Breaking Down WGU's RN-to-BSN Coursework

 

In this post, I'll walk through the key courses you'll take in WGU's RN-to-BSN program. Knowing what's involved can help you determine if it aligns with your goals.

WGU organizes the program into three main buckets:

General Education

The program is divided into three main buckets: General Education, Nursing Support Courses, and the Nursing Major.

The General Education courses include English Composition, Interprofessional Communication, Psychology, Sociology, Humanities, and Statistics. Most ADN grads already have these credits from prerequisites and can transfer them in. You likely just need to fill any remaining gen ed gaps.

The Nursing Support Courses build on your ADN foundation and include Biochemistry and Applied Healthcare Statistics. Biochemistry focuses on protein synthesis, enzymes, lipids, and is challenging but clinically relevant material. Applied Healthcare Statistics covers analyzing and interpreting medical research.

The Nursing Major is the core of the RN-to-BSN curriculum and includes Health Assessment, Community Health, Evidence-Based Practice, Leadership and Quality Improvement, and Community Health. Health Assessment involves writing papers and doing hands-on demonstrations of your assessment skills. Community Health requires 65 hours of field experience assessing community resources and culminates in a paper. Evidence-Based Practice involves evaluating research and proposing a change supported by evidence. Leadership and Quality Improvement requires writing papers on implementing organizational changes to improve care. Community Health requires 65 hours of field experience assessing community resources and culminates in a paper. There are also courses on ethics, leadership, and professional nursing roles. You’ll need to be comfortable writing academically and conducting community fieldwork.

Most ADN grads already have these credits from prerequisites and can transfer them in:

• English Composition
• Interprofessional Communication
• Psychology
• Sociology
• Humanities
• Statistics

You likely just need to fill any remaining gen ed gaps.

Nursing Support Courses

Here you’ll find upper-level sciences and concepts to build on your ADN foundation:

• Biochemistry - Focuses on protein synthesis, enzymes, lipids. Challenging but clinically relevant material.
• Applied Healthcare Statistics - Covers analyzing and interpreting medical research.

The Nursing Major

This is the core of the RN-to-BSN curriculum:

• Health Assessment - Write papers and do hands-on demonstrations of your assessment skills.
• Community Health - 65 hours of field experience assessing community resources. Culminates in a paper.
• Evidence-Based Practice - Evaluate research and propose a change supported by evidence.
• Leadership and Quality Improvement - Write papers on implementing organizational changes to improve care.
• Community Health - 65 hours of field experience assessing community resources. Culminates in a paper.

There are also courses on ethics, leadership, and professional nursing roles. You’ll need to be comfortable writing academically and conducting community field work.

Hopefully breaking down the coursework gives you a sense of what to expect from WGU's RN-to-BSN program. Make sure to consider if the self-paced, writing-heavy curriculum aligns with your learning preferences and career goals.

 Benefits

WGU's RN-to-BSN program is a self-paced, writing-heavy curriculum that allows you to earn your degree on your own schedule. You move through courses as quickly as you can master the material, with no set class times so you can continue to work as an RN while you're earning your degree. The program is also affordable and unique, making it a top option for RN-to-BSN students. Graduates are prepared to function in new roles as members of healthcare teams in many settings. BSN graduates are also prepared to enter MSN programs.

 Challenges

While the self-paced nature of the program is a benefit, it can also be a challenge. The program requires goal setting, dedication, and the ability to manage your time effectively. Additionally, the program is writing-heavy, so you'll need to be comfortable writing academically and conducting community fieldwork. Some students have reported difficulty managing work, school, and family responsibilities. However, WGU's RN-to-BSN online programs give you the flexibility to complete coursework on your schedule.

 Conclusion

WGU's RN-to-BSN degree program is an evidence-based, self-paced, and affordable program designed for registered nurses who want to advance their careers and expand their knowledge in the nursing field. The program is divided into three main buckets: General Education, Nursing Support Courses, and the Nursing Major. While the program requires goal setting, dedication, and the ability to manage your time effectively, it provides the flexibility to complete coursework on your schedule. Graduates are prepared to function in new roles as members of healthcare teams in many settings and are also prepared to enter MSN programs.

