Tips for Succeeding in WGU’s Self-Paced RN-to-BSN Program

 

Most messages that I receive from individuals are a registered nurses who want to advance their career and education with a Bachelor of Science in Nursing (BSN) degree and ask me a number of questions about WGU’s BSN. If you’re one of them, this post is for you. It is a cheat sheet specially created for my valuable readers like you.

Introduction

WGU is a nonprofit, accredited university that offers competency-based education, which means you can progress through courses at your own pace by demonstrating what you know and can do. You can also transfer up to 90 credits from your previous nursing education and experience, which can save you time and money. WGU’s RN-to-BSN program is evidence-based and aligned with the Essentials of Baccalaureate Education for Professional Nursing Practice from the American Association of Colleges and Nursing (AACN). It covers topics such as research, theory, leadership, community health, healthcare policy, therapeutic interventions, and current trends in healthcare.

However, as with any online program, WGU’s self-paced RN-to-BSN program also requires motivation and time management skills to succeed. You will need to create your own schedule, set your own goals, and manage your own learning. You will also need to complete 65 hours of field work in a community setting as part of the program requirements. To help you navigate this challenging but rewarding journey, I have compiled some tips based on what I learned from the transcript of a successful WGU RN-to-BSN graduate. Here they are:

 

TIP 1: Create a schedule and stick to it

Treat each week like a regular course, blocking out set times to read, study, and work on assignments. Use a planner or calendar to keep track of deadlines and milestones. Try to be consistent with your study routine and avoid distractions.

 

TIP 2: Take it one course at a time

Focus on mastering one class before moving on so you don’t get overwhelmed juggling multiple demanding courses. Review the course materials carefully and use the learning resources provided by WGU. Take advantage of the pre-assessments and practice tests to gauge your readiness for the final assessments.

 

TIP 3: Do the easy classes first

Start with quicker courses like Nutrition or Health Assessment to build momentum before tackling tougher ones like Biochemistry or Evidence-Based Practice. This will help you boost your confidence and motivation as you see yourself progressing through the program.

 

TIP 4: Give yourself paper writing time

Set aside blocks for researching, writing, and revising papers. Break projects down into manageable chunks. Follow the rubrics and instructions carefully and use the writing center for feedback and support. Use credible sources and cite them properly using APA format.

 

TIP 5: Use course mentors

These are invaluable! Meet with them regularly for guidance as you would with on-campus professors. They can help you clarify concepts, answer questions, provide tips, and offer encouragement. They can also connect you with other students who are taking the same course or have completed it.

 

TIP 6: Find a study buddy

Connect online with a classmate for motivation and support. You may even be able to help each other with assignments or share notes. You can also join online forums or social media groups where you can interact with other WGU RN-to-BSN students and alumni.

 

TIP 7: Take good notes

Stay organized with study guides, lecture notes, flashcards, etc. You’ll need to compile and understand a lot of information from various sources. Use different methods to review and reinforce your learning, such as summarizing, outlining, highlighting, quizzing, etc.

 

TIP 8: Plan ahead for field work

Get an early start on scheduling your 65 hours of community health experience. Find a suitable site that meets WGU’s criteria and secure a preceptor who has a BSN degree or higher. Complete the required paperwork and submit it to WGU for approval. Prepare for your field work by reviewing the objectives and expectations of the course.

TIP 9: Reward yourself for milestones

Celebrate finishing assessments and papers. Keep motivated towards the end goal of becoming an RN-BSN! Recognize your achievements and treat yourself to something you enjoy, such as a movie night, a spa day, or a dinner out.

The key is staying regimented, getting support when needed, and dividing projects into smaller steps. Plan ahead, break things down, and don’t be afraid to lean on your mentors.

With commitment and smart time management, you can leverage the flexibility of WGU’s self-paced model to efficiently achieve your BSN. You’ve got this!

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.

 

Sentinel City Simulation: Community Health & Population-Focused Nursing - KLP 1

Sentinel City Simulation is a very recent development. It is an immersive computer environment that enables students to practice various tasks on community health nursing – previously done on the ground causing to students a lot of stress and practical constraints.

The latest Sentinel City program (3.0), developed by American Sentinel University, has been well-received and has won APEX Grand Award, WCET Outstanding Work Award, and stood finalist for 2 SIIA CODiE Awards.

That said, a lot of nursing schools are now adopting this program since it makes learning much easier for students (desktop-based) and carries handy tools for assessment.

