Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Contextual Statement: Knowledge for Nursing Practice provides the context for understanding nursing as a scientific discipline. The lens of nursing, informed by nursing history, knowledge, and science, reflects nursing's desire to incorporate multiple perspectives into nursing practice, leading to nursing's unique way of knowing and caring.

Preparation in both liberal arts and sciences and professional nursing coursework provides graduates with the essential abilities to function as independent, intellectually curious, socially responsible, competent practitioners (Tobbell, 2018). A liberal education creates the foundation for the development of intellectual and practical abilities within the context of nursing. Further, liberal education is key to understanding self and others; contributes to safe, quality care; and informs the development of clinical judgment.

1.1 Demonstrate an understanding of the discipline of nursing's distinct perspective and where shared perspectives exist with other disciplines.

1.1e Translate evidence from nursing science as well as other sciences into practice.

1.1f Demonstrate the application of nursing science to practice.

1.1g Integrate an understanding of nursing history in advancing nursing's influence in health care.

1.2 Apply theory and research-based knowledge from nursing, the arts, humanities, and other sciences.

1.2f Synthesize knowledge from nursing and other disciplines to inform education, practice, and research.

1.2g Apply a systematic and defendable approach to nursing practice decisions.

1.2h Employ ethical decision making to assess, intervene, and evaluate nursing care.

1.2i Demonstrate socially responsible leadership.

1.2j Translate theories from nursing and other disciplines to practice.

1.3 Demonstrate clinical judgment founded on a broad knowledge base.

1.3d Integrate foundational and advanced specialty knowledge into clinical reasoning.

1.3e Synthesize current and emerging evidence to influence practice.

1.3f Analyze decision models from nursing and other knowledge domains to improve clinical judgment.

(American Association of Colleges of Nursing, 2021, pp. 27-28)

American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. AACNnursing. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf

Quantitative Epidemiology Presentation.mp4

Quantitative Epidemiology Presentation.pptx

article critique praxis theory of suffering final revision.docx

Related Evidence

For the NURS 5205 Quantitative Epidemiology course, I researched gestational diabetes mellitus (GDM), created a PowerPoint presentation slide, and presented that slide via recorded video to my instructors and fellow students. During this presentation I discussed general information regarding the disease process, prevalence, risk factors, potential short- and long-term complications for both mothers and infants, screening tools and diagnosis, and lifestyle modifications aimed at reducing the occurrence of GDM.

For the NURS 7105: Theoretical Foundations for Advanced Nursing Practice and Research course, I performed an article critique of the Morse et al. (2014) article “Awaiting Diagnosis of Breast Cancer: Strategies of Enduring for Preserving Self.” This article detailed a research project conducted among a group of women who were waiting on the results of a breast biopsy. The aim of this project was to analyze the emotional responses of these women as they awaited potentially life altering results. During this critique I examined the methodology used by the researchers. I then compared their findings to the emotional responses described in the praxis theory of suffering. I concluded that the findings of this study provided evidence supporting the praxis theory of suffering. This knowledge is relevant to the advanced practice registered nurse (APRN) profession because APRNs may frequently find themselves in the position of treating individuals experiencing personal crises.

References

Reflection

The presentation on GDM addressed multiple items in Domain 1: Knowledge for Nursing Practice of the Essentials: Core Competencies for Professional Nursing Education. Specifically, 1.1: “Demonstrate an understanding of the discipline of nursing’s distinct perspectives and where shared perspectives exist with other disciplines,” item 1.2: “Apply theory and research-based knowledge from nursing, the arts, humanities, and other sciences,” and item 1.3: “Demonstrate clinical judgment founded on a broad knowledge base” (American Association of Colleges of Nursing, 2021, pp.27-28). This assignment not only forced me to examine research from the dietary discipline and apply those findings to medical care but was also useful in learning how to present findings to my peers.

The critique of the Morse et al. (2014) article also addressed items in Domain 1: Knowledge of Nursing Practice of the Essentials: Core Competencies for Professional Nursing Education. Specifically, item 1.2: “Apply theory and research-based knowledge from nursing, the arts, humanities, and other sciences” (American Association of Colleges of Nursing, 2021, pp.27-28). This assignment taught me how to appraise the quality of research so that I might better determine which research findings are most appropriate to incorporate into my future practice.

References

Morse, J. M. (2018). The Praxis theory of suffering. In J. B. Butts & K. L. Rich (Eds.), Philosophies

and theories for advanced nursing practice (3rd ed., pp. 603–627). Jones & Bartlett Learning.

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