 

Why WGU's RN-to-BSN Program is the Perfect Fit for Busy Nurses

Hello! In this blog post, I will talk about why Western Governors University's RN-to-BSN program is the perfect fit for busy nurses. As a busy nurse myself, I understand the challenges of balancing work, family, and education. However, WGU's RN-to-BSN program is designed to fit into your busy schedule and help you achieve your career goals.

Flexible Schedule

One of the biggest advantages of WGU's RN-to-BSN program is its flexibility. The program is entirely online, which means you can complete your coursework from anywhere and at any time. This is especially beneficial for busy nurses who work long hours and have family responsibilities. You can study at your own pace and complete your assignments when it's convenient for you. This flexibility allows you to balance your work, family, and education without sacrificing any of them.

Competency-Based Education

Another unique feature of WGU's RN-to-BSN program is its competency-based education model. This means that you can progress through the program at your own pace, based on your existing knowledge and skills. You don't have to sit through lectures or complete assignments on topics you already know. Instead, you can focus on the areas where you need to improve and move quickly through the material you already know. This allows you to save time and money while earning your degree.

Affordability

WGU's RN-to-BSN program is also affordable, with tuition charged at a low flat rate each term. The more courses you complete each term, the more affordable your degree becomes. This is in contrast to other schools that charge per course or per credit, which can make your degree more expensive. Additionally, WGU's tuition rates are 48% lower than the national average for bachelor's degrees, making it an affordable option for busy nurses who want to advance their careers.

Clinical Requirements

WGU's RN-to-BSN program also has clinical requirements, which allow you to gain hands-on experience in a healthcare setting. However, these clinical requirements are flexible and can be completed at a location that is convenient for you. You can work with your employer to complete your clinical requirements, which means you don't have to take time off from work to complete them. This flexibility allows you to gain the experience you need to advance your career while still maintaining your work and family responsibilities.

Supportive Community

Finally, WGU's RN-to-BSN program has a supportive community of faculty, staff, and students who are dedicated to your success. You can connect with other students through online forums and social media groups, which allows you to share your experiences and learn from others. Additionally, WGU has a team of mentors who are available to answer your questions and provide support throughout your program. This supportive community can help you stay motivated and on track to achieve your career goals. In conclusion, WGU's RN-to-BSN program is the perfect fit for busy nurses who want to advance their careers. With its flexible schedule, competency-based education, affordability, clinical requirements, and supportive community, WGU's RN-to-BSN program can help you achieve your career goals without sacrificing your work or family responsibilities. If you're a busy nurse who wants to take the next step in your career, WGU's RN-to-BSN program is the perfect choice for you.

Transitioning to a BSN: Is Western Governors University the Right Program for You? Expert Advice!

Transitioning to a BSN: Is WGU the Right Program for You?

In this blog post, I will provide an in-depth overview of Western Governors University's RN-to-BSN program and discuss key factors to help you determine if it's a good fit for your needs as a nursing student.

Many nurses start out with an ADN or a diploma and work for a while before deciding to complete their BSN. Going back to school can be daunting, especially if you have to juggle work and family responsibilities. An online RN-to-BSN program seems tempting, but how do you know if WGU is right for you?

 

First, let's go over some key details about WGU's program:

o   It's fully accredited by the CCNE and accepted by graduate schools if you want to pursue higher nursing degrees later.

o   It uses a competency-based education model. You advance by showing mastery of concepts, not by grades or time spent in class.

o   It's self-paced. You can complete your BSN in one term (six months) by accelerating, or spread the courses out over multiple terms up to 3.5 years if needed.

o   There are no required textbooks or additional access fees. All learning materials are provided online.

o   Tuition is around $5,000-$6,000 per six-month term. Scholarships are available.

This self-directed model is ideal if you're highly motivated, disciplined, and comfortable with online learning. However, WGU has some key differences from a traditional RN-to-BSN program:

 

o   You need strong technology skills for navigating the online student portal and learning platforms. Comfort with email, word processing, research databases, etc. is essential.

o   There are no letter grades, just pass/fail assessments. You can't earn a 4.0 GPA. "Pass" is akin to a B grade.

o   You must be proactive in reaching out for help from course mentors when needed. Support is there but not built-in like a classroom.

o   Writing papers and completing projects replace traditional nursing exams and clinicals. Expect to write in APA format.

