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PGC Reflection Paper

Luwam Gebrehiwet

Delaware Technical Community College

NUR460-501

Dr. Kathy Sakola

04/21/2024
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PGC Reflection Paper

Introduction

Embarking on the RN to BSN program was a journey of acquiring advanced nursing

skills, self-discovery, and professional evolution. Throughout this program, I have connected

deeply with the nine Program Graduate Competencies (PGCs), applying them to various aspects

of my nursing practice. The insights gained from courses like NUR 460 have shaped my clinical

skills and enhanced my understanding of comprehensive patient care. This reflection paper

outlines how each PGC was addressed through my coursework, the achievement of course goals

set after a SWOT analysis, and the influence of my nursing philosophy and theoretical

framework on my professional practices and patient outcomes.

Notably, integrating general education knowledge significantly advanced my nursing

education and professional practice, fulfilling the first Program Graduate Competency (PGC1).

Human biology, psychology, and sociology classes helped me comprehend patient behavior and

health effects. I evaluated the many social, biological, and psychological elements that affect

health and created individualized treatment plans that met patient requirements because of my

expanded knowledge base.

Another significant development area was leadership and information management

technology, which addressed PGCs 2 and 4, respectively. The program's leadership classes

taught me how to lead and motivate healthcare teams to improve patient safety and quality. I also

learned how to manage and use healthcare information systems, which are essential in

contemporary healthcare. By keeping important health data accurate, secure, and accessible for

clinical decision-making, I improved patient outcomes.

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My educational experience also focused on advocacy and ethics (PGCs 5 and 8). I

learned to advocate for local, state, and national healthcare policies that promote patient care and

nursing practice. Healthcare changes that improve nurse practice and patient outcomes depend

on this advocacy. My education emphasized ethics, ensuring I always performed nursing

ethically, essential for building trust and integrity in the nurse-patient relationship. These

competencies improved my professional skills and highlighted nurses' advocacy and ethics in

healthcare.

During my NUR 460 course, I set specific goals derived from a SWOT analysis to

address identified learning needs. I am pleased to reflect on the progress made toward achieving

these objectives. My primary purpose was to improve my cultural competence. Class

discussions, case studies, and various clinical settings have greatly enhanced my knowledge and

abilities in handling patients from other cultures. This exposure has helped me provide more

empathic and patient-centered care, enhancing patient satisfaction and healthcare outcomes,

demonstrating PGC 6.

The second goal focused on improving my communication skills to foster better

interpersonal relationships. I have improved my listening and empathy abilities through

communication training courses in my curriculum and clinical rotations. Leading group

discussions and workshops on communication strategies have further solidified my capability in

this area, enhancing my role in patient care and team interactions, aligning with PGC 3.

Further, I intended to promote healthcare teamwork and cooperation. Team-building

activities and collaborative clinical rotations increase enthusiasm for healthcare collaboration

(Buljac-Samardzic et al., 2020). Group initiatives that needed collaborative decision-making

showed the relevance of teamwork for patient outcomes. These opportunities have addressed
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learning requirements and promoted continued growth by PGCs 6 and 7, promoting an integrated

nursing practice approach.

Program Graduate Competencies (PGCs) Achievement

1. Knowledge Base and Critical Thinking (PGC1 and PGC2)

In the course of my studies, I thoroughly examined nursing theories and practices, which

increased my knowledge and improved my ability to think critically. For example, the NUR 330

and NUR 460 practicums allowed me to use what I had learned in the classroom in the real

world, which helped me improve at making clinical decisions.

2. Ethical and professional behavior (PGC8)

Coursework that looked into challenging moral problems in nursing made me even more

committed to responsibly doing things. Talking about patient rights and privacy helped me better

understand the ethical standards in nursing, which guide what I do in professional situations.

3. Research and Inquiry (PGC4)

The program's focus on practice that is based on evidence inspired me to use study in my

daily nursing work. As an example of how I use PGC4 in my work, I learned how to critically

examine scientific data and use research results to improve patient outcomes.

4. Communication and Teamwork (PGC3, PGC7)

Taking classes on mixed partnerships helped me improve my working and speaking

skills. Working with various healthcare workers taught me how important it is to work together

to provide excellent care.