What about the first Community Health Nursing Paper, KLP 1?

Well, it is tricky because not much help is available online and the new interface poses considerable challenge to students who have already completed a few credit hours based on the traditional method. Second, as the program is well-designed, it ensures the students are really taking something out of it.

Keeping this scenario in view, I have written this post hoping that, like my other posts, it will help you lessen some of the study stress.

So, first, what do the Instructions for this paper require of you to do: The Instructions are divided into three broad areas:

1. The three umbrella competencies: 7019.1.1 (Epidemiology); 7019.1.5 (Env. Health); and 7019.1.8 (Cultural Com).
2. Surveying 12 specific city locations and to send a completed PDF action report (ensuring that you’ve spent time on the program).
3. Using different data tools: 

• Demographic assessment (reading the data for age, median income, percentage of the people with/without insurance, etc.)
• Neighborhood/community safety inventory (what safety mechanisms are in place? Are there any environmental issues, such as air pollution?)
• Windshield survey (WS) (Moving around seeing the infrastructure, homeless people, population density, etc.)
• Population health scavenger hunt (Consulting with data from school, university, the ABC clinic, the grocery store, etc.)

With this homework done, most of the work is similar to the traditional Community health Task previously covered in this blog.

However, what is troubling in this paper is that nothing is written or given in an analytic fashion. The student must plough through the four districts of the Sentinel City and connect other community resources (the 12 locations) by making sense and synthesizing relevant data to find out:

1. What 3 major community health problems the Sentinel City faces
2. What community resources are available to address ONE of the three problems
3.  The primary health topic you’d like to work on in the future paper (of the 3)

I am going to try to help you in this domain and hope that you’d find interpreting the City data convenient for your paper.


Analyzing the four districts of the Sentinel City
Please keep in mind that this section is written in a way that covers all the four tools required to be used. It is because it accumulates findings from these tools: Windshield survey is done by every student already and by surveying the city locations, you're making use of other tools (the demographics, environment, and scavenger hunt, etc.).

So, let’s start our data analysis. Demographics about the four districts (Acer Tech Center, Casper Park, Industrial Heights, and Nightingale Square) tell quite a few (and obvious) things about the populations in these districts.

Acer Tech Center has a total of 168390, white-dominant (70.2%) population, moderately higher income, $166,300, with much larger population above 18 and below 65 years of age, and with just a marginal proportion of the population (1.5%) without insurance.

Casper Park presents a very different picture: population, 352643, 24% Hispanics or Latinos, 10.9% citizens are children, 33.8% under 18. What about the uninsured under 65: a huge 22.7%.

Synthesis of the data

Now, let’s synthesize data for these two districts. Let’s take help from literature. So, literature has well-documented that income level, ethnicity, (among many other variables) and community health are related. Higher income levels are associated with cleaner neighborhoods, betterinsurance coverage, fewer children per family, etc.

Along these line, we can see that most of the uninsured (if not all) are most probably also the ones without jobs, and so maybe do not have a home to live in. So, the neighborhood they live in has low quality of life, junk food (cheap), lack of health care access.

Literature also informs us that lack of access to health care, combined with these factors, in the US, is associated with oral health problems, cardiovascular diseases, mental health issues, diabetes, obesity, and so on.

This way you get a very good individual picture of each of the four districts, and your WS survey would speak about the cleanliness of the neighborhood, number of people/children outside, etc. This way, describe each districts individually.

With this exhaustive account, you can move on to analyze other locations. For example, let’s take the data from the Better Health Clinic. Rates for STDs, pregnancies, and abortions are much higher (compared to global data matrices), and the Clinic provides services in these areas. Then why is there little progress?

Because in the community people are not being educated about lifestyle, safety, etc.

Adding from other locations
Similarly, Joe’s Grocery is to be hailed (hail Caesar) for being reported for so many infections caused. Here we are so sure that the authorities are not working as they should (another aspect missing for our community nursing).

Lily’s Restaurant serves unhealthy food. It must be cheap, right? Who consumes cheap food in US? You’re right? Then there is a very high calorie consumption percentage that people are using at home. What about the parks? Crime rates are higher, and the public space is occupied by the homeless population.

So, let’s sum it up. Jobless people, uninsured, children, and adolescents consume cheap food, lack access to health care. They don’t have much

to recreate to cope with their everyday stressors. Poorer neighborhoods are also congested with pollution and noise.

