D025 – CAM3 Task 1: Clinical Practice Experience
Master of Science, Nursing Core Clinical Practice Experience (CPE) Record
CPE activities are important preparation to successfully complete the course.
By submitting this CPE Record to evaluation with your name and completion date,
you attest that you completed all required Phase 1 and Phase 2 activities: D025 – CAM3 Task 1: Clinical Practice Experience.
Student First & Last Name: (Enter your response here)
Date all CPE Activities Completed: (Enter your response here)
Course Instructor Name: (Enter your response here)
Course: Essentials of Advanced Nursing Roles and Interprofessional Practice
Welcome to the clinical practice experience (CPE) for this course. The CPE for the Master of Science in Nursing (MSN) program core courses consists of a variety of semi-structured activities. By completing all the activities and evidence listed in this document, and earning a grade of “Competent,” you will earn 25 indirect CPE hours for this course.
CPE Objective:
In this CPE, you will take on the role of an advanced professional nurse responsible for influencing policy issues facing the nursing profession and healthcare. You will build on knowledge gained in your MSN core course work to develop the skills needed to effectively lead an interprofessional advocacy action team.
In this CPE, you will experience the role of an advanced professional nurse in two phases:
- Phase 1: You will research and plan for advocacy.
- Phase 2: You will develop the structure for your advocacy team.
Student Instructions:
- Type your name and the date all the CPE activities were completed at the top of this form.
- Type in the name of your faculty of record for this course (your assigned course instructor).
- Complete and date the required CPE activities.
- Use the CPE record form as provided. It is an official WGU accreditation document and should not be altered.
- Submit the completed CPE record as a separate Word or PDF document when you submit your e-portfolio containing the required deliverables for evaluation.
- If you cannot open resources with the web links in this document, open a new browser tab and copy and paste the URL into your browser’s address bar. Ensure that you do not include extra spaces when you copy the link.
PHASE 1: ADVOCACY ACTION PLAN
| Number | CPE Activity | Date Completed |
| 1a. |
|
13/3/2025 |
| 1b. |
|
13/3/2025 |
| 1c. |
o County Health Rankings & Roadmaps. (n.d.) Explore health rankings o U.S. News & World Report. (n.d.) Healthiest communities o https://www.cityhealthdashboard.com/
|
13/3/2025 |
| 1d. |
|
14/3/2025 |
| 1e. |
o City or municipality (city council member, mayor, director of public works, village president, etc.) o County (e.g. county commissioner, school board president, director of public health, etc.) o State (e.g. legislator, governor, etc.) |
14/3/2025 |
| 1f. |
o insights gained about the role of the advanced professional nurse in population health from researching the AACN Advanced-Level Domain 3 competencies o steps you might take to increase your involvement advocating for a health policy, program, or initiative in your community
|
15/3/2025 |
Phase 1: CPE ACTIVITY EVIDENCE & TASK DELIVERABLES
Include the following deliverables in your e-portfolio:
- A paragraph that describes population health and the role that Healthy People 2030 Social Determinants of Health play in guiding efforts toward improving population health
Population health focuses on improving health outcomes by addressing the factors influencing well-being, including social, economic, and environmental conditions. Healthy People 2030 highlights the social determinants of health (SDOH) as influencing health disparities and directing efforts to develop fair healthcare systems. The five key SDOH domains include economic stability, education access, healthcare access, neighborhood environment, and social/community context, which shape health outcomes across populations (Office of Disease Prevention and Health Promotion, 2020).
Through these determinants, Healthy People 2030 provides evidence for policymaking to remove services, improve services, and increase (Dawes & Gonzalez, 2023). For instance, some of the areas of intervention that would benefit from this concept include affordable housing, healthcare, and health literacy, where early intervention helps control chronic diseases and improve health among the public (Carmichael et al., 2023). APNs engage in policy advocacy for service delivery of SDOH-focused interventions and integrating patient-centered care for vulnerable populations.
