Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes

Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
RE: Discussion 2 – Week 2
Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes.
Competent leadership is an essential component in nursing training and professionalism. Leadership development has been a bedrock of Walden University programs and services. The special attention accorded to leadership development is crucial in influencing students under nursing training to become leaders in their profession to contribute to high-quality healthcare delivery. Healthcare organizations provide a positive social service, and nurses should be instrumental change agents in these institutions so that healthcare becomes more accessible to everyone.
The American Association of College of Nursing (AACN) is a quintessential organization within the academic nursing community that advocates for advancing diversity and inclusivity. Its position statement regarding diversity, equity, and inclusion in nursing academics reflects Walden University’s core interests. America is increasingly becoming a multicultural diverse society, and it is projected that immigrants will account for a higher percentage of U.S population growth (Biggerstaff & Skomra, 2020). Moreover, discerning ways of caring for a culturally diverse society is crucial for implementing well-being and positive health outcomes (Zaccagnini & Pechacek, 2021). The Walden University inclusivity in the admission process is crucial for developing culturally competent nurses at the forefront of implementing social justice in various organizations and hospitals of practice. Receiving enlightenment on different cultural values and communication styles is crucial in reducing unconscious racial bias and promoting positive health outcomes in patients.
Applying a positive social change is one of the core values that Walden University roots for. As it is succinctly stated, incorporating social change encompasses the graduate’s ability to generate creative ideas, strategies, and actions that would promote worth and dignity across a spectrum of individuals, communities, organizations, and cultures. The will to help other people has been the core foundation for pursuing a nursing degree. Therefore, I plan to incorporate social change with the knowledge gained from the School of Nursing’s rigorous training by putting that knowledge into practice. As a family nurse practitioner working in a clinic setting, I constantly endeavor to encourage families to strengthen their health or sickness relationships by providing truthful information, being dependable, and providing emotional support to the patients. According to Hafskjold et al. (2017), expressing emotional affections promote a caring relationship based on mutual trust and support. I underscore to my patients the fact that they should be physically and emotionally affectionate to each other during illness to help them cope successfully and promote positive health outcomes.
References for Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
Biggerstaff, M. E., & Skomra, T. S. (2020). Nurses as immigrant advocates: A brief overview. OJIN: The Online Journal of Issues in Nursing, 25(2).
Hafskjold, L., Sundling, V., van Dulmen, S., & Eide, H. (2017). The use of supportive communication when responding to older people’s emotional distress in home care — An observational study. BMC Nursing, 16, 1–12.
Jongen, C., McCalman, J., & Bainbridge, R. (2018). Health workforce cultural competency interventions: a systematic scoping review. BMC Health Services Research, 18(1), 232.
Zaccagnini, M. & Pechacek, J. M. (2021). The doctor of nursing practice essentials: A new model for advanced practice nursing (4th ed.). Jones & Bartlett.
Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
According to a Gallup poll completed in 2013, 82% of respondents indicated that they believe nurses have high to very high levels of honesty and ethical standards, and nursing has been rated as the most trusted profession for several years (Gallup, 2010). What other values and characteristics are associated with the nursing profession? Which ones are the most professionally, academically, and personally significant to you?
For this Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes Discussion, you will consider the alignment of qualities outlined by the AACN with those promoted by Walden University.
You will examine the AACN document appropriate for your degree path and consider how you can incorporate either the Essentials or the Quality Indicators into your academic endeavors.
To prepare:
Consider the competencies presented in The Essentials of Doctoral Education for Advanced Nursing Practice (for DNP students)or The Research-Focused Doctoral Program in Nursing: Pathways to Excellence (for PhD students)in this week’s Learning Resources.
Examine Walden University’s mission, vision, and university outcomes.
Review the media presentation Introduction: The Doctor of Nursing Practice, which includes Dr. Joan Stanley’s comments about the AACN’s vision for the DNP degree.
Identify commonalities among the concepts presented in each of these items.
Think about your professional and academic goals. Consider how Walden’s standpoint and the AACN’s perspective fit with your objectives. Based on this information, what ideas do you have for incorporating a commitment to social change into your academic and professional plans?
By Day 5
Post a cohesive response that addresses the following in Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes:
Describe one or more significant ways in which Walden’s standpoint (i.e., vision, mission, social change message, and outcomes) relates to the AACN competencies as well as to your professional and academic goals.
