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Reflection In Action

Reflection In Action

Sample Answer 

Reflection In Action

Perception of MSN Graduates’ Role in Nursing Research

As an MSN graduate, I am a mentor, leader, and forward thinker in the nursing field. One of my subtle yet significant roles is to guide aspiring healthcare staff and nurses and ensure that care quality is offered to patients on a daily basis. Acquiring a degree will allow me to do several things in the field of nursing. As a senior nurse leader who will manage the research agenda, I must align the resources, such as database access facilitation for the nurse researcher. There should also be an understanding between the nurse leader and the nurse researcher on the need to conduct research. There will also be a need to develop strategies for implementation in the present and future. Some of the future strategies may include the establishment of evidence-based practice councils that will link new findings in research to clinical practice decision-making. In a healthcare system, three leaders, namely nurse managers, nurse researchers, and nurse leaders, should work together to establish the foundational organizational research elements (Trus et al. 2012). With regard to building a research program in an organization, leadership alignment starts with the nurse leader engaging the nurse researcher. It strategically places nurse managers to enable the penetration of the goals while developing the research program. Hence, as a nurse leader, I will need to offer support to the nurse researcher and remain constant in the model; however, there may be differences based on a specific research project, which I will ensure are discussed and a reasonable conclusion reached.

Ethics in Research

Ethics are a broad set of written and unwritten rules that govern the expectations of others’ behavior. Effectively, ethics sets out how a person expects others to behave and the reason why they should behave so (Resnik, 2015). There is a wide agreement on ethical values. In this course, I have gleaned some ethical principles, which I will summarize. Striving for honesty in all communications through honestly reporting data, procedures, methods, results, and publication status is a must. I should not, and neither should staff I manage, fabricate, misrepresent, or falsify data. Colleagues should not be deceived, nor the public or research sponsors. Bias should be avoided when conducting research in experimental design, expert testimony, grant writing, personnel decisions, peer review, and data interpretation. Bias should be minimized or avoided, as well as other aspects of research where it is necessary or expected for objectivity to be observed. Self-deception should be avoided through non-bias. Research should include the declaration of financial or personal interest that may impact the research. Promises and agreements made in the course of the research should be kept. The researcher should act with sincerity as well as strive for consistency of action and thought. Negligence and careless errors should be avoided, and research should include a careful and critical examination of the work. Research activities, such as correspondence with journals and agencies, should be properly documented. The research should share resources, tools, ideas, results, and data. Additionally, I should be open to new ideas and criticism. Patents, intellectual property forms, and copyrights should be honored. The use of results, methods, and unpublished data should not be used without permission. All proper credit and acknowledgment for research contributions should also be made, and plagiarism should be avoided. Confidential communication ought to be protected, such as grants or papers submitted for publication, patient records, military or trade secrets, and personnel records. Research that I do or supervise will be published to advance scholarships and research and not for personal career advancement. The research will also advise, mentor, and educate students.

As a nurse leader, I will promote the staff’s welfare and allow them to make their personal decisions while respecting and treating them fairly. I will also strive to promote social good while preventing or mitigating social harm through advocacy, public education, and research. Discrimination of students or colleagues based on ethnicity, race, sex, or other parameters that are not related to integrity and competence that is scientific. In all this, maintaining and improving professional expertise and competence through lifelong learning and education will fulfill the necessary steps to scientific competence. Although principles, policies, and codes are useful and important like any rules, they do not encompass every situation and often will conflict and require significant interpretation. Therefore, as a nurse leader and researcher, it is critical that I learn how to interpret various rules in research as well as assessment and application and make decisions while acting ethically in different situations. Most decisions involve ethical rules application in a straightforward manner.

Thoughts on Evidence-Based Practice

As a nurse leader, I will be tasked with delivering patient care through the application of validated interventions. EBP in nursing includes research evidence, patient preferences, and integration of clinical expertise. This approach to solving problems in clinical practice encourages patient care to be individualized by nurses. The inclusion of EBP allows nurses to use scientific research in making well-founded decisions. Nurses, through EBP, can remain updated on the patient care medical protocols. As a nurse, searching for documented interventions that fit the patients’ profiles greatly enhances the possibility of better patient outcomes.

EBP will enable me to evaluate the available research to understand the effectiveness or risks of treatments or diagnostic tests. EBP application will also enable me to include patients in their own plan of care, thus allowing the patients to have a proactive role in their individual healthcare as they can voice concerns, share their preferences and values and make suggestions on the way to proceed. Applying EBP results in better patient outcomes, which can minimize the demand for healthcare resources. Therefore, expenses in healthcare can be reduced. There are certain barriers that, as a nurse leader, I should identify and mitigate as hindrances to EBP implementation in patient care. Individual barriers that nurses may face include a lack of knowledge as regards the research, a failure by colleagues to support the practice change, and nurses feeling that they lack authority to change practice. Organizational barriers include a lack of sufficient time for new ideas to be implemented, a lack of research access, and a lack of awareness of available research-related educational tools (Warren et al., 2016).

Research has shown that the most important factor linked to EBP nurses is receiving support from the organizations to use research and conduct the same. In addition, other facilitators include the presence of educators, research mentors, advanced practice nurses in a clinical setting, and educators that are knowledgeable regarding the research. To that end, as a nurse leader, I would look at reducing the barriers to EBP through the recommended strategies by Rap et al. ( 2010). These strategies include employing research role models, establishing academic collegial relationships, and research interest groups’ participation.

In conclusion, as an MSN graduate, I will be empowered to bring change to my place of work, influence my staff to be better nurses, and improve patient outcomes. Implementing EBP and involving all staff in decision-making will ensure shorter hospital stays and save on expenses at my healthcare facility.


Rapp, C. A., Etzel-Wise, D., Marty, D., Coffman, M., Carlson, L., Asher, D., … & Holter, M. (2010). Barriers to evidence-based practice implementation: Results of a qualitative study. Community mental health journal, 46(2), 112-118.

Resnik, D. B. (2015). What is ethics in research & why is it important. National Institute of Environmental health sciences.

Trus, M., Razbadauskas, A., Doran, D., & Suominen, T. (2012). Work‐related empowerment of nurse managers: A systematic review. Nursing & health sciences, 14(3), 412-420.

Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The strengths and challenges of implementing EBP in healthcare systems. Worldviews on Evidence‐Based Nursing, 13(1), 15-24.


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Reflection In Action

The purpose of Reflection-in-Action is to reflect upon what one has learned or how one has performed as compared with one’s expectations or goals. This assignment will provide an opportunity for students to share their experiences, thoughts, feelings and learning moments from this course.

Reflection In Action

Reflection In Action

Self-understanding through reflection on life experiences, feelings, etc., is a core concept in Dr. Jean Watson’s Theory of Human Caring.

The Reflection for this course must address at least three (3) of the following topics:

  1. Learning moments or activities from this course
  2. Thoughts on evidence-based practice
  3. Evidence supporting Jean Watson’s Theory of Human Caring
  4. Ethics in research
  5. Protecting human subjects in quality improvement or evidence-based practice projects
  6. Understanding or comfort level with statistics in nursing research and other research reports
  7. Perception of MSN graduates’ role in nursing research
  8. Creating and sustaining an Evidence-Based nursing environment
  9. Asking compelling, clinical questions
  10. Lessons learned while conducting an evidence-based literature review


  • Length: A minimum of two and a maximum of four pages (excluding the title and reference pages). Submissions not meeting the minimum and maximum page requirements will receive a grade of zero.
  • Format: Formal paper, APA 7th ed format for body of paper and all citations.
  • See USU NUR Reflective Journal Rubric for additional details and point weighting.

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