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My Learning as a Second Year Nursing Student: A Consolidated Learning Assignment My objective in this paper is to describe two nursing roles I assumed throughout the semester that relate to the term content and outline two program learner outcomes and how I achieved them. Through this, I will analyze and reflect upon my learning experiences from the semester and develop an understanding of how it relates to becoming a competent registered nurse.
Summary of Learning Experiences In term three, the course content focused on community health nursing. I developed a deep understanding of how the population health approach connects to the Population Health Promotion Model because it creates meaningful interventions that address population health
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This semester, I personally assumed the role of an educator and the role of a leader. Stamler (2018) defines an educator as one who demonstrates learning strategies, reinforces learning, and evaluates learning with both clients and other health care professionals. The educator is a role I assumed a couple weeks into the semester. Page (2018) defines the role of a leader as someone who influences others to work together to accomplish a specific goal. The leader is a role I assumed early on in the semester. I assumed both the leader and educator roles in the lecture setting and in the practice/lab setting through the aid of readings, discussions, and personal …show more content…
The Population Health Promotion Model is directly connected to this learner outcome because the model has strategies for health promotion, determinants of population health, and various levels of intervention (Hamilton & Bhatti, 1996). I used parts of the Population Health Promotion Model to formulate a health care plan for the standardized patient. I then took the health care plan and planned a client health teaching session where I assumed my role as an educator. In the health teaching session when I was delivering care to the standardized patient, I was promoting health, offering preventative strategies, and offering support. I believe that the model is essential to the way one plans care and give the care because you always have to keep the determinants of health in mind. In addition, for the NURS 288 photo essay project in which I assumed the role of a leader, the main focus of the project was working with the Population Health Promotion Model, so I believe I have a deep understanding on how it works and how it is relevant to a client’s
Reflecting upon this term brings about feelings of joy, excitement, and sadness that this term is soon coming to a close. Throughout this paper I summarize my personal learning throughout the semester, clarify two nursing roles I have assumed throughout the same timeframe, reflect upon my experiences throughout the semester, and will bring about experiences that reflect my personal learning and development in becoming a professional registered nurse.
The role of Advanced Practice Registered Nurses (APRN) in health care has been identified as a critical role in the goal to provide high-quality health care. APRNs have a bigger role to play in the health care system and it is important that students are provided with relevant and valuable knowledge as well as experience that improve their abilities. Achieving course objectives are critical for APRNs with the goal of contributing positively to the health care system. As a future APRN, I place high priority on life-long learning and the development of other people’s skill sets. All duties associated with health care require a dedication to excellence and selflessness. These are two components of learning that will improve the capabilities of
The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experiencing in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goal for each. I will also discuss the plan I created in order to successfully meet my learning needs prior to becoming an RPN, and
Transitioning from academic nursing student to Registered Nurse/New Graduate Nurse (NGN) within the healthcare environment is a challenging task for many NGNs. They may encounter a number of challenges, such as the following: transition shock, professional isolation, lack of clinical experience, stress, lack of a support network and cultural incompetence. At the end, this essay will discuss the rationale for developing my two most important goals for the next twelve months. I presume the transition from academic nursing student to Graduate Nurse will be challenging and rewarding. In their findings, the researchers Doody, Tuohy & Deasy (2012) stated that for a successful transition NGNs need to be competent in a range of domains: interpersonal skills, managing workloads, providing health information, communication, and prioritising care delivery.
As new nursing graduates begin the process of transitioning into the nursing practice. There are many challenges and issues associated throughout the transition. New graduates may embark on their journey through a graduate program or seek employment solo. The transition period may consist of challenges, that students will encounter during their journey. This essay will identify, discuss, and critically reflect on key nursing challenges that student nurses may face, throughout the process of the transition phase.
It has been over one year since I have started the accelerated nursing program at Southern Illinois University Edwardsville. When I first started the program in fall 2014, I have no idea what nursing was like. Although I had my bachelor from another institution, everything I learned was very different compared to the information I have learned in School of Nursing. Nursing school has slowly transformed me into a graduate professional nurse based on the professional development that I have completed along the way.
