

A2C: Program Progression Challenges

I faced two major challenges in this program. One of the challenges was balancing work, school, and family responsibilities. The second challenge was understanding genetics. I found genetics to be a challenging course. The last challenge was the pandemic. The pandemic strained me financially.

A2Ca: Overcome Challenges

I overcome the first challenge through effective time management planning. I planned my time well to ensure that I achieved all my objectives. I overcame the second challenge by reading a lot of materials related to genetics and its link to nursing. I overcome the third challenge by working overtime to raise more funds for my personal and academic needs.

A2D: Program Outcomes

The first outcome is communication. The program helped me achieve this outcome by exposing me to effective communication models and technologies I can use in nursing. The second outcome is an inter-professional collaboration (Salyers et al., 2017). Through the program, I worked with other healthcare professionals and learned inter-professional collaboration.

The third outcome is professional accountability. I learned professional accountability through my course works, such as C304 and field practice. The fourth outcome is leader and educator. I achieved this outcome by developing capstone projects and overseeing assignments during field practice. The fifth outcome is compassion for patients.

I met this outcome in my field practice, where I was able to practice compassion while providing care to patients. The sixth outcome is clinical reasoning. The program helped me achieve clinical reasoning by exposing me to evidence-based practice and experience during class and fieldwork. The seventh outcome is the utilization of IT.

I achieve this outcome by working with electronic health records during my field practice. The eighth outcome is knowledge synthesis. I achieve this outcome by learning research activities. The last outcome is attaining genomics knowledge. I achieve this outcome by attaining a Certificate of Achievement.

A2E: Roles During the Program

I fulfilled the role of a scientist by collecting, analyzing, and interpreting data during research projects (Thompson & Schwartz Barcott, 2019). I fulfilled the role of a detective by interviewing patients during field practice and making a diagnosis based on available data. I fulfilled the role of a manager of the healing environment by proposing an intervention that can be used to improve patients’ environment.

A2F: Professional Growth

I have grown a lot since I started the program. I am currently competent in genetics, clinical decision-making, and treatment planning. I am also knowledgeable about the pathophysiology of diseases and how to treat them.

Quality and Safety

B1: Quality and Safety: Reflection

My initial definition of quality is providing safe and effective care that meets the needs of patients.

B1A: Quality and Safety: Development of Professional Definition

I still maintain my initial definition of quality and safety. I can add that quality and safety is it is providing cost-effective care.

B1B: Quality and Safety: Artifact Support

My definition of quality and safety is supported by the Professional Roles and Values paper and the Certificate of Completion.

B1BI: Quality and Safety: Artifacts Supporting Definition

The Certificate of Completion supported my definition of quality and safety, providing knowledge about genetics, effective communication, patient safety care, and family-centered care. The Professional Roles and Values paper supported my view of quality and safety by providing me with knowledge about ethical principles I can use to improve care safety.

B2: Quality and Safety: Importance of IHI Certificate

The IHI certificate is an important nursing qualification because it provides them with knowledge on quality and safety. The certificate program exposes nurses to knowledge in nurse educator skills, effective communication, patient safety skills, patient and family-centered care, and improvement capabilities which are the effective provision of quality and safe care.

C. Evidence-Based Practice

C1: Evidence-Based Practice: Reflection

My initial definition of EBP is using evidence-based results to make clinical decisions.

C1A: Evidence-Based Practice: Development of Professional Definition

The program assisted me in developing a definition of EBP. After completing the program, I realized that EBP uses evidence-based research, experience, and knowledge learned in class to make clinical decisions. Evidence-based research should be reliable and valid for it to be credible and safe for use. I learned from the program that experience is also part of EBP.

C1B: Evidence-Based Practice: Artifact Support

My definition was supported by the Certificate of Completion and my capstone project.

C1BI: Evidence-Based Practice: Artifacts Supporting Definition

The capstone project supported my definition by exposing me to research. I developed a clinical question and proposed an intervention to address the problem. I then supported the solution using EBP. The Certificate of Completion supported my definition by providing me with the knowledge I need to make decisions regarding gene-related disorders.

C2A: Evidence-Based Practice: Primary Research

I learned many concepts related to EBP during the program. For instance, I learned the difference between reliability and believability. Reliability is the extent to which results of a calculation, measurement, or specification are said to be accurate (Justice & Smith, 2018). I can apply these concepts when identifying the sources, I need to use when making nursing decisions.

A nurse can know whether quantitative research is relevant by looking at its validity and reliability. Researchers conducting a quantitative study must include a section in their research reports that explains validity and reliability of the study. In qualitative studies, external reviewers must be included in the study to check for its reliability. Therefore, I would check if external researchers were included in the research.

You can know if a study believable by looking at the study population. If the findings can be generalized to other population, the study results can be believed. Nurses can also determine reliability and believability of studies by checking whether they are peer-reviewed or not.  I also understood the difference between quality improvement and research.

Quality improvement is implementing an already researched intervention to improve patients’ health. However, the research investigates and studies materials to reach new conclusions or establish more facts.

Research is used to test new interventions or hypotheses. Another concept I learned about is primary and secondary research. Primary research is a study where a researcher collects data directly in the field. However, secondary research or resources are materials that have been developed using existing knowledge.

Primary research is by a researcher one-on-one. However, secondary research is conducted by others. Primary research is used to answer one specific research question. However, secondary research is used to identity gaps. Lastly, primary research needs huge budget and time. However, secondary slightly cheap and requires less time.