- A paragraph summarizing the difference in the role of the entry-level nurse and the advanced professional nurse in advocating for population health
Entry-level nurses primarily focus on direct patient care, ensuring individuals receive appropriate treatment and education on disease prevention. Their work involves direct patient care, particularly at the bedside, giving medication, assessing the condition of the patients, and facilitating patients’ recovery. In contrast, advanced professional nurses (APNs), being leaders and advocates for patients, are also involved in leadership, education, and policy change to address the health needs of populations (American Association of Colleges of Nursing, 2024). APNs engage in evidence-based practice, research, and interprofessional collaboration in addressing health disparities and healthcare access among underserved populations (Boehning & Punsalan, 2023).
They influence health policy, develop public health initiatives, and work alongside lawmakers to implement reforms that promote equitable care. Although entry-level nurses also undertake advocacy through patient education and care coordination, APNs lead activities that impact healthcare policies, address social determinants of health and implement population-wide interventions to enhance population health outcomes. Such distinction allows APNs to impact sustainable healthcare transformation at policy and clinical levels.
- A paragraph that discusses several health issues, concerns, or behaviors in your city, county, or state and includes supporting data
Detroit, Michigan, faces severe health challenges, including high rates of chronic diseases, limited healthcare access, and mental health inequities (U.S. News & World Report., n.d.). According to White Perkins et al. (2021), Detroit has an obesity rate of 34%, which elevates the risk of diabetes (13%) and hypertension (38%) in adults. Additionally, 17% of the residents are uninsured, which limits access to preventive care and early disease intervention (County Health Rankings & Roadmaps, n.d.).
Socioeconomic determinants, including poverty (30%) and food insecurity (19%), exacerbate these health challenges, making healthy lifestyles difficult for residents to achieve. Mental health has been established to be a significant concern as 26 % of adults suffer from poor mental health days frequently; however, the availability of behavioral health services is a challenge (City Health DASHBORD, 2020). Such differences indicate the importance of developing policies and community health initiatives and increasing the number of healthcare services to enhance public health (Mongelli et al., 2020). This necessitates teamwork by health practitioners, authorities, and public health organizations.
- A paragraph discussing the role the advanced professional nurse can play in advancing health equity
One of the critical issues that APNs address in their strategic plans is the achievement of health equity through policy change, elimination of disparities, and community-based interventions. They work with government bodies, policymakers, and health systems to ensure equal access to quality health facilities, especially to minority populations (CDC, 2024). APNs have a major advantage through health informatics and data analysis in finding the inequalities and designing interventions to enhance the results.
They also recommended culturally sensitive care by promoting health care that is comprehensible to different people, especially with natural translation, to address language and illiteracy problems; APNs advance policy changes on Medicaid expansion, adequate financing of the community health centers, and integration of telehealth systems to improve access to care (Flaubert et al., 2021). Also, they coordinate health promotion and disease prevention activities and other public health campaigns that help manage chronic diseases. Concerning socio-demographic factors, patient-oriented nursing policies give APNs the leverage to work towards changing a system to reflect the needs of all patients (Robert Wood Johnson Foundation, n.d.).
- list of public leaders and contact information
- City/Municipality
Name: Mike Duggan
Title: Mayor of Detroit, MI
Contact information: Email: [email protected]
Phone: (313) 224-3400
- County
Name: Denise Fair Razo
Title: Chief Public Health Officer, Detroit Health Department
Contact information: Email: [email protected]
Phone: (313) 876-4000
- State
Name: Gretchen Whitmer
Title: Governor of Michigan
Contact information: Email: [email protected]
Phone: (517) 335-7858
- three screenshots from your GoReact activities
- Provide one screenshot of your video.
- Provide two screenshots of your peers’ videos with your written feedback included.
Tara’s presentation was organized and engaging. She illustrated the role of nurses as change makers and advocates for change about equity in health. She was thoughtful in her focus on preventive health and mental health. Providing some specific policy initiatives she supports would make her advocacy more concrete.
