Professional Capstone and Practicum Reflective Journal
In nursing, learners get to encounter diverse knowledge, which, in the end, helps to create a platform for undertaking the assigned future tasks with the required expertise. The knowledge gained in this context forms a foundation for the application of the relevant skills in attending to patients in various areas of use. New practice approaches gained throughout the course form the ultimate foundation for understanding the needs of each patient based on the kind of conditions that they present. With the incorporation of new practice approaches, such as evidence-based practice, nurses can manage the resulting side effects of chemotherapy, such as nausea and vomiting. From another perspective, through intra- professional collaborations, learners achieve to engage with other experts in the different areas of application aimed at gathering support to approach a given issue that may arise in the future. The primary aim of intra-professional collaborations revolves around the desire to provide quality healthcare using the available clinical resources and systems. Clinical systems form a framework for approaching the conditions which patients exhibit, such as chemotherapy-induced nausea and vomiting (Jordan, Gralla, Jahn & Molassiotis, 2014).
Through the course, ethics has become a culture in understanding the processes and best practices in healthcare. For instance, applying ethical considerations when addressing patient needs, primarily through evidence-based practices, may help in reducing the potential challenges which can affect the overall outcomes. Patient care remains a core goal for clinical practitioners and nurses. Principles and codes of conduct minimize malpractices and negligence. They also promote the professionalism of medical practitioners. I have also learned that understanding the concepts of technology in addressing the rising health concerns and needs of special populations may help in providing a strategic approach for the reduction or management of the challenges witnessed. Also, the course gave me a chance to understand the concepts of health disparities, which made it easy to craft strategies to minimize the associated challenges, especially for patients undergoing chemotherapy and experiencing vomiting and nausea. My strengths are based on the ability to incorporate the concepts of new practice approaches in the arising areas of application. I have developed a culture driven by the desire to follow the set ethical guidelines, therefore, promoting care. Besides, I have learned that collaborating with the rest of the professional bodies may help to improve the abilities to handle the challenges and barriers to healthcare delivery that can come up, reducing the outcomes of chemotherapy patients experiencing nausea and vomiting (Kamen et al., 2014).
Learning more about the additional resources which are relevant to the selected area of practice can help to promote the ability to meet the growing needs of patients who experience vomiting and nausea during their chemotherapy sessions. Additional resources, in this case, may include support from professional bodies and other practitioners in the respective professions. The primary weakness which came up, in this case, includes reduced leadership capabilities. From another perspective, understanding the foundation and provisions of the various healthcare policies played a crucial part in setting the background for applying the required practice to ensure a reduction in health disparities and to guarantee positive patient outcomes. The course, in this case, formed a foundation for understanding the methods that a nurse can apply to manage chemotherapy-induced nausea and vomiting, especially for patients undergoing chemotherapy. Using evidence-based practices as the primary resources may help to develop positive approaches which can help to reduce the occurrence of nausea and vomiting amongst chemotherapy patients and hence promote overall improvement of care.
References
Jordan, K., Gralla, R., Jahn, F., & Molassiotis, A. (2014). International antiemetic guidelines on chemotherapy-induced nausea and vomiting (CINV): content and implementation in daily routine practice. European Journal of Pharmacology, 722, 197-202.
Kamen, C., Tejani, M. A., Chandwani, K., Janelsins, M., Peoples, A. R., Roscoe, J. A., & Morrow, G. R. (2014). Anticipatory nausea and vomiting due to chemotherapy. European Journal of Pharmacology, 722, 172-179.
