NR 716 Week 8 Discussion: Reflection on Learning and Practice

NR 716 Week 8 Discussion: Reflection on Learning and Practice

Student Name

Chamberlain University

NR-716: Analytic Methods

Prof. Name

Date

Reflection on Learning and Practice Readiness

Introduction

The Doctor of Nursing Practice (DNP) program at Chamberlain College of Nursing has been a deeply transformative academic and clinical journey. Guided by supportive faculty, staff, and peers, I have gained the ability to translate evidence into practice, advocate for sustainable healthcare outcomes, and apply advanced nursing expertise. According to Giardino and Hickey (2020), DNP education equips graduates to achieve professional growth and lead initiatives that address complex healthcare issues effectively.

Reaching the conclusion of this course represents not only an academic milestone but also an opportunity for meaningful reflection on personal growth, knowledge development, and preparedness for advanced nursing practice. Reflection is an essential professional competency that fosters self-awareness, identifies knowledge gaps, and informs future professional goals. As Koshy et al. (2017) noted, reflective practice strengthens critical thinking and promotes lifelong learning in healthcare environments.

This reflection explores:

• How my thinking evolved regarding translation science, evidence synthesis, and evidence-based interventions.

• How my acquired knowledge has prepared me for the role of a DNP-prepared nurse.

Analysis and Evaluation of Thinking in Translation Science

Challenges in Applying Translation Science

Exploring translation science involved understanding various models and frameworks designed to bridge the gap between research and clinical practice. Frameworks such as the Knowledge-to-Action (KTA) model offered systematic strategies to address health issues like Alzheimer’s disease and hepatocellular carcinoma (HCC). Both conditions demand comprehensive, evidence-driven strategies due to their high prevalence and significant burden on patients, families, and healthcare systems.

One of the key challenges I encountered was simplifying complex translation science concepts without omitting critical details. Developing evidence synthesis skills was initially difficult, as it required merging findings from multiple studies into cohesive recommendations. However, through consistent practice, I became more confident in synthesizing evidence to support effective practice change (Mick, 2017).

Reflection Through Feedback and Collaboration

Faculty feedback, particularly from Dr. Malate and Dr. Gannon, along with peer collaboration, significantly enhanced my learning. Constructive critiques encouraged deeper analysis and helped refine my ability to present complex ideas succinctly. Furthermore, group discussions emphasized the importance of stakeholder engagement in the translation process, revealing how leadership and teamwork contribute to successful implementation of practice changes.

Table 1 below summarizes the challenges faced and the lessons learned during this process.

Area	Challenges Faced	Lessons Learned/Outcome
Understanding theories/models	Difficulty identifying appropriate frameworks for specific practice issues	Gained ability to align frameworks (e.g., KTA) with targeted clinical problems
Summarization	Fear of omitting critical details while condensing complex ideas	Learned to highlight essential points without compromising meaning
Evidence synthesis	Struggled with integrating diverse findings into cohesive insights	Developed confidence in synthesizing evidence for real-world application
Faculty feedback	Initially overwhelmed by detailed feedback	Learned to view feedback as a constructive pathway for improvement
Stakeholder engagement	Lack of clarity about roles in evidence translation	Understood how collaboration and communication enhance adoption of practice change
Solution development	Uncertainty in linking evidence to interventions	Strengthened ability to design solutions for national-level health concerns

Creation of Solutions and the PICOT Question

The PICOT framework became an invaluable tool in guiding research and addressing practice-based problems. This structured approach shifted my focus from overanalyzing data to developing clear, methodical solutions. By constructing well-defined questions, I was able to perform targeted literature searches and identify effective interventions for health conditions such as Alzheimer’s disease and HCC.

The PICOT format ensures that evidence-based practice is grounded in clarity and precision, allowing for measurable and applicable interventions across diverse healthcare settings. This skill will be especially beneficial when designing DNP projects and leading evidence translation within clinical and organizational contexts.

