Narrative Analysis

This narrative analysis demonstrates how the Chamberlain University Masters of
Science in Nursing (MSN) program Family Nurse Practitioner (FNP) prepares the graduate
nurse practitioner student to meet the program outcomes (PO) by accomplishing various
course learning outcomes to specific program outcomes. Herein, my growth and development
throughout the course. Each artifact included in the ePortfolio further showcases my
competency as a graduate student at Chamberlain University. As a graduate nurse practitioner
student, this narrative analysis enables me to reflect on and synthesize on the process of
starting out as a nurse practitioner. My affective, psychomotor, and cognitive growth over the
duration of the program is reflected in this professional self-assessment. Thus, this narrative
highlights how I have accomplished each of the expected core competencies by providing
artifacts from my course work and reflection on how the learning process has had a positive
impact on my readiness as an entry level nurse practitioner.
Course Artifacts Related to PO
My academic journey to earning an FNP master’s degree and becoming an entry level
family nurse has involved numerous courses with specific course outcomes (Cos) geared
towards the primary goal of meeting Chamberlain University’s Pos. The course artifacts
present my primary best works in each specified course and how these assignments have been
helpful in my professional and personal journey as a student.
NR 500NP Foundational Concepts & Applications
This course was among the first master’s level classes that I registered while starting
out as a nurse student practitioner at Chamberlain. NR 500 in an introduction to the skills and
foundations that are crucial for the master’s-prepared nurse. Further, it introduces the student
to the professional nursing practice and the role of scholarly communication and knowledge
dissemination in practice. NR 500 helped in meeting PO1, 2, 3, 4 and 5.

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Some of the highlights in the NR 500NP course include the APN Professional
Development Plan Paper, APN Roles Paper, and Week 6 Area of Interest PowerPoint
assignment. The PowerPoint assignment required students to identify and discuss an area of
interest that relates to the specialty track, identify a problem in that area, and recommend
solutions. I chose to discuss the early assessment of depression in teenagers using the IOWA
EBP Model. Researching for this project was quite rewarding and exciting; I have always had
a passion for bringing awareness to mental health issues in teenagers. Through this
assignment, MSN Essentials I, II, IV, and VIII and PO1, 2,3, 4, and 5 were met. In addition,
completion of this assignment enabled me to meet NONPF core competencies one, two, four,
seven, and nine.
The assignment on APN Professional Development Plan Paper required the student to
explore the NP practice requirements in their state of practice, leadership skills, and the NP
competencies required, and develop a professional development plan. This assignment covers
PO2, 3, 4, and 5 by exploring the competencies and roles crucial to leadership and advocacy
for safe, holistic and quality care. Moreover, the assignment was also crucial to assessing
leadership approaches suitable for complex systems. This assignment also exemplified my
NONPF competencies one (scientific foundation) and four (practice inquiry).
Understanding the roles of the APN is a crucial foundation for the nurse practitioner
student, and the APN Roles Paper enabled me to discover the roles and responsibilities of an
APN in more depth.
NR 501NP Theoretical Basis for Advanced Nursing Practice
The aim of NR 501NP is to expose students to various theories in nursing practice and
other related field. The course helped develop my critical inquiry skills as well as provided a
guide on the crucial contributions of the theories to advanced nursing, nursing in general, and
evidence-based practice. A major highlight of this course was exploring the different

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philosophies in Butte and Rich (2017). According to the authors, the field of advanced
nursing practice continues to grow, enabling nurses and other professionals to provide the
quality care to a global population. Key Pos include PO 1, 2, 4, and 5.
Some of my best works in the course include the Modeling and Role Modeling Theory
PowerPoint, Concept Analysis Paper, and Week 5 Application of Theory Paper. Among
these, the Application of Theory Paper required the nursing practitioner student to choose a
specific nursing model and apply it to their specialty, including an assessment of its total
value as a theoretical blueprint. I chose the nursing team care model, which is a novel concept
in nursing practice. It is founded on collaboration among healthcare teams, cost reduction,
and improving patient outcomes. Given the increasing economic burden posed by healthcare
cost nationwide, the nursing team care model provides a leeway for team work and ultimately
positive patient outcomes. By completing this assignment, I fulfilled PO 2, 3 and 4; NONPF
core competencies 1 and 9; and MSN Essentials I, II, and IV.
The Modeling and Role Modeling PowerPoint asked the graduate nurse student to
choose a theory and link it to one area of concern in family nursing practice. By considering
theory as a framework to guide EBP, the nurse practitioner is able to fulfill the following
roles: nurture, unconditional acceptance, and facilitation. Furthermore, this assignment helps
the student explore the role modelling process and its significance in developing customized
patient interventions. By completing PO 1, 3, and 5; NONPF 2 and 4, and MSN Essentials I,
II, and IV.
The Concept Analysis Paper provided an opportunity to develop analytical thinking by
asking the student to evaluate concepts as they pertain to nursing research and practice. In
this assignment, I evaluated the cultural humility concept and its relation to transcultural
nursing, owing to the diversity in healthcare teams and patient populations. Ultimately, the
concept of culture is valuable in nursing practice; cultural competence is a key skill that all