As you can see, WGU offers exceptional flexibility and affordability, but requires independence, self-motivation, time management skills, and academic writing skills to thrive. Before jumping in, make sure you:

o   Have solid computer, internet research, and word processing abilities

 o   Can write longer academic papers in proper APA format

 o   Are okay without letter grades and focused on knowledge mastery over GPAs

 o   Will ask for help when needed since the courses are self-directed

 o   Are able to manage your time well and stay on pace to finish courses/terms

 

Additionally, WGU has a unique course structure:

 If this competency-based model fits your learning style, motivation, and schedule, WGU could help you achieve your BSN efficiently and affordably. You get to leverage your nursing experience while gaining new leadership, research, and community health skills.

 However, if you prefer more structure, letter grades, professor interactions, and built-in deadlines, a traditional RN-to-BSN program may suit you better. Think carefully about your needs and learning preferences as you decide if WGU is the right path for you. Reach out to current students and alumni to get insider perspectives. By considering both the benefits and challenges, you can determine if WGU's unique approach is a good fit.

If you need my assistance completing any assignments at the BSN program, do not hesitate to reach me at: meokhan2/at/gmail(dot)com. I am the expert!

Advanced Professional Roles and Values Task 1 (VAP1) (C128)

This post covers Advanced Professional Roles and Values (VAP1) (C128) in as less space as possible to help you through it while saving your time.

First, the task is made quite practicable by the university-provided template that you'd find enclosed to your resources for this paper. You want to closely follow the templates with all of the headings and subheadings provided.

So, my walkthrough is based on the template, and I discuss here pointers as given in the Rubric.

APR&V Task covers advanced concepts broken down into four competencies:

1. 740.2.4: Advanced Professional Accountability
2. 740.2.5: Self Advocacy of the Nurse
3. 740.2.6: The Professional Nurse, and
4. 740.2.9: Healthcare Work Environment 

Probably, you've already gone through the directions file for the task and know that the paper is divided into these four parts. So let's just begin.

The scenario revolves around the case of Mr. Miles, the 70-year-old patient, who is admitted to the hospital for bowl irritation. We don't know how, but Mr. Miles goes septic, and it causes renal failure putting his life at a risk. Since he wished to live an adventurous life, he refuses to choose dialysis as an option, and probably insists on choosing a DNR. The complication is that prior to signing the DNR document, Mr. Miles goes into coma.

So, in this paper, our job is to handle the complexities in Mr. Miles' case. From here we follow the Rubric to address the points.

A. Evidence-Based Practice

This section requires you to justify the use or non-use of the DNR document. It's tricky. Let's solve the puzzle by dissecting every piece from it. First, it's a legal matter. A Google search will return thousands of cases that revolve around the use/misuse of DNR. So, Mr. Miles wished to but couldn't sign the DNR directive.

Second, renal failure has not put his life and functionality to a halt though, yes, it may not be the same. The dilemma we face here (the doctor, the nurse, and the family), thus, is that dialysis is a practicable option that can save Mr. Miles' life, but he wished to use the DNR directive.

To solve the puzzle, review of literature informs us that Mr. Miles' case is that of partial DNR consent: i.e., he wished to opt for it but couldn't sign it. Let me remind you that we're only concerned here with your role, that of the nurse as a patient advocate, and we're aware that it's the nurse's professional responsibility to respect and follow his/her patient's wish.

But the dilemma does not leave us. It's still complicated. What if the family wants to save his life, and I think it's pretty logical for them to do so. Note the point here that we need to discuss the legal framework about the authority a family member has in giving his/her consent in such a scenario. The hierarchy has the spouse on top, then the children, and then anyone else (surrogate).

So, because it's complicated, I cannot say what to do. However, I have dissected all the pieces of the puzzle for you to decide whether you'll follow Mr. Miles' last wish for the DNR or the family's directive (if different).