Julie’s presentation was well-organized and detailed. I liked her systematic approach to health policy advocacy, particularly her interaction with policymakers and leveraging the media. I also found her discussion of local, state, and national policy advocacy beneficial. She could supplement her insights with personal experiences or real-life situations from the parts she presented.
PHASE 2: STRUCTURING THE ADVOCACY ACTION TEAM
| Number
|
CPE Activity | Date Completed |
| 2a. |
o Influence through advocacy: Raising awareness, advancing change o Influence through policy: Four steps YOU can take o Influence through lifelong learning: I developed leadership skills I didn’t think I’d ever have!
|
17/3/2025 |
| 2b. |
|
17/3/2025
|
| 2c. |
o insights you gained about forming an interprofessional team in population health o steps you might take, as an advanced professional nurse, to further enhance your skills to develop interprofessional teams
|
15/3/2025 |
Phase 2 – CPE Activity Evidence & Task Deliverables
Include the following deliverables in your E-portfolio:
- a 400–500 word essay summarizing how you, as an advanced professional nurse, will apply what you learned from this series into your professional practice
As an Advanced Professional Nurse (APN), the “Answering the Call” series has deepened my understanding of advocacy as a powerful tool for driving healthcare improvements and promoting equitable care; through advocacy that goes beyond direct patient care, the profession demands that nurses engage in policymaking, eliminating disparity, and optimizing population health. To implement this knowledge, I will actively engage in community health programs, develop my exposure at various professional nursing organizations, and actively engage at the policy level to address those areas that require enhancement of the healthcare programs (Hofmeyer, 2020).
By relying on strong empirical data, I will promote the enactment of certain public health policies to enhance SDOH, such as economic stability, education, and housing, which are good indicators of patient care (Flaubert et al., 2021a). Moreover, I will identify the local health departments and non-profit organizations to develop and promote preventive care practices and the management of chronic diseases, especially for vulnerable populations. In this manner, I will improve people’s knowledge and identify and respond to many health-related inequalities to improve health services.
Another key lesson from the series is the significance of policy engagement in shaping healthcare systems and ensuring equitable resource distribution. As an APN, I will ensure that I follow the legislative aspects within the healthcare field and be an active member of lobbyists and policies in healthcare reforms. I intend to be a member of the American Nurses Association (ANA) and the National League for Nursing (NLN), advocating for policies that will improve healthcare delivery.
Moreover, I will ensure that I advocate for legislation for Medicaid expansion, enrolment on mental health among patients, and adequate staffing of patients in healthcare facilities. To achieve this, I will meet with legislators, write letters to policymakers, and attend town hall meetings to ensure that nursing is recognized in policy formulation.
Furthermore, I will endorse the concept of telehealth for enhancing healthcare delivery, especially among rural and underprivileged populations (Haleem et al., 2021). Furthermore, by participating in the formulation of legal systems in the healthcare sector, it will be possible to develop a healthcare system that meets the needs of patients.
The series also emphasized the importance of lifelong learning and leadership development in nursing practice. To maintain my competencies of practice, I will aspire to advanced certification, attend leadership programs, and gain mentorship opportunities that enhance my abilities to lead collaborative interprofessional teams (Diamini, 2016). Participating in interdisciplinary workshops, clinical simulations, and research collaborations will enhance my competency in managing complex healthcare problems.
Furthermore, I will mentor future nurses, guiding them on the importance of advocacy and policy involvement in professional practice (Diamini, 2016). Through continuous learning, leadership development, and evidence-based decision-making, I will contribute to improved population health, eliminating healthcare disparities and equitable access to high-quality care (Flaubert et al., 2021a). By embracing advocacy, policy involvement, and professional development, I will be well-equipped to facilitate meaningful change in healthcare and advance the role of nursing in policy and leadership.
- A list of the five stages of team development that includes a brief description of each stage
- Forming: In this initial stage, team members meet, discover the project goals, and establish their roles. Members may be excited but also nervous about expectations (Aquino et al., 2022). There is little conflict because members are polite and attempt to understand how they fit into the team. Firm leadership, clear goals, and good communication help to lay the foundation for teamwork.
