The artifacts at hand, a series of group papers analyzing the American Nurses Association (ANA) Code of Ethics Provisions One through Nine, served as an opportunity to synthesize theoretical ethical frameworks with real-world professional scenarios. The goal, as directed by SMU’s curriculum and our instructors, was not merely to identify the provisions but to critically interpret and apply them to complex case studies, reflecting both academic understanding and personal growth in ethical nursing practice. 

Initially, my expectations of these assignments were centered on memorization and recitation of professional codes. However, as the courses progressed (N464, N466, N468), the depth of analysis and the requirement for practical application became clear. Through robust group dialogue, interpretation of case studies, and the necessity to negotiate competing virtues such as justice, compassion, accountability, and advocacy, I experienced a meaningful shift from passive learning to active ethical reasoning. This process paralleled workplace situations I’ve encountered, where ethical decision-making is rarely black and white, and reinforced my understanding that best practice in nursing is deeply rooted in ongoing reflection and collaborative problem-solving. 

My performance on these artifact assignments demonstrates significant progress toward several of SMU’s college-wide learning outcomes, particularly critical thinking, ethical reasoning, professional identity formation, and interprofessional collaboration. In N464, our collective emphasis on respecting patient dignity, especially for marginalized populations, pushed me to reevaluate assumptions about equity and justice in healthcare. This was reinforced in my work setting, where I advocated for social services integration based on the lessons learned from Provision One. Similarly, grappling with Provision Four’s focus on accountability and Provision Seven’s emphasis on life-long learning inspired me to take more initiative in pursuing evidence-based practice updates at my workplace, aligning classroom theory with everyday clinical leadership. 

Looking back, I realize my early assumptions underestimated the complexity and dynamism of nursing ethics. The iterative process of group analysis and case-based reflection challenged me to confront my biases, appreciate diverse perspectives, and recognize the necessity of balancing individual, patient, and systemic needs. Influential readings, particularly Fowler’s interpretive guide, helped reframe my understanding of advocacy, not just as patient advocacy, but as a shared professional and societal obligation. The classroom debates, paired with real-life clinical experiences, have left me more confident in navigating ethical dilemmas and more committed to fostering ethical workplace cultures. 

In summary, these artifact assignments stand out as milestones in my progression as both a student and professional nurse. They illustrate how I have moved from theory to practice, deepening my capacity for ethical analysis and collaboration. Going forward, I will approach institutional and course learning outcomes less as boxes to check, and more as ongoing processes integral to any nurse striving for excellence in patient care and professional development.