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Essay on professional development in nursing
Essay on professional development in nursing
Essay on professional development in nursing
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Factors Affecting Nurses’ Confidence Levels
Experience and Education.
Nurses in acute care settings have isolated two key factors as found to having a direct impact on confidence levels. These factors that have been credited for directly impacting self confidence levels are the years of experience and levels of education within nursing ( Chan & Matter, 2013 ; Cashin, Stasa, Dunn, Pont, & Buckley, 2014; Cockerham, Figueroa-Altmann, Eyster, Ross, & Salamy, 2011; Yang & Thompson, 2010). Specifically, acute care nurses have isolated hands on training as a factor that improves their confidence levels (Dowson, Russ, Sevdalis, Cooper,& De Munter 2013; Mitchell, 2015). In a recent study published in the British Journal of Nursing by Dowson et al. (2013), a population of acute care nurses was utilized with the goal of studying whether or not simulation lab training increased confidence levels. A clinical confidence rating scale was utilized where nurses rated themselves on a 1-4 scale, where one was “completely lacking confidence” and four was “very confident”. In this study, it was found that the control group’s confidence levels remained the same over the four month span of the study, and the intervention group who received the sim-lab training reportedly increased in confidence after the study (Dowson et al., 2013).
In another recent study by Chan et al. (2013), a population of Registered Nurses working in acute care settings was utilized to test the relationship between years of experience, confidence levels, and accuracy in utilizing the Glascow Coma Scale. In this study, participants were asked a series of questions that collectively tested their accuracy in usage of the Glascow Coma Scale. Alongside this, participants were asked...
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...erham et al. 2011; Fackler et al., 2015).
Implications to Nursing Practice
Nurse educators play a vital role in shaping the nurses within their staff. It is the responsibility of the nurse educator to provide the proper education, to provide affirmation and validation, as well as creating an environment that is safe where all staff feels comfortable asking questions (Cockerham et al., 2011). Furthermore, in providing affirmation and education, nurse educators hold the delicate balance of ensuring the nurses in their staff are confident, yet that the confidence is well-deserved, is backed by a plethora of knowledge, and that the nurses are consistently reminded that over-confidence and carelessness yields poor patient outcomes. This can allow for confident nurses to work in a safe environment where they feel powerful, and where self actualization can be achieved.
Nurses are key components in health care. Their role in today’s healthcare system goes beyond bedside care, making them the last line of defense to prevent negative patient outcomes (Sherwood & Zomorodi, 2014). As part of the interdisciplinary team, nurses have the responsibility to provide the safest care while maintaining quality. In order to meet this two healthcare system demands, the Quality and Safety Education for Nurses (QSEN) project defined six competencies to be used as a framework for future and current nurses (Sherwood & Zomorodi, 2014). These competencies cover all areas of nursing practice: patient-centered care, teamwork and collaboration, evidence-based practice, quality
Although I believe I am competent in the above specified areas, I am still not confident that I will get sufficient support in the hospital environment in terms of knowledge sharing, moral support and being given constructive feedback. Constructive criticism increases confidence in the work role and reduces stress in an individual (Doody, Tuohy & Deasy, 2012). In my previous professional placements, I have been able to demonstrate my competency to work in the healthcare environment. I have received positive feedback from placement educators, buddy nurses, and patients. Despite being competent in a range of the above areas, NGNs may still face transition shock.