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nurse practitioners need in their day-to-day practice. By completing this assignment, I met
PO 1, 2, 3, 4, and 5; NONPF core competencies 1, 3, 7, 8, and 9; and MSN Essentials I, III,
VIII, and IX.
NR 503 Population Health, Epidemiology, & Statistical Principles
The NR 503 course introduces the student to advanced practice competencies employed
by advance practice nurses, and fosters comprehension of the statistical and epidemiological
principles that serve as a basis for the development, assessment, and implementation of EBP
interventions for diverse patient populations. Throughout the course, I learned how to use
epidemiology for predict, identify, and mitigate risk factors that impact outcomes in different
populations. Insightful assignments in this course include Week 2 Healthy People 2020,
Week 5 Infectious Disease Paper, and Week 6 Assignment on Evaluating an Epidemiological
Disease of Problem.
In the Evaluation of an Epidemiological Disease or Problem assignment, I was required
to integrate knowledge from the course in analyzing and solving a chronic health problem in
my geographic area. I chose breast cancer as it is one of the leading causes of death
nationally. As of 2020, the mortality rate of breast cancer have declined with an average
yearly rate of 2.6%, which is significantly lower than the national average. However, breast
cancer mortality rates among females in the state are slightly higher than the national average
at 23% and 22.6%, respectively. This assignment provided valuable insights into one of the
chronic health issues in the country, and provides evidence that I have met PO 1 and 3;
NONPF core competencies 1, 3, 6,7, 8 and 9; and MSN Essential I, IV, VI, VIII, and IX.
The Infectious Disease assignment in Week 5 encouraged the student to explore the
realm of communicable diseases, while considering implications and epidemiology of this
disease category. I chose to research on tick-borne encephalitis, which is a life-threatening
disease that attacks the central nervous system. This assignment was educative, and lessons

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learned include the role of the nurse practitioner in primary care, including implementation of
EBP in health assessment for patients at risk of contracting the disease. Completion of this
assignment is evidence that I have met PO 1, 2 and 5; NONPF core competencies 1, 3,7, and
9; and MSN Essentials I, IV, VI, and VIII.
Week 2’s Healthy People 2020 Impact paper charged the student to explore population
health impacts associated with Oral Health. The goal was to identify populations at risk for
oral health and design a population-focuses intervention for my target population. I chose
school children, adolescents, and adults in Alabama who have has untreated dental decay in
their permanent of permanent teeth. Completion of this assignment is evidence that I have
met PO 1, 2 and 5; NONPF core competencies 1, 3,7, and 9; and MSN Essentials I, IV, VI,
and VIII.
NR 505 Advanced Research Methods: Evidence-Based Practice
This course is an inquiry into integration of EBP with research to foster holistic,
patient-centered care in various healthcare settings. Further, it is an overview of the research
methodologies. Critique of scholarly literature, and the process of application of EBP
practice. Key assignments in this course include the State of the Science Quality
Improvement Paper, Article Critique and Quantitative Research Article Appraisal.
The Quantitative Research Article Appraisal assignment provided me with an
opportunity to develop my critiquing skills as a master’s-prepared nurse practitioner. The
assignment required the student to use the Chamberlain Library to select a peer-reviewed
quantitative research article on a topic I’m interested in. I selected a quantitative article on
critical care nurse work environments, exemplifying the relationship between nursing-
specific factors and patient outcomes in clinical settings. This assignment covered PO 1 and
5, MSN Essentials I, III, IV, and VII, and NONPF core competencies 1, 2, 7, and 9.