Primary research is helpful because it provides nurses with new insights about care. It also provides nurses with first-hand information. Secondary research can help a researcher identify gaps and literature review for primary research.

C2B: Evidence-Based Practice: Achievement in Excellence

The program has helped me gain knowledge in EBP in various ways. One of the ways is research. I have conducted research to answer most of the assignments in the program. The program has also improved my nursing knowledge, which is vital in EBP. I have also gained field experience, which I need to apply to EBP.

Applied Leadership

D1: Applied Leadership: Reflection

I did not have an idea of applied leadership before commencing the program. I did not think much about this type of leadership. After the program, I have developed an understanding of applied leadership.

D1A: Applied Leadership: Development of Professional Definition

The program developed my knowledge of applied leadership by exposing me to applied leadership concepts. The concepts include communication, critical thinking, and skilled guidance. I also understood that applied leadership effectively motivates employees and improves their satisfaction.

D1B: Applied Leadership: Artifact Support

The Certificate of Completion supported my definition of applied leadership.

D1BI: Applied Leadership: Artifacts Supporting Definition

The Certificate of Completion supported my definition of applied leadership by improving my communication, leadership, and problem-solving skills. The leadership skills I learned in the program include problem-solving, management, and critical thinking. Communication skills I learned include active listening, respect, empathy, sharing feedback, friendliness, and volume and clarity. I also learned motivation skills I can apply in my leadership.

D2A: Applied Leadership: Professional Collaboration

Professional collaboration is vital in nursing, especially for nurse leaders. Through professional collaboration, nurse leaders can achieve their goals and missions. Professional collaboration also reduces costs of care by decreasing medical errors and increasing cost of care (Wilson et al., 2019). Professional collaboration also ensures that patients achieve their desired health outcomes. Lastly, professional collaboration improves communication between nurses and other healthcare professionals. Professional collaboration helps nursing leaders communicate effectively with their staff and colleagues. Professional collaboration help nursing leader provide supportive environment where members can achieve their goals. Professional collaboration makes it easy for leaders to delegate and share responsibilities.

Community and Population Health

E1: Community and Population Health: Reflection

Initially, I defined community as a local where individuals live and population health as health outcomes of a certain group. My definition of community and population will stay because I have captured all the necessary details highlighted in the program.

E1A: Community and Population Health: Development of Professional Definition

Though my definition will stay, I have learned a lot about community and population health in the program. I have learned that community and population health is the health outcomes of a people or community of the same background or culture. I have accessed journals through a program that has improved my community and population health knowledge.

E1B: Community and Population Health: Artifact Support

My definition was supported by the American Museum of Natural History in Genetics and Genomics Course and Community Health Nursing tasks artifacts.

E1BI: Community and Population Health: Artifacts Supporting Definition

Hereditary qualities and genomics course worked on my insight about the soundness of specific populaces. For example, I comprehend that individual with a family background of weight risk of experiencing the issue. I additionally discovered that individuals with a family background of malignant growth risk getting the sickness. I also learned about the way of life and its significance in the local area and populace’s wellbeing through Community Health Nursing assignments. For example, children whose parents or guardians have psychological wellness issues are bound to foster mental circumstances. The Community Health Nursing tasks likewise worked on my insight into nurture backing and attendants’ job in guaranteeing that their patients live in a solid local area.

E2A: Community and Population Health: Community Health Task

I learned many things from my Community Health Nursing task. One of them is patient advocacy skills such as effective communication and organization. I also learned how to conduct a community assessment. Some of the community assessment skills include windshield surveys and a scavenger hunt.

E2B: Community and Population Health: Community Diagnosis

The community diagnosis for my community is obesity, as highlighted by high incidences of heart diseases and diabetes. Most of the community members have a high BMI above 30, which is linked to poor lifestyles by the community members.

E2C: Community and Population Health: Changes in Focus

I realized that obesity is a population problem after working with the community. Obesity is more severe in adults aged 40-59. People in this age group are more concerned with their profession than their health.

E3: Community and Population Health: Importance of AMNH Certificate

The certificate is so fundamental to nurses. It assists nurses with understanding the way of life of their patients and utilizing the information to foster patient-focused care. Nurses ought to think about the way of life of their patients while giving consideration. This certificate has assisted me with turning out to be socially skillful.

References

Justice, L. V., & Smith, H. M. (2018). Memory judgements: the contribution of detail and emotion to assessments of believability and reliability. Memory, 26(10), 1402-1415. https://doi.org/10.1080/09658211.2018.1484142

Salyers, M. P., Bonfils, K. A., Luther, L., Firmin, R. L., White, D. A., Adams, E. L., & Rollins, A. L. (2017). The relationship between professional burnout and quality and safety in healthcare: a meta-analysis. Journal of General Internal Medicine, 32(4), 475-482. https://link.springer.com/article/10.1007/s11606-016-3886-9 

Thompson, M. R., & Schwartz Barcott, D. (2019). The role of the nurse scientist as a knowledge broker. Journal of Nursing Scholarship, 51(1), 26-39. https://doi.org/10.1111/jnu.12439

Wilson, N. J., Wiese, M., Lewis, P., Jaques, H., & O’Reilly, K. (2019). Nurses working in intellectual disability‐specific settings talk about the uniqueness of their role: A qualitative study. Journal of Advanced Nursing, 75(4), 812-822. https://doi.org/10.1111/jan.13898

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