Purpose of Assignment

 

The purpose of this paper is to address the student’s attainment of all eight behaviors that are specific outcomes of the nursing program including: critical thinking, nursing practice, communication, teaching, research, leadership, professionalism, and culture. Nearing completion of the nursing program, it is important to look back over the past 5 semesters to evaluate one’s growth in the nursing field. This enables one to identify one’s strengths and to leverage those strengths in order to make changes in any areas where the student needs to improve.

 

Student Approach to Assignment

 

We students were encouraged to take an inventory of the many varied clinical experiences that we have had throughout the duration of the ODU nursing school’s program. We also took an inventory of the plethora of research done and essays written about various topics and are able to see a clear connection between those assignments and our attainment of different components of the “Great 8s.” I am excited to share my personal reflections with the reader.

 

Reason for Inclusion of this Assignment

 

This assignment details my progress and ever-increasing understanding of the importance of the Great 8s in my clinical nursing practice. It is also a required component of my nursing portfolio. In this progress summary, I discuss the end of program behaviors that I acquired that are not discussed elsewhere in the portfolio.

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• Critical Thinking

  • Engages in creative problem solving

    • Example​: See pages 3 through 5 - paragraphs 3, 4, & 5 (Junior Year)

  • Revises actions and goals based on evidence rather than conjecture

    • Example: See page 5​ - paragraph 2 (Senior Year)

• Nursing Practice

  • Performs therapeutic interventions that incorporate principles of quality management and proper safety techniques.

    • Example: See page 6​ - paragraph 2 (Junior Year)

  • Implements traditional nursing care practices as appropriate to provide holistic health care to diverse populations across the lifespan

    • Example: See page 6 - ​paragraph 3 (Senior Year)

• Communication

  • Expresses oneself and communicates effectively with diverse groups and disciplines using a variety of media

    • Example: See page 7 - paragraph 2 (Junior Year)​

  • Demonstrates skills in using technology, informatics, and communication devices that support safe nursing practice

    • Example: See page ​8 - paragraph 2 (Senior Year)

• Teaching

  • Evaluates the efficacy of health promotion and education modalities for use in a variety of settings with diverse populations

    • Example: See page 8 - paragraph 3 (Junior Year)​

  • Provides relevant and sensitive health education information and counseling to patients and families in a variety of situations and setting

    • Example: Page 9 - paragraphs ​3 & 4 (Senior Year)

• Research

  • Applies research-based knowledge from nursing as the basis for culturally sensitive practice

    • Example: See page 10 through 11 - paragraphs 2, 3​, & 4 (Junior Year)

  • Applies research-based knowledge from the arts, humanities and sciences to complement nursing practice

    • Example: See page 11 - paragraph 3 (Senior Year)​

• Leadership

  • Assumes a leadership role within one’s scope of practice as a designer, manager, and coordinator of health care to meet the special needs of a population

    • Example: See page 12 through 14 - paragraphs 2, 3, & 4 (Junior Year)  

  • Organizes, manages, and evaluates the development of strategies to promote healthy communities

    • Example: See page 14​ - paragraph 2 (Senior Year)

• Professionalism

  • Demonstrates accountability for one’s own nursing practice

    • Example: See page 15 - paragraph 2 (Junior Year)​

  • Differentiates between general, institutional, and specialty specific standards of practice to guide nursing care

    • Example: See page 16 - paragraph 1 (Senior Year)​

• Culture

  • Integrates knowledge of cultural diversity in performing nursing interventions

    • Example: See page 16 through 17 - paragraphs 2 & 3 (Junior Year)

  • Maintains an awareness of global environmental factors that may influence the delivery of health care services

    • Example:  See page ​17 - paragraph 3 (Junior Year)

• • Considers the impact of research outcomes and the effects of health and social policies on persons from diverse backgrounds

    • Example: See page 18 - paragraph 2 (Senior Year)​