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The Research Article Critique aimed to provide the student an opportunity to practice
critiquing articles, which the primary goal for all assignments in the course. This particular
assignment tasked the student with writing three critiques as well as completing the Johns
Hopkins Research Appraisal tool for qualitative, non-research, or quantitative evidence. This
assignment also introduced PICO development which is a crucial element of implementation
of EBP in nursing practice. I demonstrated my ability to develop knowledge pertaining to
research and EBP as a foundation for critiquing research articles. Successful completion of
this assignment is evidence of meeting PO 1 and 2, MSN essentials I, , III, IV, and VII, and
NONPF core competencies 1, 2, 5, 7, and 9.
NR 506NP Healthcare Policy
The NR 506NP course is a crucial part of preparing the graduate student by providing
an opportunity to explore healthcare policies and their role in public health. Therefore, the
students get an opportunity to play an advocacy roles by proposing healthcare policies that
reflect the needs of diverse populations. In addition, I developed and analyzed the impact of
healthcare policies within a social, ethical, and legal context. This course helps students meet
PO 1, 3, and 4, and key assignments in this course include Overweight and Obesity
PowerPoint, Quality of Care paper and Barriers of Practice discussion.
Week 1 Barriers to Practice Discussion forum tasked the student to discuss the
challenges encountered by APN at both state and national perspectives. I researched various
methos that APN can influence policy change from a government point of view, as well as
the role of different interest group in directing healthcare policy in the united states. I
discovered that APNs are allowed full practice authority to transform primary care upon
attaining the necessary qualifications. However, a significant challenge encountered by APNs
is outdated federal policies that have an indirect impact on clinical decision making.

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Successful completion of this assignment is evidence that I met PO 1, 3, and 4; MSN
essentials I, III, IV, VII, and IX; and NOPF core competencies 1, 3, 4, 7, and 9.
The Quality Healthcare: Measuring NP Performance in week 3 aimed to familiarize the
student with the various measurement tools of NP performance in the industry. In addition,
the student was tasked with a discussion of different patient interventions and their impact on
patient outcomes including cost reduction. This assignment demonstrated my ability to meet
PO 1, 3, and 4; MSN essentials I, III, IV, VII, and IX; and NOPF core competencies 1, 3, 4,
7, and 9.
NR 507 Advanced Pathophysiology
This course provides the student with advanced content in pathophysiology.
Throughout the course, I got an opportunity to explore and evaluate abnormal and normal
human responses to certain pathophysiologic conditions and mechanisms. Key artifacts in
this course include the Disease Process Presentation Part 1 and Part 2, and Week 3
Discussion. This course helped meet PO 1.
In the Disease Process Presentation, I covered Diabetes Insipidus, which is a less-
explored disease compared to common conditions like Diabetes Mellitus. Approximately 1 in
25000 individuals in the U.S. suffer from the condition, and there’s still no known cure for
the condition. In this assignment, I investigated the risk factors of Diabetes Insipidus and its
connection to etiology. PO 1; MSN essentials I, III, IV, VII, and IX; and NOPF core
competencies 1, 3, 4, and 8.
Week 3 Discussion on NR 507 provided an insight into the pathophysiological
mechanisms that that lead to hearth failure. This assignment provided crucial knowledge on
systolic and diastolic heart dysfunction. This was an opportunity to apply research skills in
practice, and evaluate the role of evidence-based practice in clinical decision making

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regarding cardiovascular disease. This assignment is evidence that I fulfilled PO 1; MSN
essentials I, III, IV, VII, and IX; and NOPF core competencies 1, 3, 4, and 8.
NR 509 Advanced Physical Assessment (C/CR/RM) – JUL19
The NR 509 course provides an overview of health assessment techniques related to
physical examination of individuals across the lifespan, including mental health assessments.
Through this course, I explored assessment principles in the classroom setting. Alternative
Assignment Cardio, Soap Note, and Week 5 Alternative Assignment are some of the key
highlights of coursework in this course. Upon completion of this course, I met PO 1 and 2.
The Alternative Assignment on the cardiovascular system charged the students with the
task of exploring physiology of the cardiovascular system as well as crucial health history
questions during assessment. Some of the questions during assessment include the family
history, assessment of chest pain and other symptoms such as dyspnea, paroxysmal nocturnal
dyspnea and edema. Typically, patients should present with normal physical stats if there’s
no underlying pathology. This assignment is evidence that I fulfilled PO 1 and 2; MSN
essentials I, III, IV, VII, and IX; and NOPF core competencies 1, 3, 4, and 8.
The SOAP Note assignment tasked the student to include information that a physician
measures or observes from a patient’s current presentation including vital signs and weight
measurements (Bickley et al., 2021). By completing this assignment, I successfully learned
how to document findings of the physical examination and history of a patient on a logical
and organized sequence. This assignment is evidence that I fulfilled PO 1 and 2; MSN
essentials I, III, IV, VII, and IX; and NOPF core competencies 1, 3, 4, and 8.

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References

American Psychological Association. (2010). Publication manual of theAmerican
Psychological Association (6th ed.). Washington, DC:Author.
Bickley, L. S., Szilagyi, P. G., Hoffman, R. M., & Soriano, R. P. (2021). Bates’guide to
physical examination and history taking (13th ed.). Wolters Kluwer.
Butts, J.B., & Rich, K.L. (2017). Philosophies And Theories For AdvancedNursing Practice.
Jones & Bartlett Learning.