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Nursing knowledge and clinical practice
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One of the problem with new Australian nurses is insufficient preparation to become a nurse. Theoretical knowledge and practical experiences should be put together in order to make effective decisions instead of employing theory solely in real clinical settings
(Purling & King, 2012). However, Purling and King (2012) reported that GNs recognised that their nursing skills and clinical experiences are insufficient to apply them in the hospital (Purling & King, 2012). According to Hadded et al, (2016), the GNs often complain about the significant differences between what they have learned at university and taking care of patients in hospitals and these are referred to 'reality shock' (Walker et al, 2017), or ' theory-practice gap' (Hadded et
The skills acquisition concept poses a backwards movement in progress. The competent nurse in this case steps backward down the ladder to the novice level as an NP. Moreover, learning new skills, knowledge, and methods of treatment may technically be a step forward in a person’s career, but it is a step backwards in confidence and experience. The transition theory suggests transition as a never-ending process. The success of this course depends on a person’s support system and methods for coping. The transition theory has three stages: moving in, moving through and moving out. The moving in stage would be entering graduate education. Moving through is the process of completing classes and clinical time. The final stage, moving out, is beginning the first position as an NP. Successfully transitioning through these stages is heavily reliant on support, self-awareness and coping mechanisms. For instance, failure to begin the transition phase in graduate school is a prediction of the inability to properly shift into the role of NP (Poronsky,
Through the utilisation of the accompanying text, I aim to discuss and reflect upon one person’s care, to which I have had previous involvement. Using the perspectives set out by Chapelhow et al (2005), I aim to gain a broader outlook on what is expected of me as a Student Nurse. Chapelhow et al (2005) has identified six skills that they feel are required of every Health Care Practitioner. These skills are defined as ‘enablers’ as they are fundamental skills that provide the means for expert professional practice (Chapelhow et al 2005). Although there are six skills outlined, I will only be using two of them to analyse the care I provided. I have chosen to use communication and risk management as my two enablers.
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
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.
The nursing shortage in the healthcare setting, can result in decreased quality of care with the patient and this can have a significant impact on the financial aspect of the organization. As time changes, there are more acute illnesses being presented in the hospital as a result of the patient prolonging to seek medical treatment. The delay in seeking medical treatment often stems from the patient not having health insurance and seeking home remedies as an alternate method of treatment. When the patient present to the hospital with multiple acute illnesses, the staff should be skilled, ready and available to render the necessary treatment for the patient. The idea of nursing shortage, poses the risk and outcome of poor
As a medical / surgical RN, I provided care for the elderly, the infirm, the mentally challenged, the young, and the psychologically disturbed. The wide variety of patients exposed me to the effects of life style choices, health care choices, and the resulting impacts to the patient as well as to the family of the patient. This experience has fully matured my view of the awesome responsibility that we, as health care professionals, have been charged with, and it has furthered my desire to obtain the skills necessary to provide more advanced care for my patients. In addition to exposure, maturity and experience, my career as a medical / surgical RN has also sharpened my critical thinking abilities and provided insight on observing signs and symptoms that a patient may be unware of. Furthermore, as a charge nurse I learned the importance of collaborating with other health care professionals in order to provide the highest level of care available. In summary, my career as an RN has provided valuable experience, maturity, exposure to impact and outcome, enhanced my critical thinking abilities, and improved my collaboration
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
Nursing has a long history of being integral to healthcare. However, without flexibility and continual development, it is at risk to stagnate and lag behind other professions. One change could have significant impact in averting, or some would say 'reversing', that negative trend: to raise and establish the minimum entry requirement for nursing practice. Over the years medicine has changed, society has changed, and culture has changed. These changes necessitate a malleable profession that adapts to better respond to increased demands, especially in regards to education. In light of the ever-evolving complexities and dynamics of the healthcare world, the minimum requirement for entry into nursing practice should be a baccalaureate degree.
The modern nurse has much to be thankful for because of some of the early pioneers of nursing, such as Florence Nightingale and Jensey Snow. However, the scope and influence of professional nursing, as well as the individual nurse, has seen more exponential growth and change in North America since the establishment of the first professional organization for nursing, the Nurses Associated Alumnae of the United States and Canada, which in 1911 came to be known as the American Nurses Association.