Our course, Transition to Professional Nursing, is barely two weeks old and already I am being enlightened and challenged to expand my experience of nursing. I will attempt to explain my personal journey and experience thus far including how and why I got here, my beliefs about nursing and related values, and my visions for the future.
To improve my understanding of maintaining my capability for practice as a RN, I set a goal to learn in depth from my classes, related units, and through interacting with my friends and tutors. There were many setbacks on the way, but as I became more acquainted with the matter I began understanding better. In this reflection I’ll use Gibbs reflective cycle (Gibbs, 1988) to address my experiences as a student nurse in fulfilling the maintenance and capability for practice. Description Through tutorials, lectures and simulation classes every semester, our practice is enhanced and maintained so that the skills and knowledge we learnt is always nurtured while new ones are gained.
The course design is guided by the nursing programs curriculum which defines the expected learning to take place during a program of study in terms of knowledge, skills and attitudes. It specifies the main teaching, learning and assessment methods and provides the learning resources required to support the effective delivery of the course. A syllabus describes the content of a program and can be seen as one part of the curriculum (Keating, 2011). A detailed course outline using the SMART acronym provides students with a clear focus on what is expected. At the course onset, the syllabus informs the student of expectations, promotes time management and provides methods of evaluation (McKeachie & Svinicki,
Many organisations and community development workers will deliberately adopt a specific model that clearly identifies its parameters within a project (Kenny, 2006). Working within a model, provides community development workers a framework to plan and review the aims, goals, strategies and methods being used within the health promotion project (Free, 2005). Models are also based on philosophical positions and values, so that community development workers can think critically and determine how such values fits within the project (Kenny, 2006). Models can assist community development workers in asking questions, offer methods in assessing problems that arise while also providing insight into practice directions (Kenny, 2006). This essay will
Health promotion is a process of encouraging people to be in charge of their own health (Hamilton & Bhatti. 1996). There are three question that help implement this model: “on what should we take action?” , “how should we take action?”, and “with whom should we act” (Hamilton & Bhatti, 1996, p.6). The “what” is a selection of determinants of health; the “how” represent strategies for implementation of health promotion strategies from Ottawa charter for health promotion, and the “who” embodies various levels people and organizations within society (Hamilton, & Bhatti. 1996). The first step in developing population health promotion is to put together a strategy statement, which encompasses all three pieces of information and helps keep the focus on the right goal (Hamilton & Bhatti, 1996).
The role of clinicians in health promotion and disease prevention demands the understanding of the complexity of health promotion, with its varied dimensions like individual, family, community, socioeconomic, cultural and environmental dimensions. While the health of an individual is closely related to the health status of family and the community, the clinicians have to work in close relations with the local community organizations and members. It is highly recommended that all clients should be provided with a health information that contains a summary of their health assessments, their health promotion –disease prevention plan and other relevant health records. Adjusting the plan as needed, by the clinicians, to ensure client success is vital in health
There have been significant changes in undergraduate nursing education for the last decade with the greater emphasis on students' experiences and learning in the clinical environment (McCarthy & Murphy, 2010). These changes have come at a time when hospitals are struggling to hire qualified staff nurses while also managing increasing numbers and complexity of patient populations (Lillibridge, 2007) . Clinical learning is an essential component in the curriculum of pre-registration nursing programmes. The clinical environment encompasses all that surrounds the student nurse, including the clinical settings, the equipment, the staff, the patients, the nurse mentor, and the nurse teach (Papp, Markkanen, & Bonsdorff, 2003).
In these two principle classes of health promotion models, its specialists are seen as leaders or as facilitators of practices. Moreover, there are four principle perspectives involved in Health promotion. These fundamental angles are: • Health influence • Individual advising • Community
Population Health Promotion Model Population Health Promotion (PHP) model enlightens the association between population health and health promotion. This model recognizes how population health approach can be executed from the choice of health determinants by the help of health promotion strategies. The full cube comprises 12 determinants of health, followed by the 5 strategies for health promotion on the side and on the top of the cube there are the levels of intervention. The front of the cube outlines the social determinants of health (Hamilton, & Bhatti, 1996) Ottawa Charter