This tells us that at least 2 Districts present a very alarming condition; taking help from literature, we’re sure that many health issues (here you can add references from Healthy People 2020) such as obesity, diabetes, mental health problems, STDs, oral health, women-child health, (Day Care Center data) must be haunting our Sentinel City.

I hope I have tried to help you in the right direction. Once you pick up in this way, I am sure you can get over the entire paper very well.

Should you need any further assistance, please do not hesitate to reach me. I won’t bite! Yikes! Email me at: meokhan2/at/gmail/dot/com

JLP1 Leadership Learning Experience Task - Western Governors University: BS Nursing

JLP 1 Leadership Experience - Western Governors Univeristy (Courtesy: Freepik.Com)

Western Governors University's (WGU) JLP1 Leadership Learning Experience Task coming by the close of your academic program is a bit tricky in the beginning BUT relatively easy and less complex IF you understand exactly what it requires you to do.

I have written this post to make your life easier as I will ALL of the areas/aspects of this task detailing everything you need to know to successfully complete this task.

First of all, keep in mind that the task comes bundled with a LOT of useful resources that are the crux of your success. Overall, the task carries the following learning resources with it.

1. Instructions (very useful and explain how to go about the pointers in the rubric)

2. Elements of LLE Project (The most important resource as it guides you about how to meaningfully carry out your leadership activities in your organization).

3. JLP1 Mock Project (Every single indicator, given in the Rubric, is explained in this document)

4. Rubric (We all know what it is, right!)

5. Supporting documents (This document contains links to useful video tutorials; examples of topics you can choose from, and much more. Grab it!).

So, you need to first familiarize yourself very well with these documents. Starting with No. 5 (Supporting document) won't be a bad idea because it is the most comprehensive and holistic document that will set the ground for you.

You must keep in strict view, however, the core of this task:

It asks you to choose a problem within your workplace setting as a professional nurse; after the problem has been pointed out, you need to play a leadership role, simultaneously playing the Role of Scientist (B1), Role of Detective (B2), and Role of Manager of Healing Environment (B3) while you carry out a number of activities that are relevant to your leadership role.

You would take away a better score on the Evaluation Summary if you address all of the indicators/pointers on the Rubric disregarding the actual way in which you carried this activity in your workplace.

In case you'd like to complete this task by desktop research only, you'd have to be well-versed in your professional context, its problems, and solution(s) you've been part of. The only thing you would be needing, however, is the (C) Verification Form signed by your Manager/Supervisor.

I would now briefly discuss each of the pointers/indicators of performance given on the Rubric.

1. A1. Problem or Issue
You need to find a problem in your workplace related to practice, policy, or anything relevant. Remember the focus is on an effort for positive change in which you played a leadership role. Some examples of such problems in a health care unit can be: 

• Surgical Site Infections (SSIs) - the most used and abused topic indeed
• Adopting a new procedure (instrument/machine) for better health care
• A process in which some policy change took place, e.g. record keeping for patients' meals, routines, etc.
• Acquiring a new approach to treatment, e.g. using an advance dressing, advance patient lift, etc.

2. A1a. Explanation of Problem or Issue

In this section, you need to explain the problem PRIOR to your organization's change in policy or practice, e.g., "Without the advance patient lift, the patients' wounds were very vulnerable...". The point is how good you explain and substantiate its relevance to the efforts of change, e.g. "I always took notes of the costs and relevant challenges a manual patient lift (or no lift) incurred on my organization and the patients and their families...".

A2. Investigation
In this section, you are to discuss how you investigated the problem, i.e., its repercussions for the workplace, patients, and the broad social life. You HAVE to be very systematic here. You can't just say that I noted this or that.

Consider this example: "Extant literature postulates that every year xyz patients are reported to develop additional injuries due to being lifted without a patient lift", etc. So, you need to back up your investigation with your observation plus its presence (or no presence) in empirical literature.

A2a. Evidence of Problem or Issue
Now that you have explained the problem and investigated it in your professional setting by supporting it with relevant literature, you need to discuss the evidence that you found, i.e., you need to discuss the processes you carried out to collect evidence from the health care unit you work in. So, you might want to state that "I collected relevant data from the physician preference cards; second, I reviewed the hospital's policies for using the manual patient lift...; finally I conducted informal interviews of the physicians, management personnel, and relevant staff, and found the evidence that..." so on and so forth.

