Introduction
There are many advantages to pursuing a Master’s degree in nursing that are necessary for advanced nursing practice. I understand the value of a Master’s degree in nursing and the effect it would have on my professional practice as a future nurse. I am aware of the nine Essentials of a Master’s in Nursing Education and how these principles can enable me to deliver safe, effective, and evidence-based care. In order to succeed in advanced nursing practice, I am also acutely aware of how important effective communication, critical thinking, and organizational skills are. I am also aware that ethical decision-making and respect for diversity are crucial components of advanced nursing practice. I am convinced that I can acquire the skills and information required to become a successful nurse through my pursuit of a Master’s degree in Nursing. The combination of these abilities can help nurses give patients the best care possible and advance the nursing field. In this essay, I’ll focus on how nurses have benefited from the Essentials of Master’s Education in Nursing (EMEN), specifically how they’ve helped them develop innovative nursing practices, integrate care services across the healthcare system, build collaborative interprofessional care teams, and translate research into practice. Through the Masters of Science in Nursing (MSN) program, nursing practitioners have a special chance to advance their careers, learn new skills, and comprehend the industry more deeply (Grinspun et al. 2018). Nursing education has changed over time to meet the demands of the twenty-first century healthcare system.
Lead Change to Improve Quality Outcomes
Leading change to increase the quality of outcomes is a core ability in the master’s level nursing program. This involves the capacity to identify and overcome obstacles to high-quality results, as well as the capacity to educate treatment through data and evidence-based practice and create plans to encourage systemic change (Heinen et al. 2019). A graduate is able to acquire the knowledge, abilities, and attitudes necessary to drive change and enhance the quality of results throughout the course work. Through these courses, they have learned how to recognize and remove obstacles to excellent outcomes, how to utilize data and evidence-based practice to guide care, and how to create plans to encourage systemic change. Additionally, they get the ability to partake in opportunities for experiential learning like working in a hospital setting and seeing medical professionals. Nursing graduates gain the ability to apply what they have learned in the classroom to real-world situations through these experiences, which enables them to hone leadership and quality outcome-improving skills.
Leading change to improve quality outcomes requires a nurse to demonstrate evidence-based practice, organizational leadership, and informatics. The Quality and Safety Education for Nurses (QSEN) competencies provide a framework for nurses to understand the importance of quality outcomes and ways to lead change to achieve them (Altmiller 2022). Patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics are all part of the QSEN competencies. The nine essentials of master’s education in nursing emphasize the development of the knowledge, skills, and attitudes required to achieve the QSEN competencies. “Organizational and Systems Leadership for Quality Care and Patient Safety,” for example, focuses on developing the knowledge and skills required to lead organizational change and improve quality outcomes (American Association of Colleges of Nursing (AACN) 2011). Developing the knowledge and abilities required to use technology to enhance patient outcomes is the main goal of “Informatics and Healthcare Technologies.”
In light of my pharmacology and nursing research courses, I can say that I have acquired the knowledge and abilities necessary to assess the quality of the research that has already been done and use that data to guide initiatives for evidence-based practice. I have gained knowledge of the molecular and physical processes that underlie clinical decision-making through these courses, and this knowledge has given me the ability to incorporate evidence-based practice into my own clinical practice. Now that I am knowledgeable about how to assess and evaluate study results and how drugs interact with the body, I can make informed prescription decisions (Broyles et al. 2019). I am certain that I am giving my patients the greatest care possible.
Promote an Excellence Culture Through Lifelong Learning
Advancement of a culture of excellence through lifelong learning requires a nurse to understand the importance of excellence and how to achieve it. The Institute of Medicine (IOM) competencies provide a framework for nurses to understand the importance of excellence and ways to advance a culture of excellence. Interpersonal and communication skills, patient-centered care, professionalism and ethical behavior, collaboration and teamwork, evidence-based practice and inquiry, safety, quality improvement, and systems-based practice are all included in the IOM competencies. The IOM competences are achieved through the development of the knowledge, abilities, and attitudes outlined in the nine essentials of master’s education in nursing (AACN 2011). For instance, “Organizational and Systems Leadership for Quality Care and Patient Safety” emphasizes the need of acquiring the knowledge and abilities required to drive organizational transformation and establish an excellence culture. The main goal of “Informatics and Healthcare Technologies” is to help students acquire the knowledge and abilities needed to use technology to promote an excellence-oriented culture.
In order to develop the knowledge, skills, and attitudes necessary to meet this competency, i have taken a number of courses that have given me a greater understanding of the principles of evidence-based practice and applied research, information systems and technology, and professionalism and professional values. Through these courses, I learnt about the importance of using evidence-based practice and applied research to improve healthcare outcomes. Nurses also have the opportunity to develop the skills to access, analyze, and interpret data from various information systems and technologies, as well as the ability to identify and evaluate professional development opportunities and engage in professional development activities.