Whichever you choose, remember, you must discuss the significance of discussing the situation at length with relevant stakeholders and witnesses. Here, we have the family, probably the doctor, and you as the witnesses. Make your decision, and this section is complete.

Remember to cite references for these points.

B1. Moral Responsibility

You need to discuss the nurse's moral responsibility in relation to the patient, the nurse (your legal role), the family, and the hospital. So, we must justify these in the light of available legal framework.

First, the patient. Morally, ethically, and per Ethics Code, I think you understand what your moral responsibility is. Since it is an open-ended area, you should decide what you are to the patient (Mr. Miles) in this situation. You have full legal right to advocate for your patient.

Now, the nurse. You must justify your role, responsibility in this scenario. As a nurse, what does the law of your state say about partial DNR? Google it. Consider the principle of patient autonomy. You should also find out your hospital's policy for partial DNR. Nurse Practice Act is equally applicable here.

So, whatever your decision is, whether to let Mr. Miles respectfully pass....or to follow the family and/or the hospital's policy, your role MUST be justified. This is the prime principle of nursing Ethics Code and the law. Justify your decision, and if you undergo a moral dilemma, be open, involve your team, discuss it thoroughly, etc. Your decision must be accountable. So, I think you can decide what to you.

Hint: You'd first look into the hospital's policy, Mr. Miles' wish, your role as an advocate, and discuss the possible decision with relevant people in the management, and take a position.

The family. There are no easy answers in real-life scenarios that match that of Mr. Miles. Say the same thing here. Highly the role of open and transparent communication with the family, and...REMEMBER...emphasize that you as a nurse must insist on documenting a decision whatever it be (recall the accountability principle).

Agency here clearly implies the scope of the nurse's individual action. But, it should be remember that while you want to highlight the individuality of the nurse (yourself), you should link your role to other processes that mediate this agency. You can't take a decision without considering the state law, the NPA, etc. So, agency is to be exercised within the available scope (say the same).

B2. Stakeholder Impact

Patient: So, up to this point, I think it's pretty clear that we're heading toward a big decision, and Mr. Miles as probably the most important stakeholder will be the center that decision. Hospice can be highlighted as a rational route to the decision if you want to go in that direction.

Family: Whatever the final decision is, family is an equally important stakeholder facing the trauma probably of the worst kind. So, here we want to highlight the role of education to the family about the process of the decision (any), and the steps of care planned for Mr. Miles.

C. Discussion of Code of Ethics

Which Provision from the Ethics Code is applicable here? Probably, more than one, but you just want to focus on the most relevant: Provision 2. Quote it with full reference.

Now your analysis of the provision should point to the direction of your primary responsibility as an advocate of your patient, and under this provision, what role you're going to play. Hint: No matter the intensity of the conflict, your job is to advocate for the patient's wish.

C2. Importance of Patient Autonomy

I think this pointer should become self-explanatory to you now. It requires a little expansion. So, with the help of literature highlight what autonomy means for a patient, and as a nurse what your obligation is to this principle. Also, write a few sentences for patient's independence and its relevance to this scenario.

D1. Legal Conflicts

Legal conflict is expected. Here, we need to highlight the principle of patient autonomy, his right to self-determination, and the nurse's professional obligation to stand for her patients. So, she must guard his interest, AND any decision MUST be documented properly through every step. This is the only way to avoid ramifications in the wake of the decision. Certainly, the family is the surrogate, so probably, once they are convinced of the viability of the decision, the spouse or children will sign it.

Family must be taken into full confidence about the patient's wish, possible options, (e.g. CPR), and expectations from the family. This is a mandatory exercise in any situation. After that, whatever decision you choose, legal conflict can be avoided by transparently recording it.

As a nurse your role and obligation must be communicated to every stakeholder out there while the organization's policies and position in such cases must be integrated by consultation with the management.

D2. Legal Implications on Nursing Role

The implications may be serious. Thus, here you have to discuss your obligation to advocate for the patient's rights within the available legal framework (NPA, state, and hospital laws/policies). You action must be justified by these frameworks, and this is the only way for the nurse to avoid legal ramifications.

Potential disciplinary action against a nurse may be relevant to one or more of these areas: negligence, consent, accountability, confidentiality, and advocacy. As far as your course of action is justified, your position is safe.

