NR 505 Week 6: Reflection on Learning
While developing best evidence data in the study of fall risk and preventive measures, ideas were provided to patient and staff educational programs for long-term care (LTC) facilities. One observation made was that there were many RCTs with good evidence for environmental and staff interventions that aimed to prevent falls. However, a perceived lack of qualitative research was evidenced in patient and staff education-related fields. Heng and colleagues described the key position of patient education in decreasing the fall rate and, at the same time, exposed the drawbacks of the current methods used in LTC facilities. Such observations underscore the importance of another research direction – to investigate how educational intervention can be incorporated into practice that already includes other evidence-based protocols, such as hourly rounding, towards evaluating the long-term effectiveness of practices to prevent falls(Ohrp, 2010). Also, this week’s content shows how EBPs can match nursing rules in promoting patient outcomes by determining and availing research-based knowledge in developing interventions.
Another important part of the week’s learning was ethical concerns. Some earlier investigations involved inhuman behavior towards the participants, like the Tuskegee Syphilis Study, and therefore, particular rules of ethics are followed while using human subjects in studies. Norms such as the Nuremberg Code and the Belmont Report emphasize the protection of the participants and informed consent, as demonstrated in the present RCTs studied. However, there is arguably a need to optimize patient information and activation within the LTC facilities (Heng et al., 2020). Suppose educational interventions are enhanced regarding LTC settings. In that case, the patient may become more knowledgeable about their care and overall healthcare, leading to enhanced healthcare and a firmer ethical base for biomedical research.
References
Heng, H., Slade, S. C., Jazayeri, D., Jones, C., Hill, A.-M., Kiegaldie, D., Shorr, R. I., & Morris, M. E. (2021). Patient perspectives on hospital fall prevention education. Frontiers in Public Health, 9(2), 592440. https://doi.org/10.3389/fpubh.2021.592440
(Ohrp), O. for H. R. P. (2010, January 28). The Belmont report. HHS.Gov. https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html
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Reflection on Learning
Assignment
Submit the reflection here before posting to the discussion thread.
Purpose
The purpose of this assignment is to provide the student an opportunity to reflect on the weekly concepts learned in the course.
IMPORTANT NOTE: Your instructor will be monitoring the Reflection on Learning discussion area but not participating as this is your opportunity to reflect on your personal learning for the week.
**To view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 1: Integrate evidence-based and research to support advancement of holistic nursing care in diverse healthcare settings. (PO 1,4)
CO 2: Integrate knowledge related to evidence-based practice and person-centered care to improve health outcome. (PO 1, 2)
CO 3: Demonstrate professional and personal growth through a spirit of inquiry, scholarship, and service in diverse healthcare settings. (PO 3, 4)
CO 4: Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. (PO 1, 5)
CO 5: Analyze research findings and evidence-based practice to advance holistic care initiatives that promote positive healthcare outcomes. (PO 1, 2, 5)
Due Date
Post should be entered to the Weekly Reflection on Learning thread by Sunday at 11:59 p.m. MST each week.
This assignment will follow the late assignment policy specified in the course syllabus.
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of a situation that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
Total Points Possible
This assignment is worth 5 points.
Preparing the Assignment
Reflection: write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you for the week.
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- In completing your CITI modules, was there anything that surprised you?
- What similarities did you see between the CITI modules and the ANA Code of Ethics?
- Do you see applications for this week’s content to your nursing practice?
Important Note: There is no requirement to respond to your classmates in the Reflection on Learning discussion board.
| ASSIGNMENT CONTENT | |||
| Category | Points | % | Description |
| Reflection | 5 | 100% | Student provides 1-2 paragraphs reflecting on learning for the week. Reflection may address the guiding questions or may relate to what was most significant to the student for the week. |
| ASSIGNMENT TOTAL = 5 points | |||