Review the NR621 Course Outcomes and collaborate with your practicum mentor regarding your goals to meet these outcomes.
Create self-identified practicum objectives to facilitate achievement of each personalized goal. Include a minimum of two objectives for each of the course outcomes.
Develop a plan to meet the self-identified practicum objectives. Include specific activities that will facilitate achievement of each established practicum objectives. Include a minimum of two targeted activities for each practicum objective.
Confirm approval of your Learning Agreement via practicum mentor signature on the Learning Agreement as indicated for Week 1.
Submit your Learning Agreement for instructor approval and grading.
Your response offers thoughtful, supportive mentorship while still addressing areas for growth. I especially like how you balance encouragement with practical strategies, such as using criticism as a learning opportunity and practicing pronunciation and presentation skills. Suggesting mirror practice and rehearsal is a constructive way to build confidence and reduce distracting habits. Overall, your approach models reflective practice and promotes continuous improvement, which is essential for novice educators.
please responds to these people with at least 2 paragraphs supporting or disagreeing with their work and provide references:
KK
Feb 24 5:31pm
Reply from Kuljinder Kaur
In an era of significant innovations in healthcare technology, the effective integration of AI tools into patient assessments, data analytics, and clinical reasoning is crucial. Decision-making and diverse healthcare services are significantly shaped by artificial intelligence. AI enhances advanced nursing practice competencies by facilitating interprofessional collaboration through information sharing. Access to real-time data by pharmacists, physicians, nurses, and others promotes coordinated decision-making (Rony et al., 2025). AI integration can also enhance competencies by streamlining documentation, promoting care planning, and improving workflow efficiency. They can also support decision-making during patient assessments. When AI tools are integrated into clinical decision support systems ( CDSS), nurses’ clinical reasoning improves significantly, leading to accurate diagnosis. I believe that AI tools could help achieve APNs’ competencies when appropriately employed for guidance, but not as a substitute for clinical reasoning.
Associated potential benefits of integrating AI into practice include enhanced clinical decision support. This is crucial for reducing medical errors, such as incorrect diagnoses and incorrect medication dosages, resulting in better outcomes(Rony et al., 2025). Additionally, nurses can have more time for patient engagement when workflow and documentation are streamlined by these tools. On the other hand, AI tool integration, especially in addressing the healthcare needs of underserved populations, could exacerbate healthcare disparities. Some individuals with low digital literacy may find it challenging to use AI-enabled tools, necessitating training in their use and interpretation (Atalla et al., 2025).
AI integration can also raise significant ethical concerns about patient information access and storage(Rony et al., 2025). In the event of unauthorized access to AI tools’ data storage, patients’ data and confidentiality would have been violated, potentially leading to accountability issues. Additionally, poorly configured AI algorithms and inadequate data training can lead to bias, especially in recommendations. In reality, AI tools should help and augment clinical reasoning for practitioners, but not replace human judgment.
AI may improve patient outcomes by alerting staff to missed elements in diagnosing a condition that could lead to complications (El Arab et al., 2025). Implementing AI- enabled tools in telehealth programs could help manage underserved populations remotely, thereby improving access to care. In the long run, it helps address access barriers such as transportation constraints. Additionally, readmissions and admissions are reduced due to increased follow-up.
Reflections on AI content and course context significantly strengthen my understanding of APNs’ competencies, which align with clinical decision-making. I also give confidence in evaluating AI-supported clinical recommendations. It is also key in preparing me to lead interprofessional stakeholders to support technology-driven environments.
References
Atalla, A. D. G., El-Gawad Mousa, M. A., Hashish, E. A. A., Elseesy, N. A. M., Abd El kader Mohamed, A. I., & Sobhi Mohamed, S. M. (2025). Embracing artificial intelligence in nursing: Exploring the relationship between artificial intelligence-related attitudes, creative self-efficacy, and clinical reasoning competency among nurses. BMC Nursing, 24(1), 661.
El Arab, R. A., Al Moosa, O. A., Abuadas, F. H., & Somerville, J. (2025). The role of AI in nursing education and practice: Umbrella review. Journal of Medical Internet Research, 27, e69881.
Rony, M. K. K., Das, A., Khalil, M. I., Peu, U. R., Mondal, B., Alam, M. S., … & Akter, F. (2025). The role of artificial intelligence in nursing care: An umbrella review. Nursing Inquiry, 32(2), e70023.