Potential Litigation is highlighted in two cases in literature: (1) when there is a DNR directive, but CPR is initiated; (2) when there is no DNR directive, but caregivers don’t use the CPR approach. Thus, a clear route to either decision is needed to avoid litigation.

D3. Actions to Prevent Conflicts

Same as above: clear legal understanding, clarity of each stakeholder's role/responsibilities, and transparent consultation while keeping in view relevant legal framework at all the levels of the hierarchy are needed to prevent conflicts. Some detail from above can be represented here to make the case more solid.

That's it. We're done. Keep in mind that each section requires just a few sentences (4-5 maybe). It is this succinct approach that will still lead to a large overall piece.

I'd be happy to have your feedback.

Should you need any further assistance, please do not hesitate to reach me at: /meokhan2/at/gmail/./com. Thanks.

 

Organizational Systems and Quality Leadership - WGU RTT1 Task 2 (FMEA-Focused)

Image Courtesy: Designed by Pressfoto (freepik.com)

Introduction
In this post, I will discuss in detail how to get over to the part involving FMEA in RTT1 Task 2. The task, overall, is quite complex, but this FMEA part, and what follows it, is far more challenging. Personally, I have had to write more revisions for this part alone than any other paper for WGU.

Given that not much help is available online (my personal experience), and your mentor will share with you the FMEA application material that does not focus on nursing, it can be really frustrating (I know!); hence, I am trying to make your life easier and hope that you will save countless hours of your precious time by going through my post.

FMEA (Failure Modes and Effects Analysis) is a useful tool, and WGU urges that its students know how to apply it to their workplace, and, trust me, they are not fooling us here. It really is useful.

Root Cause Analysis
The task starts with (A) the Root Cause Analysis (RCA) that focuses on understanding the basic causes of Mr. B's sad demise: Lack of staff, crowded ER, lack of coordination, and monitoring plus more doses than needed.

Improvement Plan
In the next section, Improvement Plan (B), you have to discuss an improvement plan (employing tools such as PDSA, checklists, audits, feedback, etc.) that will ensure such sentinel events as those with Mr. B won't repeat. So, you would say that flex staff will be added, coordination will be improved, etc.

Change Theory
Ahead is the section that asks you to discuss in detail the role of a Change Theory (B1) in your plan. This part is to show the grader that you know how to theorize change in your organization and situate your Improvement plan - as proposed above (B). Quite a few change theories are available, and you can use just one theory here.

FMEA
And, NOW, the FMEA section (C). First things first. The FMEA tool is very complex and is used by major organizations. For you, as the instructions clearly lay, the task is to apply it to just one process addressing each step. This is the key.

It is connected to all the sections that precede, i.e. your RCA and the Improvement Plan.

So, let's say that we have devised an improvement plan that (with other areas as highlighted above) focuses on patients like Mr. B. Probably, we are convinced that Mr. B (and similar patients) have an ASA Score III or higher. There are quite a few issues that caused his unwanted demise, but it was the sedation policy that can be our focus here: Remember just on process.

To cut short, FMEA helps us to identify risks and manage any failures before they can occur. So now, we want to apply FMEA here so that things won't get again to the same point as they did for Mr. B. In other words, we want to make sure our new ASA-related sedation policy won't fail and our patients will be treated well. As we noted above, there are quite a few other things than just the sedation administration. It involves addition of the flex staff, training of all the staff (RN, flex, physician, and the anesthesiologist), and coordination among them in such a way that a patient with ASA III or greater is administered the dosage within the limit of safety.

EDIT: Syllabus REVISION hath arriveth!!! There are now more than 1 versions of this paper as per the profile of  a student. Remember, WGU's syllabus is proprietary?

So, in another version, that you might have, there are no Pre-steps and Three-Steps (by the way it's way too confusing, isn't it?). Instead. all of these steps are combined as Necessary steps for FMEA that you are required to take. BUT...these are the same as given below. Just combine them and number them from 1 to 6/7. 

Pre-steps 
This section might sound quite complicated to you, but it is NOT. We just need to apply our common sense here. For instance, we're saying that a patient with ASA score III or greater would be handled under this plan. We have already highlighted many changes from staff, training, to coordination.

