DNP 810 Week 8 Scholarly Activities GCU

DNP 810 Week 8 Scholarly Activities GCU

DNP 810 Week 8 Scholarly Activities GCU

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Scholarly activities are critical in ensuring for the nursing student/learners. They give experience on the importance of collaboration in meeting the general course objectives. Throughout the RN-to-BSN program, students were always required to participate in the scholarly activities outside the professional or the clinical practice. Some of the examples of the clinical activities undertaken during the course include engaging in workshops to discuss different activities involved in safeguarding community health, attending conferences, engaging in journal club, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, quality improvement committees, as well as other opportunities available with the educational programs. Scholarly activity refers to a creative work that can be publicly disseminated and peer-reviewed. The main objective of scholarly activity is to discover new knowledge and integrate the same knowledge to enhance different nursing activities. Throughout the RN-to-BSN program, there was an acquisition of knowledge and experience in various nursing processes. There was also the adoption of presentation skills and interprofessional collaboration.

During the course, we were mostly engaged in the quality improvement initiative; the activities involved assessing different quality activities in the healthcare settings and looking at how to engage patients for the quality or effective patient outcomes. The scholarly activity was critical in fulfilling the objective of the course. Scholarly activity involved different learners and educators. In the process, individuals were able to share information on different quality measures and share knowledge and experiences in meeting the course’s aim or purpose. Quality improvement is one of the main aspects of the healthcare system. It often ensures that every process is undertaken with a high level of dignity and patient satisfaction. Patient safety is always the main concern for healthcare systems. Patients are always vulnerable to different conditions, given their already weak immune system. Healthcare management should always provide a mechanism of ensuring that patients are safe regardless of their condition. Before even the treatment is conducted, patients need to be protected from all aspects of harm, including medication errors, healthcare-acquired infections, wrong treatment approaches, and lack of enough nurse to patient ratio. In the quality improvement initiatives, the discussions provided elaborate strategies of ensuring that healthcare processes are undertaken with utmost concerns. The scholarly activity also involved the different healthcare professionals who could give technical advice on different quality improvement programs.

The scholarly activity, quality improvement took place in different healthcare institutions and education settings. These conferences involve different stakeholders drawn from various institutions to aid the discussion processes and the dissemination of the required knowledge in ensuring the delivery of quality services in different healthcare settings. The place of seminars was carefully selected to ensure that the attendance was good and that every invited person get an opportunity to take part in every process. In most cases, the quality improvement initiative seminars were undertaken in the school settings or within the designated healthcare institution. The scholarly activity took place at least ones in every week; it was mandatory for the learners to take part in these activities to develop their competency in various areas of nursing. Through the stakeholders’ engagement, there was a high possibility of every participant to acquire the skills needed in their respective areas of practice.

From the quality improvement initiative seminars, there were different lessons learned. First, during these programs, I managed to acquire the collaborative and interprofessional skills necessary to operate within multicultural environments. Through interacting with the experienced and non-experienced professionals, I was able to gain different skills on how to deal with patients of different characteristics. Interprofessional collaboration in nursing practice refers to a situation where multiple health workers with different professional backgrounds work together with families, patients, communities, and caregivers to provide high-quality care. Interprofessional collaboration is critical when it comes to the effective management of emerging diseases that creates complications in the entire healthcare system.

The relevant take-home points for the scholarly activity included the quality improvement strategies in the healthcare settings. The discussions revolved around the quality improvement techniques and how to overcome the challenges associated with the factors that may impact the quality programs. Through the scholarly activity, some of the professional goals were met, including the development of critical thinking, social skills, practical activities, as well as the ability to collaborate and engage in the collective decision-making processes. In most cases, the application of evidence-based practices requires interaction and collaborative skills from healthcare professionals. Through scholarly activity, I was able to gain skills in enhancing evidence-based practices through interprofessional collaboration. Developing social skills was the key objective of scholarly activity. The seminar’s whole process involved interacting with the healthcare professionals, engaging the experts, and ensuring that the main objectives were met.

In conclusion, engaging in scholarly activity is a critical aspect of the nursing education program. It involves incorporating different skills that are necessary for ensuring the development of nursing expertise. Scholarly activities are critical in ensuring for the nursing student/learners. They give experience on the importance of collaboration in meeting the general course objectives.


Throughout the DNP Program, learners are required to provide a report documenting participation in a minimum of four scholarly activities outside of clinical or professional practice. These reports will be due in specific courses throughout the program (listed below) and must be documented in your Practice Portfolio by the end of each course in which an activity report is due.

Examples of scholarly activities include attending conferences, seminars, grand rounds, participating in policy and quality improvement committees, writing scholarly publications, participating in community planning, serving as a guest lecturer, etc. Involvement and contribution to interdisciplinary initiatives are also acceptable scholarly activities.

Documentation of these activities is required in DNP-810, DNP-820, DNP-830, and DNP-840.

A summary report of the scholarly activity including who, what, where, when, and take home points will be submitted as the assignment. Include the appropriate program competencies associated with the scholarly activity and the future professional goals related to this activity. You may use the attached template to help guide this assignment.

Scholarly_ Activity_Summary_Template.doc

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APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific

DNP 810 Week 8 Scholarly Activities GCU
DNP 810 Week 8 Scholarly Activities GCU

instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐  The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.