Completing a Doctoral Project and a practicum/field experience is significant in the Doctor of Nursing Hone (DNP) program. These components permit DNP students to apply their information and aptitudes in real-world settings, cultivating the development of advanced nursing practice. This paper distinguishes three AACN DNP Basics that adjust with completing a Doctoral Project and explains how they relate to a practicum/field experience.
AACN DNP Essential: Essential I – Scientific Underpinnings for Practice
The first AACN DNP Essential highlights scientific knowledge’s significance in establishing progressed nursing practice. When completing a Doctoral Project, DNP understudies are anticipated to illustrate their capacity to analyze existing proof, create investigative questions, and execute specific techniques (Ng, 2019). By adjusting with Basic I, the Doctoral Extend empowers understudies to contribute to the era of new information, advance evidence-based practice, and upgrade the logical underpinnings of nursing. To fulfill Essential I, DNP students conduct a comprehensive audit of critical writing to recognize crevices in current information and practice. They assess existing proof to decide its validity, significance, and appropriateness to their chosen zone of consideration. Through this process, they gain a profound understanding of the existing logical underpinnings of the field and distinguish areas where advanced research is needed.
In their Doctoral Projects, DNP students can contribute to the headway of logical knowledge by creating research questions that address distinguished holes within the writing. For example, a DNP student interested in progressing patient results in a particular population may define research questions that investigate the adequacy of specific interventions or the effect of individual components on persistent results. By developing research questions grounded in logical underpinnings, the student can contribute to generating current information that can advise evidence-based practice. Moreover, completing a Doctoral Project requires DNP students to actualize thorough strategies and research plans. They engage in information collection, investigation, and translation to create essential discoveries. DNP students guarantee their research’s legitimacy and unwavering quality by utilizing specific techniques such as experimental studies, overviews, or qualitative approaches.
The Doctoral Project moreover allows DNP students to spread their discoveries, contributing to the broader logical community. They may show their research at conferences, distribute their work in peer-reviewed journals, or engage in academic discourses with colleagues. By sharing their discoveries and contributing to the body of logical information, DNP students enhance the logical underpinnings of nursing practice and advance evidence-based care.
AACN DNP Essential: Essential III – Clinical Scholarship and Analytical Methods for Evidence-Based Practice
Essential III centers on utilizing explanatory strategies and clinical scholarship to enhance evidence-based hone. In the setting of the Doctoral project, this Essential aligns with the need for DNP students to illustrate progressed expository abilities and expertise in assessing and synthesizing proof. The Doctoral Project requires students to analyze information fundamentally, decipher findings, and draw meaningful conclusions to inform practice changes and innovations.
Moreover, Essential III highlights the significance of clinical scholarship, which involves the particular request and application of proof to improve care understanding. DNP understudies lock in comprehensive literature reviews, appraise research studies, and apply evidence to their practice settings (jmfrydendall, 2019). For instance, a DNP student working on a Doctoral Project centered on enhancing pain management in cancer patients may conduct a thorough audit of the writing to recognize best hones and evidence-based intercessions. By synthesizing the existing proof, the student contributes to the headway of information and informs the advancement of evidence-based intercessions that can emphatically affect patient results.
Another perspective of Essential III is the capacity to draw meaningful conclusions from information analysis and clinical scholarship. DNP students must illustrate their capacity to interpret findings, infer suggestions for hone, and propose evidence-based proposals. For example, a DNP student conducting a Doctoral Project on improving nurse staffing ratios may analyze patient results, nurture workload measures, and financial information to decide the effect of staffing levels on patient safety and asset utilization. The student can make informed recommendations to improve staffing practices and patient care delivery by concluding their examination and synthesizing proof.
AACN DNP Essential: Essential VIII – Advanced Nursing Practice
Essential VIII emphasizes the development of advanced nursing hone competencies, including integrating hypothetical systems, ethical decision-making, and collaboration with intrigue groups. Completing a Doctoral Project permits DNP students to exhibit their progressed hone aptitudes by addressing complex healthcare challenges, proposing inventive arrangements, and supporting system-level changes.
Besides, completing a Doctoral Extend also permits DNP students to exhibit their abilities in moral decision-making. During the project, they may encounter ethical situations related to continuous protection, informed consent, or resource allocation (American Association of Colleges of Nursing, 2006). By exploring these dilemmas with judgment and considering the ethical standards of advantage, independence, and equity, DNP students illustrate their capacity to maintain moral measures in progressed nursing hone. For instance, a DNP student working on a Doctoral Project focused on end-of-life care may confront ethical challenges related to ensuring patient autonomy, managing family elements, and giving compassionate care. By tending to these challenges thoughtfully and ethically soundly, the understudy represents their commitment to moral decision-making in their progressed nursing practice.