In-class discussions focused in on these various images of nursing and their damaging consequences. I have observed that I am not as assertive as I should be to dispute these negative images of nursing. I need to recognize when individuals make comments insinuating a negative portrayal of nurses. I will then proceed to educate these individuals on their uninformed views by demonstrating an understanding of my role as a nurse. This step will require knowledge and confidence; which I hope to acquire by the following strategies outlined in my knowledge confidence
Another factor that influences being a safe and professional nurse is having the right attitude. This will help you develop your nursing skills better if you have a positive attitude, because you may work with a team of registered nurses but you must recognize that each of you have your strengths and weaknesses. You must value each nurse for their expertise and skills, and always be willing to learn and accept feedback to help improve yourself. As a nurse, you may be great at starting IVs, while another nurse may be great at talking to patients, another nurse may be great at wound care, etc. Overall, recognizing when to ask for help is a good quality in nursing, this isn’t as a disfavor to yourself but actually a service to your patient, because
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
Eggenberger, T. L., Keller, K. B., Chase, S. K., & Payne, L. (2012, November/December2012). A Quantitative Approach to Evaluating Caring in Nursing Simulation. Nursing Education Perspective, 33(6), 406-409. Retrieved from
Newly graduated nurses lack clinical skills necessary to evolve professionally and carefully from academics to bedside practice (Kim, Lee, Eudey, Lounsbury & Wede, 2015). How scary is that not only for the patient but also for the new nurse himself or herself? While being faced with new challenges, an increasing amount of newly graduated RNs felt overcome and unqualified. Twibell and Pierre explain how new nurses express “disillusionment” about practice, scheduling, and being rewarded. Frustration and anger between employees play a huge part in NGNs resigning because of the lack of experience and knowledge of what to do in high stress situations (2012). Nursing residency programs have proven to directly improve patient care, develop critical
Still, the previous advantages discussed should influence the nurse to improve in identifying patient vulnerability. This is evident by this patient where I utilized my interpersonal skills to communicate to this patient so that he/she is aware that he/she is not alone in this journey. Nurses need to utilize models and theories to guide nursing practice. For instance, McCormack’s framework focuses on patient-centered care which influences nurses to understand the patient as a whole and their values (Abley, 2012, p. 42). Being able to identify values will give nurses and myself a better comprehension about the patients resulting in worthiness and belonging expressed. As a result, informing nurses about patient’s subjective vulnerability because a trust and understanding relationship is established. This is supported in a clinical experience where a patient “felt understood and opened up for further interactions based on trust” through an honest, supportive relationship with a nurse (Gjengedal, 2013, p. 134). Nurses should provide patient-focused provision of service, and assist this patient in overcoming his/her obstacle as a way of encouragement. Furthermore, Sellman (2005) explains how encouragement may compromise human flourish (p. 7), it is dependent on the situation and it cannot be assumed all encouragement will lead to harm. This informs nurses to be aware of the consequences that prevent the
Increases the responsibility and accountability of professional nurses — an advantage for lifelong learners and knowledge workers, but a disadvantage for those without the proper knowledge and
In this paper I will discuss how preceptors and educational leaders have contributed to my nursing career and many others. The mentors who have the most influence on nurses are those that stick with the nurses and help give them the motivation they need to move through obstacles. In the first few paragraphs, I will discuss my personal experience with a mentor and the characteristics they possessed that were beneficial to me. Mentors have become a great influence in my career and many others. In the last section of this paper, I will discuss some of my personal experiences in example and support why I value the characteristics by referring back to peer reviewed articles. Preceptors are essential and irreplaceable in the nursing profession and in this paper will describe how they are active in every nurse’s life and profession.
Nursing is a varied career that offers opportunities to many. It offers a range of facilities and options for all. Nursing is an ethical centered profession that requires its members to give of themselves. Each individual must maintain a professional atmosphere while upholding his or her personal integrity. Each nurse brings his or her own unique values and beliefs to their work and care. A strong conviction toward those ideals is essential in the profession. Nurses are faced with differing views, ideas, and expectations every day and must maintain neutrality for the betterment of their patients. They care for those experiencing illness, loss, and health and have to nurture accordingly. Nursing is not about the skill set or knowledge we have but about those we help in the process. Nursing goes beyond a career; it is a
The transition from student to a qualified nurse can be a stressful and overwhelming ex-perience for many newly qualified nurses. This opinion is widely upheld throughout the literature with Higgins et al (2010) maintaining that many of the problems experienced are due to lack of support during this initial transition and a period of preceptorship would be invaluable.
Nurses are legally and ethically responsible for protecting their patients from harm that can be predicted or anticipated (Brous, 2014). It is because of this duty that nurses have the "right to accept, reject or object
Developing confidence, and competence is a challenge faced by novice nurses (Morrell & Ridgway, 2014). Over the course of my nursing degree developing, and maintaining confidence in my clinical practice has always been a personal challenge. During my preceptorship placement, I have the opportunity to continue to cultivate my confidence, and prepare to begin my practice as an independent graduate nurse. In the reflection, I will discuss how I have gradually become a confident practitioner through my experiences in my clinical placement, and especially those in my preceptorship placement.
First of all, caring in nursing requires confidence and knowledge. Knowledge can be acquired from education and confidence comes with experience and practice. “Without knowledge and competence, compassion and care are powerless to help