Interprofessional Collaborative Care Teams: How to Form and Manage Them
Building and leading collaborative interprofessional care teams requires a nurse to understand the importance of teamwork and collaboration and how to achieve it. The Collaborative Practice and Interprofessional Teamwork (CPIT) competencies offer nurses a framework for comprehending the value of cooperation and teamwork as well as how to create and manage collaborative interprofessional care teams. The CPIT competencies include interpersonal and communication skills, patient-centered care, professionalism and ethical practice, teamwork and cooperation, quality improvement, safety, and systems-based practice. The nine fundamentals of master’s nursing education place a strong emphasis on acquiring the information, abilities, and attitudes required to meet the CPIT competencies. For instance, “Organizational and Systems Leadership for Quality Care and Patient Safety” emphasizes building the knowledge and abilities required to guide cooperative interprofessional care teams (AACN 2011). The main goal of the course “Informatics and Healthcare Technologies” is to help students acquire the knowledge and abilities needed to use technology to enhance teamwork and collaboration.
I have grown to understand the value of effective teamwork and collaboration in the provision of healthcare services after reflecting on the courses I have taken to develop my knowledge, skills, and attitudes related to interprofessional collaboration and teamwork, quality and safety, informatics and healthcare technology, and communication. I’ve been able to get a greater grasp of how to foster teamwork and communication among team members as well as the duties and responsibilities of each team member. Additionally, I have acquired the knowledge and abilities to recognize, evaluate, and implement preventative measures for risks and errors. I’ve also learnt how to use efficient communication techniques and the numerous technologies that are available. Overall, these courses have given me the information and abilities I need to work as a qualified healthcare practitioner.
Navigate and Integrate Healthcare Services Across the System
A nurse must comprehend the value of patient-centered care and how to provide it in order to navigate and integrate care across the healthcare system. The Patient-Centered Care (PCC) competencies offer nurses a framework for comprehending the value of patient-centered care as well as how to navigate and integrate care services throughout the healthcare system. The patient-centered care competency, professionalism and ethical practice, patient-centered care, teamwork and collaboration, evidence-based practice and inquiry, quality improvement, safety, and systems-based practice are all included in the PCC competencies. The development of the knowledge, abilities, and attitudes required to attain the PCC competences is a key component of the nine elements of master’s education in nursing as outlined by the AACN (2011). In “Organizational and Systems Leadership for Quality Care and Patient Safety,” for instance, the emphasis is on acquiring the knowledge and abilities required to steer patient-centered care projects (Wilson 2022). “Informatics and Healthcare Technologies” emphasizes the development of the skills and knowledge required to use technology to enhance patient care.
The AACN-recommended PCC competencies and the nine elements of master’s education in nursing are critical components of learning how to navigate and integrate care services across the healthcare system (2011). Nurses must understand the fundamental principles of informatics and healthcare technology in order to develop the knowledge, skills, and attitudes required to use technology to improve patient care. Understanding how to use electronic health records, computerized physician order entry systems, telemedicine, patient portals, and other health information technologies is part of this. Nurses should also be aware of the various regulations and laws governing the use of such technologies, such as the Health Insurance Portability and Accountability Act.
Through a variety of courses, I have acquired the knowledge, abilities, and attitudes required to fulfill the competency of population-focused care as well as healthcare policy and advocacy. I have gained knowledge on the significance of tackling healthcare disparities and the influence of health policy on healthcare outcomes thanks to these classes. As well as being able to recognize and analyze healthcare trends and disparities, I’ve also been able to advocate for evidence-based healthcare policies, identify them, and establish strategies to address them. I’ve also been able to analyze and interpret healthcare-related policy and legal papers. My understanding of population-focused healthcare has improved as a result of this enjoyable experience.
Design Innovative Nursing Practices
Designing innovative nursing practices requires a nurse to understand the importance of evidence-based practice and quality improvement and how to achieve it. The Evidence-Based Practice and Quality Improvement (EBPQI) competencies provide a framework for nurses to understand the importance of evidence-based practice and quality improvement and ways to design innovative nursing practices (Wilson 2022). Evidence-based practice and inquiry, safety, quality improvement, professionalism and ethical behavior, teamwork and cooperation, communication and interpersonal skills, patient-centered care, and systems-based practice are all included in the EBPQI competencies. The nine essentials of master’s education in nursing are concerned with developing the knowledge, skills, and attitudes required to achieve EBPQI competencies (American Association of Colleges of Nursing 2011). For instance, the core of “Organizational and Systems Leadership for Quality Care and Patient Safety” focuses on gaining the expertise required to spearhead efforts pertaining to safety and systems-based practice. Developing the knowledge and abilities required to use technology to enhance evidence-based practice and quality improvement is the main goal of “Informatics and Healthcare Technologies.”
