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Professional development plan for graduate nurses
Reflective practice theory
Professional development plan for graduate nurses
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Undergraduate students will apply the reflective practice of learning objectives in a hospital-based setting in order to instill a more focused assessment on the emphasis on a profound human connection in a clinical setting. More importantly, a practical, meaningful approach of reflective, strategic measures will promote achievable outcomes for student engagement, nevertheless, health care promotion concentrated on humanistic care. Moreover, competencies related to human flourishing will be established through the involvement on family support, patient experience, and community commitment (NLN, 2010). Therefore, undergraduate students require didactic practicum that challenges the professional nurse towards the achievements of quality care
centered on the integration of substantiated evidence based practice and knowledge from observable team-based measures (NLN, 2010). Consequently, learning objectives will be measured with the embodiment of Bloom’s taxonomy as well as revised taxonomy framework in order to evaluate the adult learners’ comprehension of the reflective curriculum subject matter. Accordingly, to ensure achievable objectives a taxonomy table will be incorporated to assess related program outcomes with learner experiences in a hospital setting (Keating, 2015). Reflective Curriculum Learner Objectives Introduce reflective practice strategies in order for students to gain new insights through self-awareness, diversity, and validation of one’s life’s experiences. Integrate understanding of nursing practice in congruence towards patient-centered care and family engagement. Promote patient-centered care with enhanced interprofessional communication. Increase the individualized student’s concept analysis of mindfulness in their current nursing practice in order to provide positive innovative coping measures.
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
Senior nursing students will complete a QSEN weekly clinical journal requirement learn how to self-assess their progress toward demonstrating these nationally-based competencies. The students will select a different competency each week to address and discuss how they applied that competency to patient care or how they hope to better achieve that competency as a graduate nurse. By the end of the clinical rotation each student will have had a chance to focus on each of the six QSEN competencies: patient centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety and informatics. The students’ reflection on their clinical experiences each week will teach them how to integrate the core competencies required before graduation. According to Use of self-evaluative practices puts the power back upon the student to direct and think critically about their learning (Dickensen, 2015). Demonstrating these competencies supports safety and excellence in clinical practice (QSEN,
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
This essay aims to critically discuss the evidence base for clinical supervision (CS) in mental health care practice. Against the current climate of rapid societal and organisational change in Ireland, mental health care providers are increasingly being challenged to ensure safer higher quality contemporary services based on best practice. It is vital that senior management fosters a culture of CS to assist in this process. The essay will focus on following themes to ensure that it covers supervision practices and assist this quality initiative to be introduced locally. In this regard, this essay explores CS through the lenses of Mental Health Policy and legislation, its functions, the supervision relationship /working alliance Competency
Throughout the summer and fall, Penn’s nursing program has supported my growth both professionally and personally. Initially, N103 (Psychological and Social Diversity in Health and Wellness) piqued my interest because I was able to give words to something I always knew – socioeconomic and environmental factors heavily influence health. As an individual committed to supporting the wellbeing of others, I hope to strengthen the health of populations through clinical care, research and policy addressing these social determinants of health. Later, my N720 (Nursing of Children - Theory I: Child and Family Development), N215 (Nursing of Women and Infants), and N225 (Pediatric Nursing) classes were notable in that through these classes I was able to fill the dual role of providing family teaching and patient care. Consistently, though, I find myself pulled towards discussions of patients' psychosocial and discharge care needs – typically roles more closely aligned with primary care. I excelled in N235 (Psychiatric Nursing), which more than teaching me about psychiatry, taught me how to engage with patients and quickly build a therapeutic relationship. Of course, the truly ...
Authentic activities of learning are described as “tasks identical or similar to those children” and adults “will eventually encounter in the outside world” (Ormrod, 2012, p. 332). Activities for nursing students should mimic situations which will be used in their real life career with different activities developed by the educator to develop the needed knowledge and skills in order for the nursing student to make meaningful connections between classroom and skills instruction. Elements for the development of authentic activities should take into account if the “activity requires the students to work collaboratively and use their experiences as a starting point, allows the student to learn from their mistakes, does the activity have value beyond the learning setting and build skills which can be used beyond the life of the course, and does the student have a way to implement their outcomes in a meaningful way?” (Green, 2012, para. 2). Nursing faculty can provide authentic activities for students through skills labs, case scenarios, role ...