AS
Feb 24 5:06pm
Reply from Abasi Semakula
Artificial Intelligence and Advanced Practice Nursing Competencies
Advanced practice nursing competencies, including comprehensive patient assessment, evidence-based practice (EBP), interprofessional collaboration, leadership, and ethical decision-making, form the foundation of nurse practitioner (NP) practice. As artificial intelligence (AI) becomes increasingly integrated into healthcare, it has demonstrated measurable potential to enhance clinical reasoning, improve patient outcomes, and promote health equity when implemented with ethical oversight and professional judgment.
AI strengthens advanced patient assessment through predictive analytics and clinical decision support systems (CDSS). A scoping review examining AI-driven CDSS found evidence that machine learning-based decision support improves clinical decision-making processes, care delivery efficiency, and patient-related outcomes across multiple clinical domains. For adult-gerontology NPs managing complex patients with multimorbidity, AI-supported risk stratification enhances anticipatory judgment and supports proactive intervention. Rather than replacing provider expertise, AI serves as a decision-support adjunct that refines assessment precision and promotes preventative care.
AI-driven diagnostic tools also demonstrate improved clinical accuracy. In a multi-center diagnostic study, Shen et al. (2022) reported that AI-assisted breast cancer screening reduced false-positive findings while maintaining sensitivity. Similarly, Rajpurkar et al. (2022) demonstrated that deep learning models improved diagnostic interpretation accuracy in medical imaging. These findings indicate that validated AI systems can enhance evidence-based decision-making, improve patient safety, and reduce unnecessary interventions.
AI further supports EBP by synthesizing large datasets into actionable insights at the point of care. However, ethical challenges remain central to implementation. Cross (2024) warns that algorithmic bias in medical AI may perpetuate disparities if datasets lack adequate representation of diverse populations. Nurse practitioners must critically evaluate AI recommendations, advocate for equitable algorithm design, and safeguard patient autonomy. Transparency, privacy protection, and informed consent remain essential components of ethical AI integration.
When responsibly implemented, AI contributes to improved outcomes and reduced disparities. Evidence indicates that AI-enhanced clinical decision support improves workflow efficiency and patient-centered care measures. In underserved and rural communities, AI-driven telehealth and remote monitoring technologies may expand access to timely care. However, equitable implementation requires intentional oversight to prevent widening existing gaps in healthcare delivery.
Reflecting on this course and the evolving role of technology in healthcare has reinforced the importance of developing competency in health informatics, ethical leadership, and systems-based practice. Understanding AI applications strengthens my ability to critically evaluate emerging technologies, integrate evidence into clinical decision-making, and advocate for equitable innovation. As I continue to pursue advanced practice in a technology-driven healthcare environment, refining these competencies will support my career goal of delivering accessible, patient-centered, and evidence-based care while ensuring that technological advancement enhances, not replaces the human foundation of nursing practice.
References:
Cross, J. L. (2024). Bias in medical artificial intelligence: Implications for clinical decision-making and health equity. PLOS Digital Health, 3(1), e0000651.
Rajpurkar, P., et al. (2022). Deep learning for medical image interpretation: Validation and clinical implications. JAMA Network Open, 5(7), e2221234.
Shen, Y., Shamout, F. E., Wu, N., et al. (2022). Artificial intelligence system reduces false-positive findings in breast cancer screening: A multi-center diagnostic accuracy study. The Lancet Digital Health, 4(9), e651e661.
Susanto, A. P., Lyell, D., Widyantoro, B., Berkovsky, S., & Magrabi, F. (2023). Effects of machine learning-based clinical decision support systems on decision-making, care delivery, and patient outcomes: A scoping review. Journal of the American Medical Informatics Association, 30(11), 20502063.
DP
Feb 24 11:04am
Reply from Destiny Peters
Main Post:
Artificial intelligence (AI) has the potential to strengthen the performance of Advanced practice nurses (APRNs) and their clinical judgment; however, it should not be a replacement. As APRNs, it is critical that competencies such as patient assessment, education, clinical decision-making, and evidence-based practice (EBP) are mastered to provide safe and ethical care to patients. AI tools can help identify inpatient abnormal trends, flag medication interactions, and support early recognition of patient deterioration, helping APRNs make more informed decision as the point of care. AI can also aid efficiently in documentation, specifically regarding coding, aiding in accuracy, quality reporting, and reimbursement integrity (CMS 2024). However, APRNs must be accountable, and critically analyze AI recommendations to ensure that challenges of over-reliance on AI, workflow disruption, and algorithmic biass does not hinder patient care (Olawade et al., 2024). Challenges also include whether AI is ethical regarding its integration within the healthcare system. As nurses, it is important to uphold the commitment to equity and patient advocacy, and AI comes with challenges that include issues with data privacy, transparency, informed consent, bias, and accountability must all be considered to protect the patient. According to WHO, AI systems are historically biased that highlight disparities amongst patients in marginalized populations (2021). The content in this course such as the role of AI can refine competencies and support future career goals in advanced nursing practice regarding technology in the healthcare environment.