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Question 
The assignments in this course are interrelated and based on a practicum experience. The assignments culminate in a final presentation submitted during week 10. As a nurse, you understand the challenges facing under-served populations. For this practicum assignment, you will identify a vulnerable, at-risk population in your community. You will examine the challenges currently facing members of this group and the resources available to assist them. You will gather information from a variety of sources and interview a professional who is involved in the provision of services to this group. A vulnerable or at-risk population can be defined as a population with a commonly identified risk factor or risk exposure presenting a threat to health. Examples of at-risk populations include, but are not limited to, the following:
Professional Capstone and Practicum Reflective Journal
Urban or rural individuals and families living at or below the poverty line
Immigrants and non-English-speaking individuals
Stigmatized or marginalized groups
Undocumented workers
Incarcerated individuals
The homeless
The mentally ill
This five-part assignment is submitted in weeks 3, 5, 8, and 10. Please refer to the Practicum Assignment link on the navigation pane for an explanation of all steps. Please read it in its entirety before starting.
You will work on this assignment over weeks 1-3. It is submitted at the end of week 3. In this assignment, you will:
Identify your vulnerable, at-risk population of interest.
Complete a needs assessment, analyzing data available through scholarly references that are specific to the identified population. At least 3 references should be used to complete the needs assessment.
Present your needs assessment data by filling out the attached worksheet below. Fill out the chart and answer the questions listed on the worksheet. Attach a reference page to the worksheet to list your references utilized in step 2.
Save and submit your assignment to the Week 3 Drop Box.
Use this document. Do not change the formatting. This is not a formal, APA-style research paper, although you are expected to cite sources as needed using APA format.
Practicum Step 1 Needs Assessment Worksheet.docx Download Practicum Step 1 Needs Assessment Worksheet.docx
Rubric
Week 3 Assignment Rubric
Week 3 Assignment Rubric
Criteria Rating Pts
This criterion is linked to a Learning Outcome in identifying a vulnerable, at-risk population
10 to >9.0 pts
Excellent
The population is clearly identified, and the rationale for selection as a vulnerable or at-risk population is thorough and demonstrates a clear understanding of the topic of vulnerable populations
9 to >5.0 pts
Needs Some Improvement
The population is identified, but the rationale is limited in scope
5 to >2.0 pts
Needs Significant Improvement
The population is partially identified, and superficial rationale is not clearly stated
2 to >0 pts
Poor
The population is not identified, or the rationale for selection as a vulnerable or at-risk population is missing
10 pts
This criterion is linked to a Learning Outcome Complete needs assessment using scholarly sources
10 to >9.0 pts
Excellent
Three scholarly sources used in the assignment that is clearly connected to the identified population and provide accurate and current needs assessment data
9 to >5.0 pts
Needs Significant Improvement
Two scholarly sources were used in the assignment, but the connection to the identified population is not clear or understandable
5 to >2.0 pts
Needs Significant Improvement
One scholarly source used in the assignment, OR multiple non-scholarly resources utilized
2 to >0 pts
Poor
Assessment is based on opinion alone; no scholarly resources were used in the construction of the assignment
10 pts
This criterion is linked to a Learning Outcome Needs Assessment Worksheet Table
10 to >9.0 pts
Excellent
The analysis is complete and demonstrates a clear understanding of the topic.
9 to >5.0 pts
Needs Some Improvement
The analysis is complete, but limited
5 to >2.0 pts
Needs Significant Improvement
Superficial analysis of the topic
2 to >0 pts
Poor
Analysis missing or very limited in scope. The topic is not addressed
10 pts
This criterion is linked to a Learning Outcome Needs Assessment Worksheet Questions
10 to >9.0 pts
Excellent
The analysis is complete and demonstrates a clear understanding of the topic.
9 to >5.0 pts
Needs Some Improvement
The analysis is complete but limited
5 to >2.0 pts
Needs Significant Improvement
Superficial analysis of the topic
2 to >0 pts
Poor
Analysis missing or very limited in scope. The topic is not addressed
10 pts
This criterion is linked to Learning Outcome Mechanics and APA formatting
10 to >9.0 pts
Excellent
No errors in usage, capitalization, punctuation, and spelling. No errors in APA format, in-text citation(s), or reference page.