Designing innovative nursing practices necessitates nurses understanding the significance of evidence-based practice and quality improvement, as well as how to achieve them (Hashish et al. 2020). Nurses can design innovative nursing practices with evidence-based practice and quality improvement at their core by understanding the EBPQI competencies, utilizing the nine essentials of master’s education in nursing, incorporating evidence-based practice and quality improvement into everyday practice, engaging in effective communication, and committing to professional development and engagement (Wilson 2022). Professional engagement is also important for nurses in order to stay connected with their peers and learn from their experiences. Nurses can also collaborate with other healthcare providers, share best practices, and develop innovative solutions to improve evidence-based practice and quality improvement initiatives through professional engagement.
I have a greater knowledge of the principles of evidence-based practice and applied research, information systems and technology, quality improvement, and safety as a result of reflecting on the nursing courses I have done. I was able to acquire the knowledge, abilities, and attitudes necessary to fulfill this competency with the aid of these courses. In addition to evaluating, analyzing, and developing strategies to reduce risks and errors, I have had the opportunity to access, evaluate, and understand data from a variety of information systems and technologies. Gaining this knowledge has allowed me to personally witness the importance of using applied research and evidence-based practice to improve healthcare outcomes.
Translate Evidence into Practice
Translating evidence into practice requires a nurse to understand the importance of safety and systems-based practice and how to achieve it (Altmiller 2022). The Safety and Systems-Based Practice (SSBP) competencies provide a framework for nurses to understand the importance of safety and systems-based practice and ways to translate evidence into practice. Teamwork and collaboration, professionalism and ethical behavior, patient-centered care, communication and interpersonal skills, quality improvement, safety, and systems-based practice are all included in the SSBP competencies. The nine essentials of master’s level nursing education focus on developing the knowledge, skills, and attitudes required to achieve the SSBP competencies (American Colleges of Nursing, 2011). “Organizational and Systems Leadership for Quality Care and Patient Safety,” for instance, emphasizes the development of the knowledge and abilities required to spearhead safety and systems-based practice projects. The core of “Informatics and Healthcare Technologies” is enhancing the knowledge and abilities required to use technology to enhance systems-based practice and safety.
I have learned a lot from completing courses on information systems and technology, quality improvement and safety, and evidence-based practice and applied research, which has helped me more fully meet my nursing competency requirements. I now have a greater grasp of the significance of using evidence-based practice and applied research to produce the best possible healthcare results as a result of these courses. I’ve improved my capacity for gaining access to, deciphering, and analyzing data from several information systems and technologies. I’ve also developed the abilities to identify, evaluate, and create plans to lower risks and mistakes. Additionally, these courses have given me the skills I need to successfully manage change efforts, comprehend quality improvement, and safety principles.
Conclusion
In conclusion, I am reminded of the significance of developing the knowledge and skills required to create and lead cooperative interprofessional care teams, promote an excellence culture via lifelong learning, drive change to improve quality outcomes, and coordinate and integrate care services throughout the hospital system, and more as I consider the nine essentials of master’s level nursing education. Master’s-level nurses should seek to be effective leaders in the nursing profession, and reaching this goal will need them to have a solid grasp of the nine elements as well as the information, abilities, and attitudes needed to achieve master’s-level nursing competencies. These Essentials, as well as my knowledge, skills, and attitudes, will enable me to drive change to enhance quality results, create and manage cooperative interprofessional care teams, promote an excellence culture via lifelong learning, and coordinate and integrate care services throughout the hospital system, design innovative nursing practices, and translate evidence into practice. Additionally, I need to be ready to manage resources, prioritize them, and form strategic alliances with a range of stakeholders. I also need to be an advocate for nursing and the profession. I am dedicated to advancing my education and keeping current with the most recent research, fashions, and technological advancements in the nursing sector as a master’s-level nurse. Finally, I am certain that my commitment to learning the nine foundational principles of nursing education will enable me to develop into an outstanding nurse leader.
References
Altmiller, G. (2022). Patient safety and quality of care as measures of nursing competence. quality and safety education for nurses: Core Competencies for Nursing Leadership and Care Management, 101.
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. Web.
Broyles, B., McKenzie, G., Pleunik, S., Page, R., Reiss, B., & Evans, M. (2019). Pharmacology in Nursing. Cengage AU.
Grinspun, D., & Bajnok, I. (2018). Transforming nursing through knowledge. Sigma Theta Tau.
Hashish, A., Aly, E., & Alsayed, S. (2020). Evidence-based practice and its relationship to quality improvement: a cross-sectional study among‎ Egyptian nurses. The Open Nursing Journal, 14(1). Web.
Heinen, M., van Oostveen, C., Peters, J., Vermeulen, H., & Huis, A. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice. Journal of advanced nursing, 75(11), 2378-2392. Web.
Wilson, M. L. (2022). Nursing education and digital health strategies. In Nursing and Informatics for the 21st Century–Embracing a Digital World, 3rd Edition, Book 2 (pp. 113-130). Productivity Press.