- Storming: As a team’s members begin to work together, their varying personalities, opinions, and work styles may lead to conflict and tension. There may be clashes over leadership, roles, or approaches. If the issues are not settled, progress can stall. Firm leadership, conflict resolution, and open communication are required during this phase to get the team to forge forward (Aquino et al., 2022).
- Norming: Once conflict is overcome, team members establish mutual respect, trust, and cooperation. They develop agreed-upon norms, roles, and workflow, improving teamwork. As team cohesion improves, team members concentrate more on achieving project goals. Effective communication and cooperation become driving forces of success in this phase.
- Performing: In this stage, the team performs well independently, and members show high trust, cooperation, and productivity. The team is focused on producing results, solving problems effectively, and making quality decisions (Aquino et al., 2022). Members work independently, and leaders provide little but strategic guidance to keep things moving.
- Adjourning: The termination or closure phase occurs when the project is completed or the team disbands. Members reflect on achievements, evaluate lessons learned, and celebrate successes. Some may feel lost, especially if the teamwork is good. Debriefing sessions and feedback meetings guarantee that valuable lessons are passed on to future projects (Aquino et al., 2022).
- Three screenshots from your GoReact activities
- Include one screenshot of your video.
- Include two screenshots of your peers’ videos with your written feedback included.
From Reys’ video reflection, I found his insights on leadership in interprofessional teams to provide a deeper understanding. He rightly described how a nurse could work to ensure patient-centered care and bring about the necessary changes in healthcare policies. His example of using professional associations to advance change highlighted regular competence in the value of partnership and participation.
Nevertheless, I would like him to elaborate on the ways various professionals in the provision of health care contribute to an interprofessional team. If he were to give real-life examples drawn from his own experiences, his reflection would be much more imposing.
Christian’s explanation of the five stages of group development was very elucidating and comprehensive regarding interprofessional teamwork. His actual case of the telemetry project was well exemplified to explain the issues that teams encounter, especially in the storming phase. To strengthen his observations, he could expand on measures like training the team members, considering conflict resolutions before they occur, and providing other managers to lead new projects to avoid the same problems. Building further on these strategies would enrich his reflection by providing tangible advice about enhancing collaborative work in future projects.
References
American Association of Colleges of Nursing. (2024). Domain 3: Population health. Www.aacnnursing.org. https://www.aacnnursing.org/essentials/tool-kit/domains-concepts/population-health
Aquino, J. F., Riss, R. R., Multerer, S. M., Mogilner, L. N., & Turner, T. L. (2022). A step-by-step guide for mentors to facilitate team building and communication in virtual teams. Medical Education Online, 27(1). https://doi.org/10.1080/10872981.2022.2094529
Boehning, A. P., & Punsalan, L. D. (2023, March 1). Advanced Practice Nurse Roles. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK589698/
Carmichael, A. E., Lennon, N. H., & Qualters, J. R. (2023). Analysis of social determinants of health and individual factors found in health equity frameworks: Applications to injury research. Journal of Safety Research. https://doi.org/10.1016/j.jsr.2023.10.001
CDC. (2024, May 13). About Health Equity. Health Disparities in HIV, Viral Hepatitis, STDs, & Tuberculosis. https://www.cdc.gov/health-disparities-hiv-std-tb-hepatitis/about/?CDC_AAref_Val=https://www.cdc.gov/nchhstp/healthequity/index.html
City Health DASHBORD. (2020). City Health Dashboard. Cityhealthdashboard.com. https://www.cityhealthdashboard.com/
County Health Rankings & Roadmaps. (n.d.). Explore health rankings. https://www.countyhealthrankings.org/
Dawes, D., & Gonzalez, J. (2023). The Politics of Population Health. Milbank Quarterly, 101(1), 224–241. https://doi.org/10.1111/1468-0009.12603
Diamini, N. W. (2016). Influence through lifelong learning: I developed leadership skills I didn’t think I’d ever have! Sigmanursing.org. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_i-developed-leadership-skills-i-didn-t-think-i-d-ever-have
Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021a). Nurses Leading Change. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573918/
Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021b). Supporting the Health and Professional well-being of Nurses. In www.ncbi.nlm.nih.gov. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK573902/
Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021c). The role of nurses in improving health equity. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573898/
Haleem, A., Javaid, M., Singh, R. P., & Suman, R. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and Applications. Sensors International, 2(2), 100–117. https://doi.org/10.1016/j.sintl.2021.100117
Hofmeyer, A. (2020, January 24). Influence through advocacy: Raising awareness, advancing change. Nursingcentered.sigmanursing.org. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_influence-through-advocacy-raising-awareness-advancing-change
Mongelli, F., Georgakopoulos, P., & Pato, M. T. (2020). Challenges and opportunities to meet the mental health needs of underserved and disenfranchised populations in the United States. Focus, 18(1), 16–24. https://doi.org/10.1176/appi.focus.20190028
Office of Disease Prevention and Health Promotion. (2020). Social Determinants of Health. Health.gov. https://odphp.health.gov/healthypeople/priority-areas/social-determinants-health
Robert Wood Johnson Foundation. (n.d.). Achieving Health Equity. RWJF. https://www.rwjf.org/en/our-vision/focus-areas/Features/achieving-health-equity.html
U.S. News & World Report. (n.d.). Healthiest communities. https://www.usnews.com/news/healthiest-communities
White Perkins, D., Milan, P., Miazek, K., Havstad, S., & Wegienka, G. (2021). Identifying factors affecting diabetes education program participation within a metro Detroit integrated health system. Preventive Medicine Reports, 24, 101646. https://doi.org/10.1016/j.pmedr.2021.101646
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Question 
Task 1: Clinical Practice Experience
Essentials of Advanced Nursing Roles and Interprofessional Practice — D025
PRFA — CAM3
PreparationTask OverviewSubmissionsEvaluation Report
Competencies
7063.1.1 : Practicing as an Advanced Nursing Professional
The learner recommends strategies for practicing lifelong learning skills to encourage the continuous improvement essential for practicing as an advanced nursing professional.
7063.1.2 : Recommend Regulatory Policies
The learner recommends legal and regulatory policies that advocate for improved health outcomes in patients and populations.
7063.1.3 : Impact of Interprofessional Team Roles
The learner analyzes the roles and interaction of interprofessional team members to assess the resulting impact on healthcare outcomes.
7063.1.4 : Analyze Data for Quality Improvement
The learner analyzes organizational performance data to guide recommendations for improving healthcare outcomes and disseminating results to a professional community.
D025 – CAM3 Task 1: Clinical Practice Experience
Introduction
To fulfill the requirements for this course, you must complete and document all activities for the clinical practice experience (CPE) in the attached “CPE Record.” You will need to electronically sign and date the record. You must upload the “CPE Record” as a separate attachment and your required deliverables from that “CPE Record” for evaluation.
CPE activities are important preparation to successfully complete the course; therefore, you should complete all activities in this task before beginning the AWM3 Task.
By submitting this completed CPE record to evaluation, you attest you have completed each required activity.
Requirements
Your submission must be your original work. No more than a combined total of 30% of a 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. Use the report provided when submitting your task 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.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
CPE Record
- Upload your completed and signed “CPE Record” attachment for evaluation as a separate document. The form should include the following:
- your first and last name, date, and course instructor name (Your first and last name is considered your typed signature verifying that all activities have been completed.)
- the date each activity was completed
Note: The “CPE Record” should not be included with your e-portfolio deliverables and should be uploaded as a separate document. By submitting this CPE record to evaluation, you attest that you completed each required activity in both Phase 1 and Phase 2.
E-Portfolio with Deliverables
- Use the “E-Portfolio Template” web link below to document and submit all deliverables for Phase 1 and Phase 2.
Note: The e-portfolio should contain all required deliverables as noted in the CPE Record.
File Restrictions
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File size limit: 200 MB
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