References
Centers for Medicare and Medicaid Services (CMS). (2024). ICD-10-CM official guidelines for coding and reporting. Links to an external site..
Olawade, D. B., David-Olawade, A. C., Wada, O. Z., Asaolu, A. J., Adereni, T., & Ling, J. (2024). Artificial intelligence in healthcare delivery: Prospects and pitfalls. Journal of Medicine, Surgery, and Public Health, 3, 100108.
World Health Organization. (2021). Ethics and governance of artificial intelligence for health: WHO guidance. WHO. .
Theories of leadership. Organizational structures that allow staff autonomy to govern their practice. Organizational structure of health care P.18, 19, 240-241. shared governance vs self governance chapter 6. organizational structures that allow staff staff autonomy to govern their practice
Objectives
The purpose of the Group Presentation activity is to:
Obtain three evidence-based peer reviewed articles through the use of technology (CO 3).
Analyze three evidence-based peer reviewed articles (CO 1, 3, 4).
Examine the role of the professional nurse in the selected evidence-based readings (CO 2).
Describe relevance, accuracy, and quality of the sources cited.
Summarize the articles that support the development of the presentation (CO 1, 3, 4).
Create a presentation that highlights the major points of selected topics (CO 1, 3, 4).
Utilize creativity in the development of the presentation using various technological strategies (CO 3).
Method of Evaluation
As part of the development of the Group Presentation assignment, each student individually will create an Annotated Bibliography for the reference material the student utilized to develop the presentation.
The Annotated Bibliography represents 1% of the overall course grade and will be graded according to the rubric below. This assignment is due when the students’ Group Presentation is due.
The annotated bibliography must include the citations (the bibliography) to books, articles, and documents utilized to develop the presentation followed by a brief (usually about 150200 words per citation) descriptive and evaluative paragraph (the annotation). The purpose of the annotation is to inform the instructor of the relevance, accuracy, and quality of the sources cited.
Students are required to cite four (4) academic references (one reference being the course textbook and the other three consisting of academic journals, books and other published documents). Internet websites are not acceptable academic reference. Therefore, the completed annotated bibliography will contain at least four (4) paragraphs, each with a citation and annotation informing the instructor of the relevance, accuracy, and quality of the source cited.
The Annotated Bibliography must be completed utilizing APA format (12-point font and 1-inch margins, name on the paper, APA citation format, etc.). For a sample of what an Annotated Bibliography is, visit
.
Completion of this assignment is a pre-requisite for passing the course. Students who do not complete this assignment will receive a grade equal to the lesser of 72% or their final course grade calculated per the Method of Evaluation set forth above.
NOTE: The Annotated Bibliography must be submitted on the day of the scheduled In-Class Presentation.
Resources
Annotated Bibliography
Annotated Bibliography
CriteriaRatingsPtsThis criterion is linked to a Learning Outcome
Source Selection
30 pts
Superior
Sources chosen are highly relevant to the topic of the group presentation
22 pts
Satisfactory
Most sources chosen are relevant to the topic of the group presentation
14 pts
Poor
Some sources chosen are relevant to the topic of the group presentation
0 pts
Unsatisfactory
Few sources chosen are relevant to the topic of the group presentation
30 pts
This criterion is linked to a Learning Outcome
Annotations
30 pts
Superior
Annotations comprehensively describe the source material
26 pts
Satisfactory
Most annotations describe the source material
14 pts
Poor
Some annotations describe the source material
0 pts
Unsatisfactory
Few annotations meet the length requirement and a vague when describing the source material
30 pts
This criterion is linked to a Learning Outcome
Evaluations
25 pts
Superior
Evaluation clearly explains why the source was chosen for the development of the group presentation
20 pts
Satisfactory
Most evaluations explain why the source was chosen for the development of the group presentation
15 pts
Poor
Evaluation sometimes explains why the source was chosen for the development of the group presentation
0 pts
Unsatisfactory
Evaluation mostly lacking in explanation of why source was chosen for the development of the group presentation
25 pts
This criterion is linked to a Learning Outcome
Assignment Criteria and Mechanics, Grammar, and Proofing
15 pts
Superior
4 sources are included in the document with complete paragraphs Virtually free from mechanical, grammatical, punctuation, and spelling errors
9 pts
Satisfactory
3-4 sources are included in the document with at least one source missing a complete paragraph Occasional minor errors do not distract the reader
4 pts
Poor
2-3 sources are included in the document source missing a complete paragraph Some significant errors are present, but the overall meaning is clear
0 pts
Unsatisfactory
Less than 2 sources are included in the document with at least one source missing a complete paragraph Errors are distracting, and the meaning is not clear
15 pts
only articles used becomes references . cover page required for annotated bibliography no more than 200 words. 3 annotations. Why this article chosen in just 4 sentence
Write a 3-4 page paper in APA format with a minimum of 3 references.