Articulate a plan for incorporating social change into two of your professional and/or academic goals.
Read a selection of your colleagues’ postings.
By Day 7
Respond to at least one of your colleagues’ postings on Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes in one or more of the following ways:
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
Validate an idea with your own experience and additional research.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
Name: NURS_8000_Week2_Discussion2_Rubric
Excellent Good Fair Poor
RESPONSIVENESS TO DISCUSSION QUESTION
Discussion post minimum requirements:
*The original posting must be completed by Friday, Day 5, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Sunday, Day 7, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.
8 (26.67%) – 8 (26.67%)
Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.
7 (23.33%) – 7 (23.33%)
Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.
6 (20%) – 6 (20%)
Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.
0 (0%) – 5 (16.67%)
Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.
CONTENT KNOWLEDGE
8 (26.67%) – 8 (26.67%)
Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.
7 (23.33%) – 7 (23.33%)
Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.
6 (20%) – 6 (20%)
Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course
0 (0%) – 5 (16.67%)
Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.
CONTRIBUTION TO THE DISCUSSION
8 (26.67%) – 8 (26.67%)
Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.
7 (23.33%) – 7 (23.33%)
Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature
6 (20%) – 6 (20%)
Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.
0 (0%) – 5 (16.67%)
Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas
QUALITY OF WRITING
6 (20%) – 6 (20%)
Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
5 (16.67%) – 5 (16.67%)
Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.
4 (13.33%) – 4 (13.33%)
Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.
0 (0%) – 3 (10%)
Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.
Total Points: 30
Name: NURS_8000_Week2_Discussion2_Rubric
Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes.
Competent leadership is an essential component in nursing training and professionalism. Leadership development has been a bedrock of Walden University programs and services. The special attention accorded to leadership development is crucial in influencing students under nursing training to become leaders in their profession to contribute to high-quality healthcare delivery. Healthcare organizations provide a positive social service, and nurses should be instrumental change agents in these institutions so that healthcare becomes more accessible to everyone.
The American Association of College of Nursing (AACN) is a quintessential organization within the academic nursing community that advocates for advancing diversity and inclusivity. Its position statement regarding diversity, equity, and inclusion in nursing academics reflects Walden University’s core interests. America is increasingly becoming a multicultural diverse society, and it is projected that immigrants will account for a higher percentage of U.S population growth (Biggerstaff & Skomra, 2020). Moreover, discerning ways of caring for a culturally diverse society is crucial for implementing well-being and positive health outcomes (Zaccagnini & Pechacek, 2021). The Walden University inclusivity in the admission process is crucial for developing culturally competent nurses at the forefront of implementing social justice in various organizations and hospitals of practice. Receiving enlightenment on different cultural values and communication styles is crucial in reducing unconscious racial bias and promoting positive health outcomes in patients.
Applying a positive social change is one of the core values that Walden University roots for. As it is succinctly stated, incorporating social change encompasses the graduate’s ability to generate creative ideas, strategies, and actions that would promote worth and dignity across a spectrum of individuals, communities, organizations, and cultures. The will to help other people has been the core foundation for pursuing a nursing degree. Therefore, I plan to incorporate social change with the knowledge gained from the School of Nursing’s rigorous training by putting that knowledge into practice. As a family nurse practitioner working in a clinic setting, I constantly endeavor to encourage families to strengthen their health or sickness relationships by providing truthful information, being dependable, and providing emotional support to the patients. According to Hafskjold et al. (2017), expressing emotional affections promote a caring relationship based on mutual trust and support. I underscore to my patients the fact that they should be physically and emotionally affectionate to each other during illness to help them cope successfully and promote positive health outcomes.
References
Biggerstaff, M. E., & Skomra, T. S. (2020). Nurses as immigrant advocates: A brief overview. OJIN: The Online Journal of Issues in Nursing, 25(2).
Hafskjold, L., Sundling, V., van Dulmen, S., & Eide, H. (2017). The use of supportive communication when responding to older people’s emotional distress in home care — An observational study. BMC Nursing, 16, 1–12.
Jongen, C., McCalman, J., & Bainbridge, R. (2018). Health workforce cultural competency interventions: a systematic scoping review. BMC Health Services Research, 18(1), 232.
Zaccagnini, M. & Pechacek, J. M. (2021). The doctor of nursing practice essentials: A new model for advanced practice nursing (4th ed.). Jones & Bartlett.

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