A3. Analysis
What is your personal analysis of the situation as a professional nurse playing the role of the Scientist, Detective, and Manager of Healing Environment? You discuss the findings here. For instance, "After all these processes, I came to a conclusion that acquiring advance patient lifts can be an effective solution to avoid injuries and additional costs...." Blah, blah, blah :-).

A3a. Areas Contributing to Problem or Issue
This is closely connected to the pointer/indicator above and expands on the analysis you discussed above. The only thing is it requires you to pinpoint the particular areas/causes to the problem. So you want to say that "I found the physicians were not well-aware of the additional injuries, and the nursing staff were not trained...", and so on.

A4. Proposed Solution or Innovation
Very simple. Here you discuss the solution you've found to this problem. So you can refer to extant literature. You recommend: "Use of advance patient lifts, health care staff's training, and improved policy". Aren't these the usual causes of a problem in an organization? :-p

A4a. Justification of Proposed Solution or Innovation
Now, this is something tricky. How would you ensure the solution is justified? Once again, dive deep into extant literature, quote aggressively some of the latest findings about advance patient lifts and the many benefits they can bring in terms of improved patient care and cost-effectiveness for your hospital.

A5. Implementation Resources
What resources would you use to implement these changes, i.e. improved policy, staff's training, and better patient lifts? You might need the approval of the management and cooperation from some of your colleagues to at least do the pilot project with, say, a couple of advance patient lifts, right?

A5a. Cost Benefit Analysis
Now, this one is rather technical. Here you are to explain in statistical terms the benefits that this change can offer to your unit in terms of overall costs. Once again, available literature will come to your rescue. You can present some statistical comparisons from literature in the tabular form highlighting the costs with and/or without advance patient lifts. Some of the important indicators can be 

• Costs per Patient
• Reimbursement per Patient
• Financial Loss or Profit per Patient, and so on.

A6. Timeline
Here you talk about the step-by-step process of change in policy and practice that you've already planned and are now ready to implement. Once again, we're talking about information in the tabular form highlighting the Time and Event (Jan. - Acquisition of the lifts; Feb. - Training; March - Initial analysis, etc.) and the Relevant Stakeholders (Nurses, physicians, and the management).

A7. Identification of Key Stakeholders and/or Partners
Here a detailed discussion of all the relevant stakeholders is required, i.e. how did you interact with the management, the funding agency (if any), and the staff, and who really are they?

A7a. Importance of Key Stakeholders and/or Partners
What significance do these stakeholders have for your proposal of change? May be, "I presented the cost-benefit analysis to the Management and senior physicians who showed a readiness for this change", etc.

A7b. Engagement with Key Stakeholders and/or Partners
How did you engage them in the change effort? "I asked the finance department, nursing staff, and the physician to keep a record of the patients treated with the help of the lifts...".

A7c. Success
How would you ensure your initiative meets the level of success you envisioned earlier? Be creative; throw some words; be verbose a bit - yes! For example, "Success of this change effort would depend on the dedication of the relevant stakeholders and a systematic analysis of the patients' care treated with the help of the lifts in the pilot project (experimental group), etc.

A8. Implementation
Now, let the examiner know that if the pilot project succeeds, how you would ensure it is implemented over the entire unit or hospital. May be: "First the cardiac floor would be equipped with these lifts; later, it would be gradually installed in all the units", etc. Sounds good?

A8a. Evaluation for Success of Implementation
Repeat the same old tricks you've used above: Statistical data, records, journals, interviews, etc. would be carried out and analyzed on a regular basis.

B1. Role of Scientist
Now, tell your examiner about the role of a scientist you played in this love-story. You collected data, analyzed interviews, etc., right?

B2. Role of Detective
The Sherlock Holmes in you woke up as you witnessed Mr. A whose post-op wound was disturbed because that nurse shifted him to the bed very coarsely, right? Add more such details here. 

B3. Role of Manager of Healing Environment
This should come pretty straight. The entire effort you're putting here is actually your role as a manager of healing environment: Better health care to patients is the prime goal of a professional in health care sector.

C. Verification Form
Attach the verification form signed by your manager/supervisor, and you're good to go.

D. Sources
Do not, however, forget to develop an attractive list of references/sources in APA format.

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I hope that my effort proves vital for your understanding in completing this seemingly complex but easy task on the way to your degree.

If you need further assistance in this task, please feel free to reach me. I would be more than happy to respond. My email: meokhan2/at/gmail/dot/com