DNP Practice and Collaboration

Over the course of the practicum, I hope to enhance my knowledge, the first level of Bloom’s Taxonomy of knowledge (1999), of how to communicate with patients from different cultural contexts in a more effective fashion. As noted in the DNP essential regarding the scientific underpinnings of practice, biological, psychological, and social factors must all be integrated into evidence-based analysis. Specific patient groups, according to the scientific literature, may face unique health barriers based upon a host of different factors and the nurse must be aware of these obstacles.

Also over the course of the practicum, I hope to expand upon my application of knowledge to enhance my ability to engage in interprofessional collaboration, another DNP essential. Healthcare is increasingly a team effort. Nurses must be regarded as key players on leadership teams to ensure that patient-centered perspectives are given equal value as other perspectives in medicine. Understanding different professional views and making a case for the unique contribution of nursing while learning from the perspective of other healthcare professionals is one of the reasons I wish to learn how to apply my knowledge more effectively as a practitioner. As well as physicians’ perspectives, this includes experts in healthcare delivery, nutritionists, and specialists within different disciplines as they relate to the needs of my patient.
References
Clark, D. (1999). Bloom’s Taxonomy. Big Dog, Little Dog. Retrieved from:
http://www.nwlink.com/~donclark/hrd/bloom.html
Essential aspects of DNP education. (2017). AACN. Print.
Journal 2
A good example of the need for interprofessional collaboration I see in my own practice quite frequently is when patients are struggling with chronic health issues such as diabetes. Cultural issues can have a significant impact on the degree to which diabetes is regarded as a serious enough health threat to make changes in diet. Some patients’ cultural perspectives for various socioeconomic and historical reasons do not regard being overweight as a serious threat. Additionally, individuals without economic resources often lack the means to make meaningful changes in diet and exercise habits. The nurse must be proactively aware of these obstacles through her background knowledge and not simply disseminate a generic message about eating more healthfully to patients.
Additionally, working with other members of the healthcare team is essential to address issues which arise with patients with chronic health conditions caused by obesity. Healthcare insurance may be difficult to obtain if the patient makes too much money to afford Medicaid but regards available health insurance plans as too costly because of high premiums and copays. Even if the patient qualifies for Medicaid, simply getting to see a provider may be a challenge because of the patient’s work schedule. This is an example of how simply following a standard plan of care or recommendations is not enough to reach the patient. The nurse must be aware of the patient’s assumptions and how they impact care and the constraints upon the patient’s life.
Journal Entry 3
In addition to other medical providers, nurses can benefit from working with social workers and other care providers to ensure that the patient has the necessary support structure around him or herself to ensure that care can be accessed and the patient has significant motivation to engage in self-care. This is not to discount the value of some theories, such as that of the Transtheoretical Stages of Change Model (2016), which suggests that meaningful life changes such as weight loss must first begin with pre-contemplation, contemplation, and only then lead to preparation and action. Laying the stages for contemplation to take place means creating a plan that makes sense in terms of the patient’s life and perspective. But a good nurse will know how to make a connection between theory and practice and the types of resources which exist to ensure that change can be realized.
References
Essential aspects of DNP education. (2017). AACN. Print.
Transtheoretical Stages of Change Model. (2016). Boston University. Retrieved from:
http://sphweb.bumc.bu.edu/otlt/MPH- Modules/SB/BehavioralChangeTheories/BehavioralChangeTheories6.html