Collaboration with interdisciplinary groups is another fundamental aspect emphasized in Essential VIII. DNP students, amid the completion of their Doctoral Projects, regularly work alongside experts from different disciplines, such as physicians, pharmacists, social specialists, and healthcare administrators. This interdisciplinary collaboration empowers DNP understudies to pick up bits of knowledge into distinctive viewpoints, improve their communication abilities, and contribute to holistic patient care. For example, a DNP understudy working on a Doctoral Venture centered on making strides moves of care for older adults may collaborate with physicians, pharmacists, and home healthcare suppliers to create comprehensive care plans, guarantee pharmaceutical compromise, and encourage consistent moves between care settings. Through this collaboration, the understudy illustrates their capacity to work inside interdisciplinary groups and use collective mastery to achieve optimal patient outcomes.
In conclusion, completing a Doctoral Project and a practicum/field encounter align with different AACN DNP Essentials, giving opportunities for DNP students to illustrate their ability in logical underpinnings, clinical scholarship, and progressed nursing practice. These components of the DNP program contribute to the improvement of exceedingly competent nursing pioneers who can drive advancement, enhance persistent care results, and advance the nursing profession.
Ng, S. (2017). The Essentials of the DNP Program – DNP Nursing Solutions. DNP Nursing Solutions. http://www.dnpnursingsolutions.com/dnp-nursing-program-overview/dnp-program-essentials/
jmfrydendall. (2019, December 14). Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice. Fhsu.edu. http://ltblogs.fhsu.edu/frydendall/2019/12/14/essential-iii-clinical-scholarship-and-analytical-methods-for-evidence-based-practice/
American Association of Colleges of Nursing. (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf
A Feminist Approach To “A Rose For Emily” By William Faulkner
‘A Rose for Emily,’ by William Faulkner, is a classic example of Southern Gothic literature. This tale is set in the imaginary town of Jefferson, Mississippi and narrates the story of Emily Grierson, a wealthy spinster who resides in a crumbling old mansion with her father. When Emily’s father dies, she refuses to let anyone into the mansion and ends up being progressively isolated from the community. This story primarily explores the power of femininity and oppression in many ways. By analyzing the characters and themes in this story, one can see that the story reflects on the struggles of women in 19th century America, offering insights into the power differences among men and women in society and how these differences can result in detrimental impacts on women.
Thesis statement: Through a feminist lens, “A Rose for Emily” exposes the oppressive nature of the societal norms and prospects forced upon Emily Grierson, ultimately highlighting the detrimental outcomes of her resistance to confronting gender roles.
Faulkner highlights the suffocating impacts of societal expectations on women through Emily’s character. The community impose their judgement and scrutiny upon her, forcing her into a set protagonist that struggles to escape. The town’s perception of her as a “fallen monument” and their firmness in maintaining traditional gender roles contribute to her isolation and seclusion. Her ultimate struggle with societal guidelines serves as a cautionary tale, showing the detrimental impacts of resisting and deviating from the expected roles given to women. One aspect that supports feminists’ approach is the pervasive gendered power dynamics. From the very start of this tale, it is evident that Emily is subjected to his father’s authority, who is showcased as a domineering figure.” Miss Emily, who is slim and dressed in white, stands in the back, her father’s profile with his feet spread out in front of her, his back to Emily, a whip in his hand, and a back door just embedded their figures” (Faulkner 3). The depiction is a powerful symbol of “patriarchy” and Emily’s role as a respected family matriarch. Emily has no choice but to spend the rest of her life under her father’s shadow, unable to exercise her right to free speech and hence unable to exercise normal control over her marital bliss. From this, Emily’s identity and agency become intertwined with her father’s will and is even denied the opportunity to create her own sense of self. Her father’s actions shape her life, showcasing the restrictive nature of patriarchal control and suppression of female independence. As the story progresses, it becomes more apparent that Emily’s resistance to patriarchal constraints results in her descent into mental illness and, ultimately, her tragic demise. Emily’s refusal to conform to societal expectations, specifically regarding romantic relationships, marks her as an outsider and results in her being shunned by the townspeople. Her inability to challenge and escape oppressive societal norms ultimately drives her to commit violence. Faulkner’s depiction of Emily’s fate serves as a critique of the patriarchal society that limits and disciplines women who dare challenge existing norms.