Preparation for the Role of a DNP-Prepared Nurse

Evidence-Based Practice and Clinical Change

Chronic illnesses, including Alzheimer’s disease, continue to strain healthcare systems, increasing the demand for DNP-prepared nurses who can implement evidence-based practices. By synthesizing and applying high-quality evidence, nurse leaders can improve patient outcomes, reduce costs, and promote sustainable healthcare solutions (Cass, 2017; Foloppe et al., 2018; Gronek et al., 2019).

Developing critical appraisal skills, particularly through tools such as the John Hopkins Individual Evidence Summary Tool, has improved my readiness to assess research validity, reliability, and applicability. These competencies are vital for leading practice change projects, mentoring healthcare professionals, and advocating for systemic improvements in healthcare delivery.

Table 2 outlines the competencies and their practical applications in my preparation as a DNP-prepared nurse.

Competency	Application in Practice
Critical appraisal of evidence	Use structured tools to evaluate the reliability, applicability, and credibility of research
Translation of evidence	Apply synthesized findings to create interventions for chronic and complex conditions
Leadership in practice change	Lead interdisciplinary teams in adopting evidence-based practices
Statistical analysis	Interpret statistical data to guide data-driven decision-making in practice
Policy and advocacy role	Influence policies by demonstrating the outcomes of evidence-based interventions

Statistical Analysis and Rational Thinking

Statistical analysis initially posed significant challenges, particularly when connecting descriptive statistics to clinical decision-making. However, I learned that rational thinking, adherence to research integrity, and reliance on validated data are fundamental to evidence-based nursing. Nowell et al. (2017) emphasized the necessity of applying thematic and statistical analyses without altering study outcomes to maintain credibility and trustworthiness in healthcare research.

Through continuous engagement with statistical tools and reflection on data interpretation, I developed greater confidence in evaluating research outcomes and applying them effectively in practice.

Conclusion

Reflecting on this course emphasizes the pivotal role of translation science in shaping evidence-based nursing practice. The ability to apply theoretical models, synthesize research findings, and design practical interventions equips DNP-prepared nurses to lead healthcare transformation. Collaboration with faculty and peers has been instrumental in building the skills and confidence necessary for advanced nursing practice.

Ultimately, this reflection illustrates how DNP education fosters growth, resilience, and leadership. With developed competencies in reflection, evidence translation, and advocacy, I feel well-prepared to influence patient outcomes, guide practice improvements, and contribute meaningfully to healthcare policy development.

References

Cass, S. (2017). Alzheimer’s disease and exercise: A literature review. Current Sports Medicine Report, 16(1), 19–22. https://doi.org/10.1249/JSR.0000000000000332

Foloppe, D., Richard, P., Yamaguchi, T., Etcharry-Bouyx, F., & Allain, P. (2018). The potential of virtual reality-based training to enhance the functional autonomy of Alzheimer’s disease patients in cooking activities: A single case study. Neuropsychological Rehabilitation, 28(5), 709–733. https://doi.org/10.1080/09602011.2015.1094394

Giardino, E., & Hickey, J. (2020). Doctor of nursing practice students’ perceptions of professional change through the DNP program. Journal of Professional Nursing, 36(6), 595–603. https://doi.org/10.1016/j.profnurs.2020.08.012

Gronek, P., Balko, S., Gronek, J., Zajac, A., Maszczyk, A., Celka, R., Doberska, A., Czarny, W., Podstawski, R., Clark, C., & Yu, F. (2019). Physical activity and Alzheimer’s disease: A narrative review. Aging and Disease, 10(6), 1282–1292. https://doi.org/10.14336/AD.2019.0226

Koshy, K., Limb, C., Gundogan, B., Whitehurst, K., & Jafree, D. (2017). Reflective practice in health care and how to reflect effectively. International Journal of Surgery Oncology, 2(6), e20. https://doi.org/10.1097/IJ9.0000000000000020

Mick, J. (2017). Call to action: How to implement evidence-based nursing practice. Nursing, 47(4), 36–43. https://doi.org/10.1097/01.NURSE.0000513603.03034.5c

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847