Address the following Areas:
Project Objectives
The objectives are something you hope to achieve from doing the project
Strategies
Strategies are the method you will use to reach the objectives you have set for your project
Background Analysis
This may also be called a situation analysis. This section you will need to discuss what is happening that made you decided to do your capstone project.
For example, the nurses at a facility are making a many medication errors. For your capstone project you decide you will try to reduce the number of medication errors from 10 every week to three a week. You will have to analyze why the errors are taking place. Maybe the lighting in the medication room is poor or maybe the nurses are working 70 hours every week.
You will also need to locate peer review articles that support you analysis.
Please use the template provided; also view the attached file provided. all the information are there. please follow directions.
Hi! I have a clinical judgment plan that needs to be completed. The patient information is attached here in a Word document as well as the CJP template is also attached. PLEASE READ CAREFULLY: The template contains embedded rubric criteria within each section, and these guidelines MUST be followed strictly, as grading will be based directly on them. The rubric information in each section specifies whether evidence-based information is required; when indicated, in-text citations must be included in APA format. Additionally, instructional text is provided in red within the template to explain how each section should be completed, and these directions are essential and must be carefully followed. Responses do not need to be lengthy but must be concise, specific, and clearly written. Scholarly sources should be used as required and cited in APA format, with all references listed in the reference section at the bottom of the template. Thank you
Re-administer your self-assessment by reviewing each of the 17 Nursing Informatics Standards of Practice.
Assign yourself a new competency rating (e.g., Very Proficient to Not Proficient) for each standard.
Compare your new ratings to your initial self-assessment and note any changes.
Step 2: Reflect on Your Growth
In the rationale column, for at least three standards where you have changed competency levels, provide a detailed reflection. Consider the following:
What factors contributed to your growth?
How did your practicum experiences, coursework, or discussions help improve your competency?
Did you engage in new learning strategies, mentorship, or professional development?
What challenges did you overcome?
Describe any obstacles you faced while working toward improvement.
How did you address these challenges?
How will you continue developing in this area?
What additional steps will you take to sustain and further enhance your competency?
Are there professional organizations, certifications, or ongoing education opportunities you plan to explore?
Step 3: Submit Your Final Self-Assessment
Use the provided self-assessment worksheet to organize your updated competency ratings and reflections.
Ensure your responses are well-structured, detailed, and demonstrate critical thinking.
Where applicable, reference nursing informatics frameworks, professional competencies, or relevant healthcare informatics literature to support your reflections. Reference please, thank you.
Attached Files (PDF/DOCX): NUR678 – Self-Assessment_V2 (1) (1).docx, NUR678 – Self-Assessment_V2 (1).docx, eBook PDF Health Informatics An Interprofessional Approach 3rd Edition BY Lynda Hardy.pdf
Note: Content extraction from these files is restricted, please review them manually.
Explain what most excites and/or concerns you about pediatric clinical experiences. Include a description of your strengths and weaknesses in terms of working with children and how these strengths and weaknesses might impact your Practicum experience.
Discuss your personal definition of family and family roles that might impact the assessment of a child and his or her family. Also expand your discussion on the challenges of working with families. Explain how you would handle parents that do not want to vaccinate children.
Then, explain how culture (both the culture of the provider and that of the child and his or her family) may further influence the assessment.
Select and explain a nursing theory to guide your practice with pediatric patients.