| Course | NUR 552 Dynamics of Professional Nursing I |
|---|---|
| Module | Module 1 |
| Paper type | Critical reflection discussion board post and reply |
| Length | About 475 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 552 Module 1
Critical Reflection: What the IPEC Self-Assessment Showed a Telemetry Nurse, and the Team Members She Had Stopped Seeing
The Call From the Monitor Room: An Interprofessional Competency Self-Assessment and the Non-Nursing Roles a Telemetry Nurse Relies On
Initial Post
When I completed the IPEC Competency Self-Assessment Tool, I expected to score highest on communication, since talking with physicians and families is most of my shift. Instead, my highest ratings were in values and ethics, and my lowest were in roles and responsibilities. The 2023 version of the IPEC framework keeps four competencies, with roles and responsibilities sitting second after values and ethics (Interprofessional Education Collaborative, 2023), and that second competency is the one my results made me examine honestly.
Strengths. I rated myself high on respecting the dignity of every team member and placing patients' interests at the center of team decisions. I can point to evidence: On my unit, I am usually the one who asks the night respiratory therapist what she thinks before I page the hospitalist about a patient's breathing.
Area for growth. My low ratings came on items about explaining my own role to others and understanding the scope of practice of other professions. I realized I could describe what a physician or pharmacist does, but not the training, limits and pressures of the people who are not licensed professionals.
The monitor room. One night last year, a monitor technician called to say that a patient's rhythm looked different from the strip an hour earlier, though no alarm had fired. I had just assessed the patient and found nothing new. I almost said "Thanks, he's fine." Instead I printed both strips, and the change was real: a new atrial flutter at a controlled rate. The technician had seen it because she watches 48 screens all night and knows what each patient's baseline looks like. I had stopped thinking of her as part of the care team.
Supporting non-nursing roles. Friberg and Saewert (2024) describe the nurse as an interprofessional collaborator whose effectiveness depends on understanding and valuing every role on the team. I will do two things. First, I will close the loop with monitor technicians when their call leads to a change, so they know their observation mattered. Second, I will invite our patient care technicians into the bedside handoff for patients they will turn and bathe, since they often notice skin and mood changes first. A Cochrane review of workplace interventions to strengthen collaboration judged the evidence for better outcomes to be of low certainty (Reeves et al., 2017), which suggests that daily habits like these deserve as much attention as formal programs.
Reply to a Classmate (On Unit Secretaries)
Monique, your point about the unit secretary being the hub of your unit made me think about ours, who knows which family member is the decision-maker before any of us do. Have you found a way to bring that knowledge into handoff without adding to her workload?
References
Friberg, E. E., & Saewert, K. J. (Eds.). (2024). Conceptual foundations: The bridge to professional nursing practice (8th ed.). Elsevier.
Interprofessional Education Collaborative. (2023). IPEC core competencies for interprofessional collaborative practice: Version 3. https://www.ipecollaborative.org/ipec-core-competencies
Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017). Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, 2017(6), Article CD000072. https://doi.org/10.1002/14651858.CD000072.pub3
NUR 552 Module 1 instructions, in plain terms
Module 2 of the posted syllabus, Communication, covers academic and scholarly writing, technological modalities and team-based communication, with Friberg and Saewert's chapter on the nurse as interprofessional collaborator and the IPEC Competency Self-Assessment Tool. This board, titled Critical Reflection, wants you to reflect on your self-assessment, naming areas of strength and areas for growth, and on recognizing and supporting all the non-nursing roles that are part of an interprofessional health care team. It is worth 10 of the course's 100 points. Complete the tool honestly before you write, because the reflection should report what it actually showed. Then connect at least one result to a moment from your practice and say what you will do differently.
How this NUR 552 Module 1 example is built
Opening with a surprise, a lower rating than expected on roles and responsibilities, gives the reflection its direction. The four IPEC competencies are named once with the framework's source. A strengths paragraph points to a specific habit as evidence, and an area-for-growth paragraph explains which items scored low and why. The central story describes a monitor technician's call that caught a new rhythm, used to show how the writer had overlooked a non-nursing role. A final paragraph ties the course text to two specific actions. The reply builds on a classmate's example about unit secretaries with a practical question. Two sources support the post: the course text and the IPEC competencies document.
Where the marks sit in the NUR 552 Module 1 rubric
Ten points ride on this board. The rubric in Canvas is likely to look for honest use of the self-assessment results, specific strengths and growth areas, recognition of non-nursing roles and how to support them, connection to the course readings and a substantive reply. Reflections earn most when results are reported specifically and linked to a real or composite experience, rather than restating the four competencies. Naming concrete actions shows the reflective loop the board's title implies. The prompt specifically mentions non-nursing roles, so give them real attention, not one sentence. Professional writing and APA citations count, since Module 2 also teaches scholarly communication.
NUR 552 Module 1 help: mistakes that cost marks
Many reflections describe the IPEC competencies at length and say little about the writer's own results. Lead with what your self-assessment showed. Another weakness is treating teamwork only as nurse and physician; the prompt asks about non-nursing roles, such as technicians, aides, unit secretaries and environmental services. Avoid naming colleagues or patients. If you send the desk your self-assessment results and the setting you work in, a reflection can be drafted around them. Note that the posted syllabus does not permit generative AI for this course's work, so any sample is a model to study, not text to submit. Make the reply a question or an example that extends a classmate's idea. Keep the post near the length the board expects, and spend more of it on your own results than on the framework.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More NUR 552 and MS in Nursing sample papers
- NUR 552 Module 2: Trauma-Informed Care Video Presentation
- NUR 552 Module 3: Harmful Bias Essay With a Clinical Scenario
- NUR 552 Module 4: Triple Aim to Quintuple Aim Essay
- NUR 552 Module 5: Critical Reflection Discussion Board: Social Justice Issues and Access to Care
- NUR 552 Module 6: Critical Reflection Paper: Workplace Application of Ethical Principles
- NUR 552 Module 7: Course Synthesis: Critical Reflection Paper
- NUR 610 Module 1: Social Determinants and Genomics Discussion
- NUR 501 Module 6: Organizational Characteristics Assessment
- NUR 547 Module 6: Global Community Plan of Care Worksheet
- NUR 671 Module 7: Instructional Unit Portfolio Part 4: Evaluation and Reflection
NUR 552 Module 1 questions, answered
Where can I find a free NUR 552 Module 1 sample paper?
The NUR 552 Critical Reflection Discussion Board sample on this page reflects on an IPEC self-assessment and the non-nursing roles on a telemetry team.
What does the NUR 552 critical reflection board ask?
It asks students to reflect on their interprofessional competency self-assessment, with strengths and growth areas, and on supporting non-nursing team roles.
What are the IPEC core competencies?
Communication, teamwork, values and ethics, and knowing one another's roles and responsibilities make up the four competencies in the current IPEC version.
Who counts as a non-nursing team member?
Anyone outside nursing who contributes to care, such as technicians, aides, unit secretaries, therapists, pharmacists, transport and environmental services staff.
What textbook does NUR 552 use?
The eighth edition of Friberg and Saewert's Conceptual Foundations, a core text on professional nursing roles.