The article “Gender and Authorial Limitation in Faulkner’s” A Rose for Emily” by Renee R. Curry argues that “A Rose for Emily” is a tale regarding the power of patriarchy and the means it can destroy women. Curry offers a feminist reading of the story challenging the conventional view of Emily as a victim of patriarchal oppression. “Emily’s story is a cautionary tale about the dangers of patriarchal oppression…Her story suggests that women who challenge the status quo must be prepared to pay a high price” (Curry 399). He argues that Faulkner’s use of the phrase “we” formulates a sense of complicity among the reader and townspeople who see Emily as a “fallen monument” and a “problem woman.” This complicity prevents the reader from fully comprehending Emily’s motivations and perspectives. In addition, Curry argues that Faulkner’s incorporation of the gothic genre reinforces the conventional view of Emily as a victim and mostly showcases women as weak and helpless. In “A Rose for Emily,” the Gothic elements, such as the decaying mansion, the smell of decay, and the hidden body, contribute to the image of Emily as a victim. “The story’s narrator, who is also a member of the community, is both fascinated and repelled by Emily. He sees her as a relic of the past, a woman who is out of touch with the modern world.However, he also recognizes her strength and determination. Ultimately, the narrator is unable to fully understand Emily and her story remains a mystery” (Curry 392). Instead, for Curry, the gothic elements can be incorporated as an approach for Emily to assert her power and control over her own life. For instance, the decaying mansion can be seen as a symbol of Emily’s refusal to follow to traditional expectations of her community.
Similar evidence can be seen in ShuanJun, An and SiYuan Li’s analysis, “Analysis of A Rose for Emily froma Feminist Perspective.” They argue that “A Rose for Emily” is a powerful analysis of diverse ways patriarchal can silence and oppress women (An 2). They point out that Emily is a woman that has been denied the opportunity to have a normal life. She is forced to live in isolation and dependence and is denied the right to marry and have a family, and eventually, she becomes increasingly hinged. It is a tale that reminds society that women’s voices must be heard, and their stories need to be heard. The authors point out that Emily’s story is one that has been silenced for a long. It is a tale regarding the dark side of patriarchy and a story that many would rather not hear about.
Carolyn Heilbrun, in her book “Reinventing Womanhood,” stipulates that “A Rose for Emily” is a tale regarding the influence of patriarchy and the customs in which it can destroy women. “Emily’s story is a cautionary tale about the dangers of living in a society that defines women’s worth in terms of their relationships to men” (Heilbrun 102). She points out that Emily is a woman who has been denied a chance to have a normal life. Emily is forced to live in isolation and dependence by being denied the right to marry and have a family. She is rather a woman who is defined by her relationship to her father and her relationship to Homer Barron. When these relationships end, Emily is eventually left with nothing. “She has no identity, no purpose, and no hope ” (Heilbrun 103).
Through a feminist lens, “A Rose for Emily” becomes a powerful critique of patriarchal limitations and the consequences they have on women. By assessing gender power dynamics, the confinement within societal norms and the outcomes of resisting patriarchal constraints, Faulkner’s story shows the plight of women in patriarchal society. Emily Grierson’s tragic expedition serves as a cautionary story, revealing the destructive impacts of subduing women and denying their rights. Emily struggles to survive this patriarchal society, and how her struggle ultimately leads her to rebel against the male-dominated society. Emily’s transgression of these unstated norms labels her as an outsider, earning her the scorn and isolation of her community. From this time period until the current day, women have fought for equality and empowerment. The whole potential of a woman will not be seen until patriarchal ideals are eradicated.
An, ShuanJun, and SiYuan Li. “Analysis of A Rose for Emily from Feminist Perspective.” 2021 International Conference on Education, Language and Art (ICELA 2021). Atlantis Press, 2022.
Curry, Renee R. “Gender and Authorial Limitation in Faulkner’s” A Rose for Emily”.” The Mississippi Quarterly 47.3 (1994): 391-402.
Faulkner, William, John Carradine, and Anjelica Huston. A rose for Emily. Paderborn, De: Verlag F. Schöningh, 1958.
Heilbrun, Carolyn G. Reinventing womanhood. WW Norton & Company, 1979.
Literature Review – Workplace Violence In Psychiatric Emergency Rooms
Psychiatric patients presenting to the emergency department can exhibit violence towards nurses. The violence is often due to precipitating factors and underlying mental illness. The nurse must develop mechanisms to prevent violence in the emergency department (Olashore et al., 2018). If unable, the management can establish support strategies. Therefore, this literature review discusses violence against nurses working in the emergency department and preventive strategies.
Review of the Literature
Lawrence et al. (2020) investigated the prevalence of physical assault as a form of violence in the emergency room. This study aimed to investigate the precipitants of violence in the emergency room and the demographic factors associated with violence. This study was quantitative. The study area was a psychiatric emergency unit. In five years, there were 60 incidents of violence against nurses and other healthcare workers. According to Lawrence et al. (2020), the cause of the violence against nurses was a psychiatric illness, the attending nurse’s attitude, prior history of assault, and other exacerbating factors such as non-compliance to therapy. Lawrence et al. (2020) found an association between precipitating factors and violence dues to an odds ratio of 27.860. Lawrence et al. (2020) concluded that there was a need for nurses working in the emergency department to become conversant with the precipitating factors and reduce violence. The precipitating factors are underlying psychotic illness, medication non-compliance, and poor patient-nurse communication.
