20 Jan h. Design strategies that

NR650 Healthcare Policy Practicum

Self-Assessment of Professional Competencies

The Initial Self-Assessment of Professional Competencies is due by Sunday, 11:59 p.m. MT at the end of Week 1.

Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:

Monday = 10% of total possible point reduction

Tuesday = 20% of total possible point reduction

Wednesday = 30% of total possible point reduction

If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:

Monday = 10% of total possible point reduction

Tuesday = 20% of total possible point reduction

Wednesday = 30% of total possible point reduction

The guidelines and grading rubric are located at the top of the page. A final Self-Assessment of Professional Competencies is due Week 8.

Directions: Complete the initial assessment during Week 1 and submit by 11:59 pm midnight MT Sunday of Week 1. Complete the End of Practicum Assessment duringWeek 8 and submit by 11:59 pm MT Wednesday of Week 8. Total Points:50

Initial assessment

Core Competency

End of Practicum assessment

Circle the number that best represents your development needs at this point in time.

1= minimal learning need related to this behavior 2= need some practice in this area 3=need significantpractice in this area

Self-assessment of professional competencies will help the graduate student guide their learning experiences in the healthcare policy practicum. The following competencies reflect selectedcore competencies for the student in NR650. These competencies are selected from the competencies identified by the American Association of Colleges of Nursing, Essentials of Master’s Education in Nursing. It is anticipated that the student will identify a number of areas of development at the initial assessment. Goals to meet these needs will guide development of the Learning Agreement.

At the conclusion of the practicum, the student completes the assessment. While it is expected that a student will show growth in the development of skills of the nurseleader in healthcare policy, it is not expected that all development needs will be fully met.

The student will share the assessment tool with the nurse mentor at the beginning and conclusion of the practicum.

Circle the number that best represents your development needs at this point in time.

1= minimal learning need related to this behavior 2= need some practice in this area 3=need significantpractice in this area

I. Competency: Background for Practice from Sciences and Humanities

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a. Synthesize evidence for practice to determine appropriate application of interventions across diverse populations.

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b. Analyze nursing history to expand thinking and provide a sense of professional heritage and identity.

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II. Organizational and Systems Leadership

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a. Assume a leadership role in effectively implementing patient safety and quality improvement initiatives within the context of the interprofessional team using effective communication (scholarly writing, speaking, and group interaction) skills.

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b. Develop an understanding of how healthcare delivery systems are organized and financed (and how this affects patient care) and identify the economic, legal, and political factors that influence healthcare.

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III. Quality Improvement and Safety

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a. Contribute to the integration of healthcare services within systems to affect safety and quality of care to improve patient outcomes and reduce fragmentation of care.

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b. Direct quality improvement methods to promote culturally responsive, safe, timely, effective, efficient, equitable, and patient-centered care.

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c. Lead quality improvement initiatives that integrate socio-cultural factors affecting the delivery of nursing and healthcare services.

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IV Translating and Integrating Scholarship into Practice

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a. Integrate theory, evidence, clinical judgment, research, and interprofessional perspectives using translation processes to improve practice and associated health outcomes for patient aggregates.

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b. Advocate for the ethical conduct of research and translation scholarship (with particular attention to the protection of the patient as a research participant)

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c. Articulate to a variety of audiences the evidence base for practice decisions, including the credibility of sources of information and the relevance to the practice problem confronted.

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d. Perform rigorous critique of evidence derived from databases to generate meaningful evidence for nursing practice.

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V. Informatics and Healthcare Technologies

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a. Promote policies that incorporate ethical principles and standards for the use of health and information technologies.

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VI. Health Policy and Advocacy

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a. Analyze how policies influence the structure and financing of healthcare, practice, and health outcomes.

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b. Participate in the development and implementation of institutional, local, and state and federal policy.

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c. Examine the effect of legal and regulatory processes on nursing practice, healthcare delivery, and outcomes.

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d. Interpret research, bringing the nursing perspective, for policy makers and stakeholders.

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e. Advocate for policies that improve the health of the public and the profession of nursing.

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VII. Interprofessional Collaboration for Improving Patient and Population Health Outcomes

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a. Employ collaborative strategies in the design, coordination, and evaluation of patient-centered care.

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b. Use effective communication strategies to develop, participate, and lead interprofessional teams and partnerships.

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VIII. Clinical Prevention and Population Health for Improving Health

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a. Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence-based, culturally relevant clinical prevention interventions and strategies.

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b. Advance equitable and efficient prevention services, and promote effective population-based health policy through the application of nursing science and other scientific concepts.

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IX. Master’s-Level Nursing Practice

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a. Conduct a comprehensive and systematic assessment as a foundation for decision making.

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b. Apply the best available evidence from nursing and other sciences as the foundation for practice.

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c. Advocate for patients, families, caregivers, communities and members of the healthcare team.

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d. Use epidemiological, social, and environmental data in drawing inferences regarding the health status of patient populations and interventions to promote and preserve health and healthy lifestyles.

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e. Incorporate core scientific and ethical principles in identifying potential and actual ethical issues arising from practice, including the use of technologies, and in assisting patients and other healthcare providers to address such issues.

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f. Apply advanced knowledge of the effects of global environment, individual and population characteristics to design, implementation, and evaluation of care.

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g. Employ knowledge and skills in economics, business principles, and systems in the design, delivery, and evaluation of care.

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h. Design strategies that promote lifelong learning of self and peers and that incorporate professional nursing standards and accountability for practice.

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i. Integrate an evolving personal philosophy of nursing and healthcare into one’s nursing practice.

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