So, simply put, the pre-steps are to focus on the mechanism of FMEA before it is employed. It is like preparing your horses before the actual journey.

Thus, in your pre-steps, highlight the addition of the flex staff so that such a patient is not left unattended. Training of all the staff would alert them all for such a patient. Next, let's introduce a checklist here. This checklist, noting the ASA score, will be filled, signed, and pooled together by all the relevant staff: the RN (or flex), the physician, and the anesthesiologist: The Multidisciplinary Team. Unless signed by all of these stakeholders, NO further treatment can be offered to such a patient, etc.

In addition, let's also introduce here the Risk Priority Number scale to assign numeric value to the likelihood of occurrence or frequency, detection, and the severity or seriousness pointers. The RPN is to be discussed in the Three-Steps section below; here we're just introducing it, so say that, the MD team would be trained to use RPN beforehand.

Hence, the summary of our pre-steps can read: Patients with ASA score III or higher are monitored with great care; all the staff collaborates closely to treat the patient, and the conscious sedation policy (including any other treatment) is administered with strict monitoring involving the use of a checklist when the team is trained for using this tool. A decision is made collaboratively only.

Three Steps
Here the application of RPN is discussed in detail. First discuss the tool in some detail (using credible references). Next, we would say that because a patient like Mr. B has ASA score III or greater, the score would be much higher for severity (or seriousness), moderately high for frequency (it's relative here - it depends on the age group a town has; however, for the town like we have in the scenario, we can go for moderate score for frequency), much lowly scored for detection because we've already experienced a case that resulted in Mr. B's sad demise.

Hence, the pooled ratings would certainly alert the MD team to be extra cautious, etc., etc.

You do NOT want to forget that this entire process of applying FMEA would be cyclic and will be improved by time. You can say that a flowchart will be introduced to improve our FMEA process, etc. We need more detail here than I have written - or you're going to disappoint the WGU guys grading your paper! :-D

The sad news is, we're NOT done here :-(. The complication continues as WGU wants to make sure you understand how you can test the plan in an actual intervention!

EDIT: Whereas in this version you need to focus on just ONE process, in another version, that you might be receiving, you have list 4 such processes in the FMEA table. Be mindful of that. However, it's easy. Pick any four: (1) Staff training, (2) Staff's concept development, (3) building a team for random assessment, (4) Collaboration...., etc.

This brings us to C4. Interventions.

Here discussing a tool like PDSA (Plan, Do, Study, and Act) is mandatory, or the WGU guys will be very upset with you!

First, you are to state a plan question: How can a patient with ASA score III or greater can be treated carefully with our new conscious sedation policy?

Now The Plan: The checklist will be our major source for data to find out if our plan is working. It is because we've planned that no treatment is possible UNLESS the checklist has signed feedback/remarks by at least the RN/Flex staff, the physician, and the anesthesiologist. Thus, our plan is to use this data to test the vigor of our Improvement Plan.

DO: We can't just start testing this plan to all the patients meeting this criterion (ASA). So, here we will say that we will handpick just ONE patient first and carry out this intervention i.e., see how our checklist is working for him/her.

Study: As our intervention is put to reality check, we will see how it is going: Whether we are improving or not, etc. Here, we need all other data as well: pre-admission record and history, ongoing treatment and handling, and the success of the intervention. Do you see that every bit of our plan is coming along so very clear and is laid down step-by-step? This is what those guys at WGU want to see (my experience).

The Act prompt can highlight that we will ensure further improvement is made to any weaknesses in the plan found through our PDSA, for example, we might consider introducing a smartphone application for the checklist, etc.

For D. Key Role of Nurses, you can write a detailed portion highlighting the immense importance attached to this role in health care not just in US but all over the world.

GOOD NEWS! We're done.

I hope with this carefully crafted post, I have helped you save some of your precious time. Happy Nursing!

Last, if you like the tutorial/walk-through, do not forget to drop a line or so. Should you need any further assistance, I would be happy to response.

