Introduction
The BSN Essentials guide practitioners and clinicians to apply the best competencies depending on the goals of the targeted patients. Such concepts revolve around care delivery, advocacy, and policy in the field of nursing. The selected attributes studied in class include safety, evidence-based practice, patient-centered care, teamwork, and collaboration. The purpose of this reflection is to provide a personal assessment of the ideas I have acquired from the completed class and how they will support my experiences and gains in the healthcare environment. The analysis also describes some of the unique benefits I stand to create for my future patients and ensure that they record positive medical outcomes.
Course Reflection
Nurses need to engage in continuous learning to acquire additional concepts, skills, and ideas that are applicable in different settings to maximize the experiences of their respective patients. The studied materials have equipped me with numerous competencies that I believe represent my knowledge, integrative abilities, and skills that could take me closer to the pertinent BSN Essentials (Mackey & Bassendowski, 2017). The first sub-competency selected for this discussion is that of delivering patient-centered, compassionate, and evidence-based care that respects the patient’s preferences and those of the other family members.
The class discussions have identified the above BSN Essentials as the best guidelines for understanding the challenges many individuals go through in the healthcare environment, including patients and practitioners. Due to the nature of such challenges, nurses need to form appropriate teams, involve other professionals in the medical sector, and implement evidence-based practices and procedures that are guided by emerging ideas in the field (Mackey & Bassendowski, 2017). These concepts will make it easier for them to interact with patients freely, understand the challenges they have to go through, and create a favorable environment to support the healing process (Mackey & Bassendowski, 2017). The members of the established group will consider additional approaches to improve the process of care delivery and identify additional procedures that can empower the targeted beneficiaries.
I have identified several attributes that I will consider to support the delivery of compassionate and evidence-based care. First, nurses and clinicians need to focus on the spiritual, emotional, and mental positions of the targeted patients. They will have to interact with members of the family in such a way that they understand their expectations and preferences. The acquired insights will support the formulation of an effective care delivery model that is sensitive to the nursing environment, culturally competent, and capable of delivering desirable results in a timely manner (Murray, 2019). When more practitioners consider these aspects, chances of improving the wider healthcare sector will increase significantly. Consequently, more people will receive high-quality services and record positive health outcomes.
The second BSN Essentials sub-competency that supported my learning process was the need to create a safe care environment that could result in high-quality and personalized patient outcomes. As a practitioner, it is always necessary to consider the importance of working in a unit that has the right resources, procedures, and professionals. Nurses who are on the frontline in the care delivery process need to collaborate, identify possible causes of errors, and implement superior measures and practices that can maximize the health experiences of the targeted patients (Hooper, 2016). They can collaborate to identify potential sources of sentinel events and minimize them accordingly. These new insights and knowledge will always guide me to engage my followers and colleagues and encourage them to form new teams that can support the delivery of personalized medical services.
I have managed to identify a number of attributes that can result in the promotion of better working conditions in different health care settings. First, it is necessary for professionals to collaborate if positive results are to be recorded. Second, such practitioners need to communicate effectively, identify possible sources of errors, and make informed decisions that resonate with their philosophies (Mackey & Bassendowski, 2017). Third, such professionals need to engage in continuous learning, identify emerging concepts in the field that can maximize the experiences of more patients, and implement additional strategies that can improve their practices.
Throughout the care delivery process, it is always appropriate to identify emerging issues that might affect the quality of patient outcomes, such as conflicts and misunderstandings. I have appreciated the idea that modern technologies can guide nurses and caregivers to learn more about the demands of different patients, make superior decisions much faster, and minimize the chances of making errors (Hooper, 2016). When all stakeholders and healthcare leaders take these issues into consideration, medical facilities will continue to deliver high-quality patient outcomes.
Conclusion
The above discussion has described how the class materials and experiences have widened my competencies as a practitioner. I will always focus on the outlined BSN Essentials to improve my philosophy continuously, engage my colleagues, form appropriate teams, and make superior clinical decisions that can result in high-quality patient care. Such attributes will guide me to minimize the chances of making errors while empowering more beneficiaries to realize their maximum potential.
References
Hooper, V. D. (2016). The Institute of Medicine report on the future of nursing: Where are we 5 years later? Journal of PeriAnesthesia Nursing, 31(5), 367-369. Web.
Mackey, A., & Bassendowski, S. (2017). The history and evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55. Web.
Murray, T. A. (2019). The future of nursing 2020–2030: Educating the workforce. Journal of Nursing Education, 58(9), 499-500. Web.