Nursing students at State University need better clinical experiences and better clinical sites. Clinical sites that have nothing to do or preceptors who don’t want to educate should be cut out and replaced with better sites. Ideally each clinical should allow nursing students to gain experience in critical skills and patient ca...
A walk through demonstration and rationale discussion completed the WinMed experience. Learning about emergency lighting, testing of emergency lighting, fire extinguishers use/deployment/charge monitoring, sprinkler systems with backflow prevention valve, smoke detector yearly cleaning, cleaning of general areas including bathrooms, trash pickup and disposal, biohazard disposal, sharp containers, standard precautions, and biohazard facility pick up opened my eyes wide to a whole new world.
This essay is going to reflect upon the nursing skills I developed during a period of placement simulations, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using a variety of sources from current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning.
I believe placing student nurses in the clinical setting is vital in becoming competent nurses. Every experience the student experiences during their placement has an educative nature therefore, it is important for the students to take some time to reflect on these experiences. A specific situation that stood out to me from my clinical experience was that; I didn’t realize I had ignored the patient’s pain until I was later asked by the nurse if the patient was in any pain.
The learning environment and practice placement I currently work in is a substance misuse service. The clinical learning environment is where students work directly with patients whilst enabling them to and are able to conductively learn. Burns and Patterson (2005) state it is the responsibility of higher education institutes in partnership with the NHS to prepare nurses to cope with the complex nature of clinical practice. In my opinion I believe mentors play a significant role in relation to the clinical learning environment, as mentors are who support the student during their placement. Students learn most effectively in the environments that facilitate learning by encouraging and supporting whilst also making them feel part of the team
This week’s clinical experience has been unlike any other. I went onto the unit knowing that I needed to be more independent and found myself to be both scared and intimidated. However, having the patients I did made my first mother baby clinical an exciting experience. I was able to create connections between what I saw on the unit and the theory we learned in lectures. In addition, I was able to see tricks other nurses on the unit have when providing care, and where others went wrong. Being aware of this enabled me to see the areas of mother baby nursing I understood and areas I need to further research to become a better nurse.
This reflective essay will discuss three skills that I have leant and developed during my placement. The three skills that I will be discussing in this essay are bed-bath, observing a corpse being prepared for mortuary and putting canulla and taking it out. These skills will be discussed in this essay using (Gibb’s, 1988) model. I have chosen to use Gibb’s model because I find this model easier to use and understand to guide me through my reflection process. Moreover, this model will be useful in breaking the new skills that I have developed into a way that I can understand. This model will also enable me to turn my experiences into knowledge that I can refer to in the future when facing same or similar situations. Gibbs model seems to be straightforward compared to the other model which is why I have also chosen it. To abide by the code of conduct of Nursing and Midwifery Council (NMC) names of the real patients in this essay have been changed to respect the confidentiality.
Critical theory is necessary for nursing education. Swartz, M. K. (2014) propose practice-based nursing education. Plus, Lisko, S. A., & O 'Dell, V. (2010) proposed that Kolb’s experiential learning theory and model. They affirmed the importance of critical theory because it offers a structure for nursing practice based on nursing education. According to Swartz, M. K. (2014), academic nursing practice has become an essential component of faculty role expectancy, practice nursing programs. However, academic nursing practice as a concept and organization structure has not been fully applied across school of nursing. The goals of academic nursing practice are to enrich the teaching of students (Swartz, M. K., 2014). Developing the practice setting through the utilization for research, generalizing knowledge and learning and eventually improving the quality of patient care. This increasing knowledge base on critical theories that lead to an understanding about patient problems and using manage nursing practice. Swartz, M. K. (2014) noted that there are two phases of nursing practice, the thinking phase and the doing phase. The doing phase is heavily regulated by specified in the training situation (Swartz, M. K., 2014). Several other assumptions of critical theory hold significance for nursing care as it educated and trained in academic health care centers. In these sites, theory is interwoven with the training and human interactions within a larger social context. Similar to critical theory, nursing includes a general assessment of social, politic, technologic, and economic conditions as they affect the health of an individual, a family or community. Furthermore, nurses need fully to understand the types and care practices and the linkages between theories and the clinical. Lisko, S. A., & O 'Dell, V. (2010) proposed that Kolb’s experiential learning theory and model. The experiential learning