Email me at: meokhan2/at/gmail/dot/com

Western Governors University - BS Nursing

Western Governors University's (WGU) BS Nursing program is a highly credible and well-recognized academic degree in the U.S. and outside it.

There are quite a few strengths of the program making it a highly credible pick by the certified nurses who want to move on to the next level: B.S. Nursing.

The standard completion time for this online course is 18 months in which the candidate has to cover quite a few time-bound tasks, projects, and activities that add up to their passing score. You can find all the details of this program here.

The purpose of this post is NOT to promote the WGU's BS Nursing program. No way! I write this post only to let you know that, EXCEPT FOR HARD/NATURAL SCIENCES TASKS, I can provide assistance in all the tasks for this program since this is my job to help out students in their time of difficulty while pursuing an academic goal in the middle of their professional and home-based responsibilities.

So, I would give you a brief overview about some of the major tasks required to complete in this program.

The degree is divided in quite a few sections/subdomains of health care and nursing, and each section covers subjects from basic calculus to literature, from evidence-based practice to community health nursing, etc. Major breakdown of the program falls into the following subdomains.

1. Professional development
2. Quality and safety
3. Evidence-based practice
4. Applied leadership
5. Community and population health

Under each of these subject areas, there are quite a few tasks and activities that involve fieldwork, research, collaboration, synthesis, and writing. The overall focus of the degree program, thus, is to develop in the nurse the professional skills and competencies that can help them play an active role at different levels in the health care sector.

If we look at the academic subdomain, Evidence-based practice, there are quite a few writing tasks that help the professional to nurture hardcore skills to play with evidence-based nursing. Evidence-based nursing has now become part of professional nursing, and so, the nurse has to consult available evidence with regards to a health care concern/issue needed for careful decision making.

WGU's EBP is particularly known for developing advanced-level skills for EBP in their students. The reason is that the subdomain enables the nurse to differentiate between different types of literature available in the current health care knowledgebase: 

• Primary research
• Secondary research
• Evidence guidelines
• Evidence summary
• Meta-analysis
• Synthesis of different types of evidence

and so on. Moreover, EBP also requires the nurse to carry out tasks that are field-based, i.e., the professional has to connect the literature search, review, and synthesis to the health care context they are either employed at or has knowledge of.

The end-result of covering the EBP is that the candidate gets away with a bundle of cutting-edge skills in EBP.

Community and Population Health Nursing is the most challenging yet exciting subdomain of BSN at WGU. Challenging because the professional has to carry out very rigorous activities by being part of a community (usually the ones they live in), and by applying the principles of community health nursing in that community to bring about a positive change.


C228 - Community Health Nursing – Task 1

For example, one of the tasks in this domain is Application of Community Health & Population-Focused Nursing, a lengthy write-up around 20 pages. Activities in the task involve applying quite a few tools to identify a community and understand the major health concerns the community faces. This is a field project. There are six mandatory tools needed of the researching nurse (You) to apply to his/her selected context and discuss the application in the main document. These are:

1. Population Economic Status Survey
2. Neighborhood/Community Safety Inventory
3. Cultural Assessment Tool
4. Disaster Assessment and Planning Guide
5. Windshield Survey
6. Population Health Scavenger Hunt. 

There are quite a lot of documents, guides, and links that accompany this task. The details required to carry out each of these six tools are clearly given in these accompanying resources. However, putting them all together in this task requires advance writing and synthesis skills. To make things easy for you, I discuss each of these six tools below giving you the insider's view, i.e., the approach by which you can have your task passed.

1. Population Economic Status Survey
PESS tool is actually a comprehensive approach taken by the nurse while working in the community to objectively understand the major health concerns faced by the community. The rationale for this tool, provided by the WGU, is that it helps the nurse to understand a health concern and argue her position in order to address the issue in favor of her community.

To cut short, the nurse has to dig deeper into major databases at the state and federal levels, i.e., American Fact Finer, City-Data.Com, Census.Gov, Healthy People 2020, etc. Alongside, she has to visit the local community centers such as the City Council, Health Department, non-profit organizations, and so on.

At the end of this exercise of information gathering, the nurse is able to understand the economic drivers at play in regards to the community's overall health status (the poor vs. the rich).

