Introduction
The following essay reflects on the competencies of the course “Population Management (DNP-825A)”. This course focused on concepts that lead to a better understanding of health’s overall, sociological, environmental, and economic components. Data analysis was covered throughout the course as it related to the formulation, implementation, and assessment of clinical preventative and public health programs. Integrating course competencies and specific practice requirements is critical for demonstrating advanced nursing practice abilities. The evaluations developed are provided in this paper in line with the American Nurses Association’s stated standards for determining the most significant, essential abilities of a trained postgraduate nurse (Ahmed et al., 2018). This course’s analytical and advanced practices for critically evaluating current research and other data in order to locate and apply the best evidence for practice have created a strong basis for research and evaluation.
Reflection
The expertise and competencies acquired during the course “Population Management (DNP-825A)” are presented and analyzed in this handout. In relation to the execution of these professional attitudes, several selected aspects and the information obtained during the course are discussed. This paper reflects on five DNP Essentials, namely I, V, VI, VII, and VIII. The scientific underpinnings of nursing education reflect the complexities of nursing practice as well as the conceptual framework for the profession. Comparing the primary elements impacting health policy development at different levels serves to equip with the essential competencies to take on a leadership position in health policy development (Ahmed et al., 2018). Another key part is training in successful team leadership approaches and a readiness to play a central role in interprofessional teams, and taking up leadership when appropriate. Improving the population’s health requires the adoption of clinical preventative and public health actions (Ahmed et al., 2018). It is vital to consider health promotion activities as well as care gaps in individuals, groups, or communities in this respect. Another aspect of nursing practice in terms of training for a role in specialized nursing practice is basic practical competencies, which span all specializations (Tappen, 2022). These highlighted aspects were addressed throughout the course and serve a crucial role in nursing.
Essential I: Scientific Underpinnings for Practice
An important part of the foundation of the practice is the capacity to investigate the nursing practice and theories and construct an evidence-based project to meet a specific proposal. It also requires embracing numerous ideas in order to expand one’s understanding of how to get the most out of the nursing profession and the healthcare system in general. An essential feature of the course is the capacity to incorporate various parts of population management statistics (e.g., epidemiological, biostatistical, and environmental data) into the development of nursing theory and practice. One of the essential parts of the training was the consolidation of previously learned material. Comprehensive knowledge of population management in relation to nursing practice has been developed by emphasizing public health ideas and connecting them with advanced nursing theories (Jairath et al., 2021). Reading and research resources were utilized to offer a good understanding of the theoretical side of nursing practice.
Essential V: Health Care Policy for Advocacy in Health Care
The principles of health policy are addressed to a group of clinicians and policymakers who are concerned about current health challenges. The course dealt with topics such as growing healthcare expenditures, workforce shortages, and health imbalances that haven’t been fully represented in official policy or practice among major health stakeholders (Raghupathi & Raghupathi, 2018). This helped to a greater understanding of the complex relationship between nursing practice, population management, and health policy, among other things. In general, we may say that involvement in the policy-making process is critical to developing a healthcare system that satisfies the demands of its users.
Essential VI: Interprofessional Collaboration for Improving Patient and Population Health Outcomes
Interprofessional collaboration is becoming one of the crucial aspects of nursing education. When health students encounter and learn about other health professionals from other health disciplines, they are better taught the skills, information, and ways to enhance community health (Anderson et al., 2019). This course is no different, as population management is an important component of health policy advancement. Having extensive training in the interprofessional element of health care helps teams collaborate and overcomes barriers to interprofessional practice (Jairath et al., 2021). Students from all sectors of healthcare will benefit from this course as they learn about the benefits of networking and learning across disciplines, as well as the critical role of public health in interprofessional practice.
Essential VII: Clinical Prevention and Population Health for Improving the Nation’s Health
Clinical prevention and community health management presented a framework for nurse practitioners that provides a shared core of knowledge on individual and community-based prevention and health promotion programs (Rethorn et al., 2021). Individual and population prevention have become unmistakably emphasized in the curriculum. One of the important components of the course was the examination of epidemiological, biostatistical, ecological, and other relevant scientific data connected to individual and community health, which allowed for the evaluation of care models (Rethorn et al., 2021). The integration of these ideas, which includes psychological factors and cultural diversity, can aid in the execution of health-promoting initiatives.
Essential VIII: Advanced Nursing Practice
The advancement of the nursing profession requires advanced knowledge and experience in clinical, educational, and leadership roles. Preparing professionals for multidisciplinary patient-centered education and care, as well as improving skills and knowledge in specific areas of nursing practice, are all coupled with scientific information translation (Tappen, 2022). One of the primary qualities supported by the course was the capacity to communicate with the people and promote health policy. Advanced nursing care can assist the healthcare business in addressing a number of population management and policy issues (Tappen, 2022). The training was also designed to assist in the development of leadership and responsibility, both of which are essential characteristics of a professional nurse. I am now able to demonstrate my expertise and educate patients after completing the relevant evaluations. Furthermore, supporting knowledge development in other areas of health care is a critical consequence that will impact my future as a nurse practitioner.
Conclusion
We may infer that the following key points (I, V, VI, VII, and VIII) form the foundation of daily nursing practice. Implementation of the information and skills gained throughout the course, as well as the transfer of this knowledge into real-world activities, is one of the essential outcomes. The capacity to integrate several disciplines into the development of theoretical knowledge and practice of nursing, as well as the study of various sets of facts and concepts, became an essential part of the course. To prepare experts for multidisciplinary practice and patient-centered care, health advocacy and the development of knowledge in specific areas of nursing practice are paired with the implementation of scientific information in practice. As a result, the skills acquired in the “Population Management (DNP-825A)” course possess implementations and can help both the nurse practitioner and the patient improve their competence.
References
Ahmed, D. N. P., Stephanie, W., WHNP, L. C., Davis, D. N. P., Sheila, M., & Fuller Ph.D., D. N. P. (2018). DNP Education, Practice, and Policy. Springer Publishing.
Anderson, O. S., August, E., Goldberg, P. K., Youatt, E., & Beck, A. J. (2019). Developing a Framework for Population Health in Interprofessional Training: An Interprofessional Education Module. Frontiers in Public Health, 7(58).
Jairath, N. N., Peden-McAlpine, C. J., Sullivan, M. C., Vessey, J. A., & Henly, S. J. (2018). Theory and theorizing in nursing science: Commentary from the nursing research special issue editorial team. Nursing Research, 67(2), 188-195.
Raghupathi, W., & Raghupathi, V. (2018). An empirical study of chronic diseases in the United States: a visual analytics approach to public health. International Journal of Environmental Research and Public Health, 15(3), 431.
Rethorn, Z. D., Maxwell, J. L., Bezner, J. R., Davenport, T. E., Bradford, E. H., Ingman, M. S., & Magnusson, D. M. (2021). What are DPT program practices and attitudes related to population health, prevention, health promotion, and wellness? Results of a national survey. Physical Therapy, 101(1), 178.
Tappen, R. M. (2022). Advanced nursing research: From theory to practice. Jones & Bartlett Learning.