Okundolor et al. (2021) argue that approximately 25.0% of nurses working in the psychiatric emergency department have been subject to violence more than 20 times. Therefore, Okundolor et al. (2021) recommended strategies to prevent increased incidences of violence against nurses. The strategies aided in diagnosing patients more likely to exhibit violence through a scoring system. The scoring system was called the Harm Score. This score rated patients as having a score more than or equal to five. A score above or equal to five means the patient has a higher chance of becoming violent. The nurses would evaluate the patient using this score by taking a brief history from the relatives or accompanying persons bringing the patient to the hospital. The nurse would then initiate measures to prevent violence, such as pre-medications and a welcoming attitude to the patient, and team drills for very violent patients.
Psychiatric patients are agitated by the delayed delivery of services to the emergency department. Major and VandenBerg (2020) conducted an experimental study to identify the implication of delayed treatment to psychiatric patients in the emergency department. The purpose of delaying treatment was described as boarding, where nurses determine if a patient meets the admission criteria. The holding or withholding of treatment was associated with violence within the emergency department as patients lay on the observation bed (p<0.005). Therefore, to prevent violence in the emergency department, nurses and other healthcare workers were to provide prompt services and treatment to avoid evoking emotions such as bad moods in psychiatric patients.
Acute hospital settings, such as the emergency room, experience more physical violence than other hospital sections. Hence, nurses need to take precautions. Olashore et al. (2018) retrospective study in Sbrana Psychiatric Hospital aimed at locating support strategies for nurses in the emergency department, the prevalence of violence, and precipitating factors. 69.80% of nurses reported having experienced violence, with the major precipitating factor being delayed treatment. The study found no supporting strategies for nurses to avoid violence, such as training. Therefore, healthcare workers must be trained in preventive strategies to prevent violence in the emergency department.
Support and prevention strategies are essential in stopping violence against nurses. Hassankhani et al. (2018) agree with the findings of Olashore et al. (2018) that violence reported at the emergency department by psychiatric health has consequences. The impact of violence was job dissatisfaction, low morale, and assault. The study advocated for policymakers to become aware of the impact of violence and introduce relevant measures to reduce violence. Moreover, a safe workplace will improve the quality of care and patient safety.
The causes of violence at the emergency department are underlying psychiatric illness, the attitude of the attending person, prior history of assault, lack of preventive strategies, delayed treatment, and exacerbating factors such as non-compliance therapy. The effects of violence are job dissatisfaction, low morale, and assault. When these causes are managed, the effects are mitigated, leading to improved quality and safety of care.
The literature reviewed identifies the causes and effects of violence. However, it fails to recommend inclusive strategies for effectively managing and preventing violence at the emergency department. Therefore, preventive strategies form an important study gap for researchers.
Hassankhani, H., Parizad, N., Gacki-Smith, J., Rahmani, A., & Mohammadi, E. (2018). The consequences of violence against nurses working in the emergency department: A qualitative study. International emergency nursing, 39, 20-25. https://doi.org/10.1016/j.ienj.2017.07.007.
Lawrence, R. E., Rolin, S. A., Looney, D. V., Birt, A. R., Stevenson, E. M., Dragatsi, D., … & Dixon, L. B. (2020). Physical assault in the psychiatry emergency room. The Journal of the American Academy of Psychiatry and the Law, 48(4), 484. https://doi.org/10.29158JAAPL.200022-20.
Major, D., & VandenBerg, S. (2020). MP59: Exploring adverse events in boarded psychiatric patients in Calgary zone adult emergency departments. Canadian Journal of Emergency Medicine, 22(S1), S64-S64. https://doi.org/10.1017/cem.2020.207.
Okundolor, S. I., Ahenkorah, F., Sarff, L., Carson, N., Olmedo, A., Canamar, C., & Mallett, S. (2021). Zero staff assaults in the psychiatric emergency room: impact of a multifaceted performance improvement project. Journal of the American Psychiatric Nurses Association, 27(1), 64-71. https://doi.org/10.1177/1078390319900243.
Olashore, A. A., Akanni, O. O., & Ogundipe, R. M. (2018). Physical violence against health staff by mentally ill patients at a psychiatric hospital in Botswana. BMC health services research, 18, 1-7. https://doi.org/10.1186/s12913-018-3187-6.