2. Neighborhood/Community Safety Inventory
NCSI is another tool to be applied in the community. It helps the nurse to understand the systemic level factors when it comes to her community's health status. This tool is to be filled up by observing and collecting data from community resources such as fire, police, emergency departments, disaster management to clearly understand the safety-related dynamics and to develop her inventory. Thus, you will have to visit the relevant departments to carry out this task which should involve formal/informal interviews and focus groups with the relevant staff; in addition, searching relevant databases over the Internet is part of the game here.

3. Cultural Assessment Tool
CAT clearly points us to the direction of understanding the racial/ethnic, gender, age-wise makeup of the community to help the nurse to better understand the dynamics of the present health concerns as spread over these domains. Understanding the role of culture is fundamental in community health nursing because it is well established in literature that different ethnic/cultural groups view epidemiology and treatment of a disease differently. For instance, a Hmong community member might possibly explain her epilepsy as a spirit taking her over.

This tool also requires you to search for data. However, it has a subjective element that requires you to meet different people and talk to them, interview them, and understand their viewpoint in relation to a health concern and its treatment. These two areas of investigation combine together to add another dimension to your community health nursing fieldwork.

4. Disaster Assessment and Planning Guide
DA&PG, as the title suggests, is about understanding the many resources your community utilizes to combat a disaster, natural or otherwise. This takes you to survey the community's geography to find out its industry, terrain, etc. and to plan for a possible route to prevent a disaster from hitting the community. DA&PG also asks you to take note of such factors as weather patterns, cultural outlook, contagious diseases, the spread of a disease, etc. It also puts you to trace the local government's position on these variables. As soon as you start to cover the areas given in the tool, the picture of disaster assessment and any loopholes start to emerge for you to argue in favor of your community's health.

5. Windshield Survey
WS tool should have come in the beginning of this list because it is used (and expected by WGU to be used) in the beginning of your community health fieldwork. As the name suggests, this tool is to get the feel of the community through the bird's eye view. WGU's guide to WS states, "While driving through your community, stop for coffee or have lunch in a neighborhood".

Hence, your focus is to bear a holistic understanding of your community's overall feel and look that includes its housing, commercial buildings, open spaces, etc.

6. Population Health Scavenger Hunt. 
PHSH tool follows the footprints of the famous scavenger hunt game. However, in this task, it requires the nurse to choose six facilities from the long list given in the supplementary resource. So, logically, what you're doing here is a scavenger hunt for the community's health by going to these facilities and collecting information. But the approach is rigorous and systematic.

For example, you chose American Red Cross. Now, the hunt requires you to answer the 13 questions given in the same guide from "What is the organization's target population?" down to "What specific services does the organization provide?". At the end, thus, your knowledge of the community is immaculate and you become an expert nurse on that community! Wow, hats off to the WGU's curriculum planners, honestly!

This should be very clear from the tools mentioned that the task is highly beneficial for nurturing community health nursing skills and competencies.

The task discussed above is followed by Community Health & Population-Focused Nursing Practicum. This task is also quite long, around 25 pages, and requires applying the knowledge of the community's health profile (as obtained in the previous task) to address ONE specific health concern (e.g. obesity, cancer, influenza, etc.). For this, the candidate, once again, jumps on to the field and works with a number of community-based stakeholders to come up with a viable health care plan to address that health concern by taking into account the epidemiology and the prevention factors of the health concern.

The fieldwork requires a lot of activities from collecting reliable statistics to critiquing available resources and any loopholes. With these areas covered, the nurse then DEVELOPS effective and EFFICACIOUS interventions. The required number is two.

These interventions are well-planned. You will have to demonstrate every aspect of these interventions, i.e. how you would carry out these interventions, their estimated impact factor, and the objective evaluations of the outcome.

So this practicum is really killing in terms of the skills, deeper level understanding of community health nursing, and the relevant competencies you gain while doing it.

With this brief overview of the WGU's BSN, I would suggest that you should go ahead and get your hands dirty with the explosive knowledge and skills that the program has to offer. However, if you need any assistance anywhere in the program, coming to me will not be a bad idea.

Good luck! My email: meokhan2/at/gmail/dot/com