Course Reflection- Evaluating Learning Outcomes and Personal Growth

Course Reflection- Evaluating Learning Outcomes and Personal Growth

Nursing practice exhibits ethical integrity and responsibility for the care of gerontological clients. In this regard, nursing education prepares students on how to integrate ethical principles, think of implications, and come up with the right ethical solutions that are morally sound. The development of ethical competencies equips nurses to do the right thing when choosing between different parties with all ethical laws put into consideration.

Meeting Program Outcome 2 (Care-Focused)

Throughout the course, various components such as readings, activities, assessments, and clinical experiences have significantly contributed to my ability to meet the Care-Focused Program Outcome 2.

Cultural Competence Training

The cultural competence skills assignments and the activities have helped me understand the specific needs of various patients. For example, I analyzed case studies focusing on cultural variance in health beliefs and practices among elderly and geriatric persons. Through conversations and reflective exercises, I gained awareness of the significance of cultural sensitivity in providing care. Through such knowledge, nurses develop an atmosphere of compassion where patients are dignified and listened to, consequently improving their health conditions.

Patient-Centered Care in Clinical Settings

Through clinical experiences, I got a chance to make use of the concepts of client-centered care in practical situations. With rotations, I worked side by side with older and ageing adults and their families while making decisions about treatment planning. By incorporating patients’ preferences, values, and aspirations, I enhanced the feeling of partnership and self-determination. For instance, I worked closely with an elderly patient to develop an individual exercise program that matched their interests as well as their physical abilities, as supported by (Nair & Adetayo, 2019). These improvements led to improved medication compliance and overall well-being, proving the value of a caring environment for the best possible health outcomes.

Meeting the Competencies from AACN Essentials Domain 9

In the age care course, I have observed and experienced several ethical questions that border on the competencies from AACN Essentials Domain 9.1. Notably, the course content and activities facilitated the development of ethical comportment in practice in several ways.

Analyzing Policies and Practices Ethically (9.1i)

The notion of ethics was at the centre of attention during the course as we studied existing policies and processes, focusing more on the care of older adults. For example, we comprehensively considered the policies concerning end-of-life care, patient self-determination, and advance directives for older people, as noted by (Haddad & Geiger, 2023). The assessment of these policies was explored within an ethical frame; thus, my understanding of related issues, such as patients’ rights, dignity, and the quality of care, also grew. Through such a mechanism, I discovered myself modelling ethical behaviours in actuality when pushing for initiatives that align with ethical principles and strive for the welfare of older adults.

Modelling Ethical Behaviors in Leadership Roles (9.1i)

Different learning activities, such as interactions between groups and case studies, gave me the opportunity to practice some ethical leadership roles. For instance, as a facilitator in the case of a collaborative project on aged people’s ethical issues, I involved peers in sharing their thoughts on the ethical dilemmas of aged care. Also, evoking peers to discuss the different perspectives and ethical implications was also a part of this project. Expressing integrity, empathy, and respect towards ethical principles as leaders and the majority of students constitute an ethical mindset in the college community (Haddad & Geiger, 2023).

Addressing Unethical Behaviors (9.1j)

In cases where unethical behaviours were observed in either case studies or clinical simulations, my immediate reaction was to make suggestions to help in problem-solving. For example, in a scenario where a healthcare professional disregarded patient autonomy, I recommended strategies to manage this inappropriate behaviour. Through this action, I not only showed that I am accountable for promoting ethical behaviour in business but also helped to shape the culture of professionalism and integrity.

Assuming Accountability for Ethical Dilemmas (9.1k)

During the course, I took accountability for dealing with ethical dilemmas I faced in ageing care. For example, when dealing with ethical dilemmas involving the superiority of values or interests, I brought various ethical decision-making processes into active use. These processes comprised ethical framework consulting, asking mentors or ethics committees for advice, and working together with interdisciplinary teams to reach ethical decisions. My decision to take accountability in handling ethical issues showed my dedication to observing ethical rules and serving the well-being of older individuals in my care. From these encounters, my abilities and talents in addressing ethical dilemmas in ageing care as a nurse and as a leader have been developed (Ernstmeyer & Christman, 2022).

Meeting the NONPF Ethics Competency on Integrating Ethical Principles in Decision-Making

This course has given me many opportunities to apply ethical factors when solving complex problems, thereby allowing me to meet the NONPF Ethics Competency: Integrates ethical principles in decision-making. Notably, the continual integration of ethical guidelines into the ultimate implementation of health plans in work assignments and case studies for aged individuals became more obvious to me. As in the case where the patient’s health care choices required dealing with end-of-life care decisions, I ensured that the absolute autonomy of the patient and dignity were of utmost importance. I considered the principles of beneficence and nonmaleficence in the decision-making process, in which I took into consideration the interests of the patient; at the same time, I tried to avoid any unnecessary suffering. As supported by Varkey (2021), I promoted respect for the fundamental principles of autonomy, beneficence, and justice when developing care protocols, which demonstrated the ability to make ethically sound decisions while promoting the well-being and rights of ageing people.

References

Ernstmeyer, K., & Christman, E. (2022). Chapter 6 – Ethical practice. Www.ncbi.nlm.nih.gov; Chippewa Valley Technical College. https://www.ncbi.nlm.nih.gov/books/NBK598377/

Haddad, L. M., & Geiger, R. A. (2023, August 14). Nursing ethical considerations. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK526054/

Nair, L., & Adetayo, O. A. (2019). Cultural competence and ethnic diversity in healthcare. Plastic and Reconstructive Surgery – Global Open, 7(5). https://doi.org/10.1097/gox.0000000000002219

Varkey, B. (2021). Principles of clinical ethics and their application to practice. Medical Principles and Practice, 30(1), 17–28. https://doi.org/10.1159/000509119

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Reflection on Learning
Assignment
Purpose
The purpose of this assignment is to provide the student with an opportunity to reflect on learning in the course related to course outcomes, program outcomes, and competencies. Reflective inquiry allows for expansion in self-awareness, identification of knowledge gaps, and assessment of learning goals.

Course Reflection- Evaluating Learning Outcomes and Personal Growth

Course Outcomes
This assignment enables the student to meet the following course outcomes:

CO 1: Employ appropriate health promotion guidelines and disease prevention strategies in the management of mature and ageing individuals and families. (PO 5)
CO 2: Formulate appropriate diagnoses and evidence-based management plans for mature and ageing individuals and families. (PO 5)
CO 3: Incorporate cultural preferences, values, and health beliefs in the care of mature and aging individuals and families. (PO 5)
CO 4: Integrate theory and evidence-based practice in the care of mature and aging individuals and their families. (PO 5)
CO 5: Assess and manage risk factors for common conditions prevalent in mature and ageing individuals and families. (PO 5)
CO 6: Conduct pharmacologic assessment addressing polypharmacy, drug interactions and other adverse events in the care of mature and ageing individuals and their families. (PO 5)
CO 7: Apply appropriate evidence-based screening tools in the functional assessments of mature and aging individuals and their families. (PO 5)
Due Dates