9 to >5.0 pts
Needs Some Improvement
Minor errors in usage, capitalization, punctuation, and spelling that do not interfere with reading/ understanding. Minor errors in APA format, in-text citation(s), and/or reference page.
5 to >2.0 pts
Needs Significant Improvement
Some errors in usage, capitalization, punctuation, and spelling that interfere with reading/ understanding. Some errors in APA format, in-text citation(s), and/or reference page.
2 to >0 pts
Poor
Numerous errors in usage, capitalization, punctuation, and spelling that interfere with reading/ understanding. Numerous errors in APA format, in-text citation(s), and/or reference page.
10 pts
Total Points: 50
For the past three weeks, you have been working on your needs assessment of an at-risk population in your community. When you have completed your assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor.
Cite any sources in APA format.
See the rubric. Download the rubric for grading details.
Rubric
Week 3 Assignment Rubric
Week 3 Assignment Rubric
Criteria Rating Pts
This criterion is linked to a Learning Outcome in identifying a vulnerable, at-risk population
10 to >9.0 pts
Excellent
The population is clearly identified, and the rationale for selection as a vulnerable or at-risk population is thorough and demonstrates a clear understanding of the topic of vulnerable populations
9 to >5.0 pts
Needs Some Improvement
The population is identified, but the rationale is limited in scope
5 to >2.0 pts
Needs Significant Improvement
The population is partially identified, and superficial rationale is not clearly stated
2 to >0 pts
Poor
The population is not identified, or the rationale for selection as a vulnerable or at-risk population is missing
10 pts
This criterion is linked to a Learning Outcome Complete needs assessment using scholarly sources
10 to >9.0 pts
Excellent
Three scholarly sources used in the assignment that are clearly connected to the identified population and provide accurate and current needs assessment data
9 to >5.0 pts
Needs Significant Improvement
Two scholarly sources used in the assignment but connection to identified population not clear or understandable
5 to >2.0 pts
Needs Significant Improvement
One scholarly source used in the assignment, OR multiple non-scholarly resources utilized
2 to >0 pts
Poor
Assessment is based on opinion alone, no scholarly resources were used in construction of the assignment
10 pts
This criterion is linked to a Learning Outcome Needs Assessment Worksheet Table
10 to >9.0 pts
Excellent
Analysis is complete and demonstrates a clear understanding of the topic.
9 to >5.0 pts
Needs Some Improvement
The analysis is complete, but limited
5 to >2.0 pts
Needs Significant Improvement
Superficial analysis of the topic
2 to >0 pts
Poor
Analysis missing or very limited in scope. Topic is not addressed
10 pts
This criterion is linked to a Learning Outcome Needs Assessment Worksheet Questions
10 to >9.0 pts
Excellent
Analysis is complete and demonstrates a clear understanding of the topic.
9 to >5.0 pts
Needs Some Improvement
Analysis is complete, but limited
5 to >2.0 pts
Needs Significant Improvement
Superficial analysis of the topic
2 to >0 pts
Poor
Analysis missing or very limited in scope. The topic is not addressed
10 pts
This criterion is linked to Learning Outcome Mechanics and APA formatting
10 to >9.0 pts
Excellent
No errors in usage, capitalization, punctuation, and spelling. No errors in APA format, in-text citation(s), or reference page.
9 to >5.0 pts
Needs Some Improvement
Minor errors in usage, capitalization, punctuation, and spelling that do not interfere with reading/ understanding. Minor errors in APA format, in-text citation(s), and/or reference page.
5 to >2.0 pts
Needs Significant Improvement
Some errors in usage, capitalization, punctuation, and spelling that interfere with reading/ understanding. Some errors in APA format, in-text citation(s), and/or reference page.
2 to >0 pts
Poor
Numerous errors in usage, capitalization, punctuation, and spelling that interfere with reading/ understanding. Numerous errors in APA format, in-text citation(s), and/or reference page.
10 pts