Nursing Question
Focused Self-Reflections
Providing focused reflections is important in this course due to the benefits of finding and gaining new perspectives surrounding everyday events, remembering accomplishments, and solving problems. The Focused Self-Reflections will address the knowledge, skills, and attitudes of the BSN nursing student that have grown as a result of clinical experiences and/or professional experiences. These reflections are about the student – not the preceptor’s knowledge, skills, and attitudes. After completing 50 clinical hours, the student will reflect on how the clinical experiences, and/or other nursing experiences, have provided the opportunity for the student to use:
- knowledge to mature into the baccalaureate generalist nursing role
- skills to mature into the baccalaureate generalist nursing role
- attitudes to mature into the baccalaureate generalist nursing role
Objective:
The student will reflect on the knowledge, skills, and attitudes they have developed surrounding the QSEN Competencies including patient centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics and demonstrate critical thinking surrounding the importance of the QSEN Competencies. Students will write a reflection paper, writing in first person, demonstrating their knowledge, skills, and attitudes surrounding the QSEN Competencies.
Students will refer to the QSEN Competencies (http://qsen.org/competencies/pre-licensure-ksas/) to guide them in defining the above competencies. This QSEN Competencies resource must be integrated into the assignment. Again, the paper may be submitted after completion of 50 clinical hours and may be written in first person.
“The overall goal for the Quality and Safety Education for Nurses (QSEN) project is to meet the challenge of preparing future nurses who will have the knowledge, skills and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems within which they work” (QSEN, 2020, para. 1).
80 points total
| Topic | Excellent | Satisfactory | Unsatisfactory |
| Patient Centered Care | Defines Patient Centered Care and appraises the *student’s development of their knowledge
*student’s development of their skills *student’s development of their attitudes surrounding patient centered care (9-10pts) |
Provides vague definition and/or appraises the student’s development of one or two of the following: knowledge, skills, or attitudes surrounding patient centered care, but not all three
(8-8.75 pts) |
Does not provide definition or appraise the student’s development of their knowledge, skills, and attitudes surrounding patient centered care
(0-7.5pts) |
| Teamwork and Collaboration | Defines Teamwork and Collaboration and appraises the
*student’s development of their knowledge *student’s development of their skills *student’s development of their attitudes surrounding teamwork and collaboration (9-10 pts) |
Provides vague definition and/or appraises the student’s development of one or two of the following: knowledge, skills, or attitudes surrounding teamwork and collaboration, but not all three
(8-8.75 pts) |
Does not provide definition or appraise the student’s development of their knowledge, skills, and attitudes surrounding teamwork and collaboration
(0-7.5 pts) |
| Evidence-based Practice | Defines Evidence-based Practice and appraises the
*student’s development of their knowledge *student’s development of their skills *student’s development of their attitudes surrounding evidence-based practice (9-10 pts) |
Provides vague definition and/or appraises the student’s development of one or two of the following: knowledge, skills, or attitudes surrounding evidence-based practice, but not all three
(8-8.75 pts) |
Does not provide definition or appraise the student’s development of their knowledge, skills, and attitudes surrounding evidence-based practice
(0-7.5 pts) |
| Quality Improvement | Defines Quality Improvement and appraises the
*student’s development of their knowledge *student’s development of their skills *student’s development of their attitudes surrounding quality improvement (9-10 pts) |
Provides vague definition and/or appraises the student’s development of one or two of the following: knowledge, skills, or attitudes surrounding quality improvement, but not all three
(8-8.75 pts) |
Does not provide definition or appraise the student’s development of their knowledge, skills, and attitudes surrounding quality improvement
(0-7.5 pts) |
| Safety | Defines Safety and appraises the
*student’s development of their knowledge *student’s development of their skills *student’s development of their attitudes surrounding safety (9-10 pts) |
Provides vague definition and/or appraises the student’s development of one or two of the following: knowledge, skills, or attitudes surrounding safety, but not all three (8-8.75 pts) | Does not provide definition or appraise the student’s development of their knowledge, skills, and attitudes surrounding safety (0-7.5 pts)
|
| Informatics | Defines Informatics and appraises the
*student’s development of their knowledge *student’s development of their skills *student’s development of their attitudes surrounding informatics (9 –10 pts) |
Provides vague definition and/or appraises the student’s development of one or two of the following: knowledge, skills, or attitudes surrounding informatics, but not all three (8-8.75 pts) | Does not provide definition or appraise the student’s development of their knowledge, skills, and attitudes surrounding informatics
(0-7.5 pts) |
| Critical Thinking/ Assumptions
Surrounding the QSEN Competencies, understanding – |
Student articulates previous assumptions they held surrounding a nurse’s ability to improve healthcare compared to what they now understand as they near their BSN
(4.5-5 pts) |
Student articulates previous assumptions they held surrounding a nurse’s ability to improve healthcare but does not compare it to what they now feel as they near their BSN –
or Student does not articulate previous assumptions they held surrounding a nurse’s ability to improve healthcare but state what they now feel as they near their BSN (3.75-4.25 pts) |
Student does not articulate previous assumptions they held surrounding a nurse’s ability to improve healthcare nor do they state what they now feel as they near their BSN (0 –3.5pts) |
| QSEN Competencies | Accesses and uses QSEN (2020) resource as reference. Material drawn from this reference is synthesized and integrated into the paper (4.5-5 pts) | Lists QSEN (2020) in reference list but does not cite reference –
Or – Cites QSEN (2020) but does not include in reference list (3.75-4.25 pts) |
Does not access or use QSEN (2020) resource as a citation and reference (0.3.5 pts) |
| APA formatting | Demonstrates information literacy through formation of APA title page, use of headings, citations, and an APA reference list for resources with less than 3 errors in APA formatting (4.5-5 pts) | Demonstrates information literacy through formation of APA title page, use of headings, citations and a reference list with >3 errors in APA formatting (3.75-4.25 pts) | Poor demonstration of information literacy with lack of either an APA title page, or headings, or citations, or a reference list. (0-3.5) |
| Writing Mechanics | Writing is clear and focused. Reader can easily understand the main idea. Contains rare punctuation, spelling, and/or capitalization errors. The main idea is incorporated in a manner appropriate for the practice of nursing
(4.5-5 pts) |
Writing lacks clarity and focus. Reader cannot easily understand the main idea. The main idea is not incorporated into the text in a manner appropriate for the practice of nursing (3.75-4.25 pts) | No clarity or focus (0 – 3.5 pts) |
| 80 points total |
Reference: QSEN Institute. (2020). QSEN competencies.
https://qsen.org/competencies/pre-licensure-ksas/