Achieving NUR 460 Course Goals

The practicum experiences in both NUR 330 and NUR 460 served as foundational

elements that significantly contributed to meeting the Program Graduate Competencies (PGCs)
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and course goals. Focusing on population and community health in NUR 330 allowed students to

use what they learned in different subjects, like psychology, ethics, and research, and combine it

with their nursing work to fit with PGC 1. This combination made it easier to care for patients in

multiple ways, giving us a better picture of health outside of hospitals and in the community.

NUR 460, the capstone experience, synthesized the knowledge and skills acquired

throughout the program and put them into action. Students worked on their leadership skills

according to PGC 2, which said they had to show leadership skills that support patient safety and

quality healthcare service. Each student in this class had to be a champion for both patients and

the nursing field, as shown in PGC 5. They did this by taking part in challenging clinical

situations and leadership roles. In addition, the capstone allowed me to practice information

management and technology in nursing, which was in line with PGC 4. By using electronic

health records and other informatics tools well, I was able to improve patient results.

Both practicums stressed the value of ongoing learning, which is summed up in PGC 9.

Students had to keep their knowledge and skills up to date to keep up with the changing

healthcare field. Students could match their personal nursing beliefs with their professional

practice through a variety of tasks and reflective exercises. This ensured that ethical frameworks

and patient support, as discussed in PGCs 5 and 8, stayed at the center of their nursing care

approach.

Influence of Nursing Philosophy and Theory

My nursing philosophy, which was heavily inspired by Faye Glenn Abdellah's 21

Nursing Problems theory, has been fundamental in shaping how I work toward reaching the

Program Graduate Competencies (PGCs). My most profound belief led me to seek

comprehensive care and be dedicated to patient-centered methods. Abdellah’s theory, which

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focuses on problem-solving within healthcare, encourages one to adopt a comprehensive view of

care beyond treating symptoms (Petiprin, 2021). This aligns with PGCs that emphasize

integrating general education knowledge and skills into professional practice. Through the lens

of Abdellah's framework, I recognized the importance of considering a patient's environment,

culture, and psychological needs, which directly correlates with PGCs related to health

promotion, disease prevention, and delivering culturally competent care to diverse populations.

My philosophy also propelled me towards leadership, underscoring the importance of

advocacy, education, and interprofessional collaboration. These principles reflect the call for

leadership in promoting safety and quality healthcare and advocating for healthcare policy

reform at various levels (Petiprin, 2021). Abdellah's emphasis on nursing problems has led me to

value the role of information management and technology in improving patient outcomes (PGC

4), recognizing that innovative solutions and effective communication are fundamental to

advanced nursing practice. Additionally, my belief in lifelong learning has cemented the

importance of continuing education, aligning with the PGC that requires demonstration of

ongoing professional growth. It is a commitment that extends beyond formal education into

every aspect of nursing practice, ensuring that I remain informed, competent, and ethical in my

professional conduct (PGC 8).

My nursing philosophy, therefore, has not only influenced my educational journey but

has also been pivotal in meeting the PGCs. It provided a solid foundation for the growth and

evolution of my professional identity, empowering me to deliver compassionate, informed, and

effective nursing care. It instilled in me the values of servitude, empathy, and a relentless quest

for knowledge, which are essential for a successful and impactful nursing career.

Conclusion
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Reflecting on my journey through the BSN program, I recognize a profound growth in

my personal and professional life. This program has equipped me with advanced nursing

competencies and fostered a deep sense of ethical responsibility and advocacy. As I move

forward, I carry the comprehensive skills, ethical principles, and a patient-centered care

philosophy that will continue to shape my contributions to the nursing profession.

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References

Buljac-Samardzic, M., Doekhie, K. D., & van Wijngaarden, J. D. (2020). Interventions to

improve team effectiveness within health care: a systematic review of the past

decade. Human resources for health, 18, 1-42.

Petiprin, A. (2023). 21 NURSING PROBLEMS BY FAYE ABDELLAH. https://nursing-

theory.org/theories-and-models/abdellah-twenty-one-nursing-problems.php