Building Your E-Portfolio- Documenting Essentials and Personal Learning Outcomes

Routine Activities for DNP Essentials

Personal Learning Objectives

Activities For Personal Learning Outcomes.

2. Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines.

Evaluation of patient outcomes identifies gaps in care while integration of nursing theories and theories from other disciplines is the first step toward the development of evidence-based approaches to practice.

Objective 2: Learn to utilize developed PICO Question to guide the literature search strategy

Objective 3: Meet the DNP 896 I course requirement on “Approved Refine PICO Question” within one month of practicum

Activity 2: Review learning material on developing effective search strategies by the end second week of practicum.

Completing the assigned reading as well as further reviewing study material help understand how to develop and integrate a PICO question in literature search as a guide to literature search. Firstly, understanding how to develop the PICO question is the most critical step in the development of evidence-based practice as it helps identify relevant research articles in the EBP process (Gallagher Ford & Melnyk, 2019) .

2. Use advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems.

Objective 2: Improve skills in the design and implementation of QI projects for mental healthcare in multicultural settings in the first 50 practicum hours.

Activity 2: Utilize the mentorship from the preceptor on communication and leadership throughout the Fall.

Frequent collaborative practice within multidisciplinary teams increases rates to exposure to challenges which improve communication skills. On the other hand, mentorship especially both a DNP student and a practicing nurse can significantly improve on the desirable skills as a nurse leader (Hoover et al., 2020).

The checklist not only captures the care services provided to a patient, but it is also an evidence-based approach to capturing patient-reported experiences with care.

Activity 2: Interact with healthcare and nurse lobbyists from diverse care and non-health settings throughout the practicum period.

Attending nursing seminars and summits, as well as interacting with other lobbyists, helps understand approaches such as the Health in All Policies Approach, which is essential in driving health policies from all sectors and supporting equitable healthcare services (Williams et al., 2018).

2. Employ consultative and leadership skills with interprofessional and interprofessional teams to create change in healthcare and complex healthcare delivery systems.

Objective 2: Learn to continuously improve understanding of care delivery processes, change management, and leadership in complex care settings

Activity 2: Utilize the mentorship from the preceptor on communication and leadership throughout the Fall.

Meeting with the preceptor provides an opportunity to understand various approaches to interprofessional team leadership including leading such complex teams during changes in practice.

2. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health in developing, implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations.

2. Design, implement, and evaluate therapeutic interventions based on nursing science and other sciences.

Objective 2: Improve on skills as both a nurse leader and nurse educator within practice settings.

Activity 2: Educate and mentor junior mental healthcare professionals on providing culturally responsive and sensitive care within multicultural practice settings in the first 25 practicum hours

Notably, completing the minimum required practicum hours is essential to achieving the necessary practice competencies as an ADN. Secondly, the competence of the nurse educator is significant to the competence of student nurses (Salminen et al., 2021), necessitating the need to fully complete the DNP project and practicum hours both as a student, a nurse leader, and an educator.