...uickly changing medical technology and environment. The bickering and infighting amongst nurses has to come to a stop if the profession is to move forward alongside the other medical professions. It is too late to take nursing back to the point of basic care of the 19th century now fulfilled by certified nurse aides. A nurse is the first and last person many people will ever see. They provide complex care, recognize symptoms and changes when the ever shrinking physician pool is not available, advocate for patient and families, and care deeply for their patients recovery. In this paper the author used past nursing history, current medical demands and advancements, and clinical patient outcomes to argue that the minimum education for a nurse should be a Baccalaureate degree in order to meet the Institute of Medicines goal of 80% of nurses should have BSNs by 2020.
The transition from student status to qualified practitioner can be a daunting and traumatic time for the majority of individuals. Feelings of inadequacy and the inability to cope with this change can prove extremely stressful for the newly registered nurse and place new, ill-prepared for demands on them. Kramer (1974) describes this as 'Reality Shock'. It could even result in a change of career for some people. Allanach and Jennings (1990) stated that 'by easing the transition into the professional practice role, preceptorships may be useful in mitigating negative affective states which, in turn may effectively reduce the premature exit of new nurses from the profession'. There could also be a damaging effect on the standard of client care caused by lack of experience and skill incompetence. Lathlean and Corner (1991) conclude that 'most newly qualified nurses require further knowledge and development of skills and the traditional initial training does not prepare the student adequately for their first staff nurse post'.
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.
The medical community has changed since the 1980s, as positions and duties has changed. Each position contains specific duties to help with patient care and outcome. Just like a pyramid, each position holds a superior rank to the other. The doctors are at the peak and control the patient care. They make the decisions based on the information provided to them by the nurses. The registered nurse (RN) is at the next level and communicates between the doctors and the supporting staff. The supporting staff, the final level, assist the patients on a one on one basis. This pyramid of positions alters depending on the specialty or facility that an individual is employed, and condition of the patient. One without the other is an impossible task...
Knowledge can be seen as the main focus of nursing qualities as it is a lifelong skill that is learned throughout a nurse’s career. In nursing, knowledge can be classified as theoretical or practice-based. Practice-based knowledge is attained through the nurse-patient encounter. According to Mantzoukas and Jasper (2008), a nurse’s nonverbal and verbal communication exhibits the nurse’s practice- based knowledge. When nurses demonstrate appropriate communication patients feel understood and comfortable within the relationship. It is difficult for a nurse to obtain this knowledge without taking an autonomous and individual approach for each patient (Mantzoukas & Jasper, 2008). Taking an autonomous approach allows for the nurse’s critical thinking to improve as well. Good critical thinking skills increases the chances of achieving desired patient outcomes as the nurse is able to analyze the situation effectively. Theoretical knowledge is acquired through education. This type of knowledge is expressed through what nurses know and the logical information the nurse possess in relation to their practice. Theoretical knowledge is also important as it makes the nurse competent and capable of carrying out simple tasks. From the coat of arms, it is evident that knowledge is a unifying quality that is the foundation for acquiring other qualities necessary for
The education standard in India has endured considerable neglect (Tiwari, Sharma, & Zodpey, 2013). Furthermore, the rights to nursing autonomy and professional growth has been slow, even though the profession has demonstrated rapid growth. Insufficient financial assistance from governments and fragile nursing organizations effect the levels of education delivered. Extensive studies into the quality of nursing education in India has indicated sub-standard educational institutions and poorly qualified teaching staff (Evans, Razia, & Cook, 2013). Although the availability of numerous public and private nursing schools and colleges throughout India, the quality of these institutions are questionable and the geographic locations problematic. A negative consequence to having a large quantity, especially in one concentrated area, is the lack of quality teachers. Some faculties recruit retired nurses, many who have had no current in-service training and therefore teaching outdated skills. In addition, graduate nursing students coming straight from university are being lured into teaching positions to fill the shortage of teachers, however the nurse graduates lack the clinical or practical skills acquired from working in the industry. In addition, there are profound teaching deficiencies in retired and graduate nurses due to no formal educational training or registered educator qualifications (Tiwari, Sharma, & Zodpey, 2013). Australian’s outstanding reputation to deliver excellence in superior education allows Australian nurses access to high quality, comprehensive nursing education programs. Australian universities offer a range of in-depth nursing courses delivered by highly qualified lectures and tutors skilled in nursing practices. Support from the government and private nursing organizations allow access to undergraduate degrees