The nurse educator project has been exciting and interesting, but has also brought some challenges. The first project I easily identified would be didactic, and I was grateful for the list of professors willing to be preceptors for this course. My background and experience led me to the leadership course with Dr. Jorgenson for the didactic project. She and I quickly scheduled a phone call to review the syllabus and time requirements for the project. When she and I spoke about the didactic project, she asked if I had planned my second project, and unfortunately at that point I had not been able to secure a preceptor. She at that time mentioned that the leadership also had a clinical component and this year they would be doing a Mock Hospital simulation. I quickly jumped at the opportunity to get involved with the simulation because I have very little experience with simulation. I participated in the morning and afternoon sessions for the Mock Hospital yesterday and plan to participate in a few others over the next few weeks. I am getting firsthand experience with senior level students practice what they have learned over the past few years. I have prepared and plan for the lecture at the end of the week. There is a morning and afternoon class, providing me the opportunity to present the same information twice and make improvements in my delivery if …show more content…
Initially, I had thought to do the didactic and staff development as my two projects. I quickly learned that the organization I work for has very few nurses with advanced nursing degrees. We have a few nurse practitioners, but none that teach or do staff development on a regular basis. This opened my eyes to the need for nurses to continue their education and get advanced nursing degrees. Some of the nurses in leadership roles have a masters degrees, but their degrees were in public health or healthcare
The role of nurse practitioner in the Canadian healthcare system is relatively new compared to the traditional roles of doctors and registered nurses, and as with any new role, there are people who oppose the changes and others who appreciate them. Some members of the public and the healthcare system believe that the addition of the nurse practitioner (NP) role is an unnecessary change and liability to the system because it blurs the line between a doctor and a nurse; this is because nurse practitioners are registered nurses with additional training (usually a masters degree) that allows them to expand their scope of practice into some areas which can be treated by doctors. Other people feel that nurse practitioners can help provide additional primary care services, while bridging communication between nurses and doctors. There are always legitimate challenges to be overcome when changing a system as complicated as healthcare,
In the conflict presented in New Graduate Nurse Orientation, we see that there is a new hire to the floor. Recently graduating from nursing school Helen really wants to fit in with the fellow nurses on the unit. Helen wants to belong to the unit as a whole and is looking to her preceptor Ashley as they one to help facilitate not only her transition from nursing school to the unit, also the transition to being a part of the unit through the camaraderie of the fellow nurses on the unit. What Helen begins to learn is that there is a hierarchy on the unit, which Ashley is in the so called “in crowd”. Throughout Helen’s orientation, Ashley is constantly on her cell phone dealing with personal issues, or a way from Helen when she is need of guidance with alarms and equipment that she is unfamiliar with. Helen being new did not know what she needed or did not need in orientation. When approached by a more seasoned nurse that is not in the “in crowd” as to
Transitioning from Registered Nurse (RN) to Nurse Practitioner (NP) can bring many challenges. This transition begins when a person starts graduate education and doesn’t end until a few years after gaining the position of NP. Having a proper support system, a job that is interesting, and a keen sense of self-awareness are all important factors to a successful transition. Using appropriate coping mechanisms can make this transition much easier. Knowing the possible obstacles and understanding how to overcome them will also ease the change.
Globally it is estimated that there will be a “252% increase in people aged over 65 with one or more chronic condition by 2050” (Procter et al, 2013). The Department of Health’s 2013 Vision and Strategy for District Nurse detailed the increasingly important role that District Nurses have in the delivery and coordination of community healthcare. It described the District Nurse role as “Managing and accountability for an active caseload and providing population interventions to improve community health and wellbeing; Working with a range of health and social care partners in order to provide services for adults and their carers, at home”. A large part of the District Nurse caseload is managing patients with long term conditions and multi-morbidities.
The decision to enroll in graduate school came after considerable time and soul searching. While contemplating the decision to return to school I thought about life, school and work. I realized that my experience in these areas have prepared me for the challenge and I am going to succeed.
How did you become interested in the New Graduate Nurse Residency Program at Children 's Hospital Colorado?
Heller, B. R. , Oros, M. T., & Durney-Crowley, J. (2000). The future of nursing education: 10 trends to watch. Nursing and Health Care Perspectives, 21(1), 9-13.
The nurse educator plays a pivotal role in the education and stability of the nursing corps. Their combination of clinical expertise and desire to be educators is paramount in strengthening the professional nursing workforce. A nurse educator is a registered nurse with advanced education that teaches and prepares students pursuing the field of nursing for entry into the practice. They also teach in various healthcare settings providing continuing education to licensed nursing staff.
As Finkelman (2006) stated, “Mentoring, and important career development to that can be used by nurses any type of set or specialty, can be used to develop the critical leadership skills needed by nurses. All successful leaders have had mentors are our mentors” (Finkelman,2006, p. 390).
Transitioning from nursing school to working in a hospital setting can be a challenging time for a new graduate. Due to the nursing shortage, new graduate nurses are being hired with little to no experience. This is overwhelming for new nurses, especially when they are not getting adequate support or training from the hospital. The amount of stress, pressure, and lack of training is leading to a high turnover rate for new graduate nurses. With patient acuity on the rise, new graduate nurses that are filling these vacancies in the hospitals, need to be competent nurses to provide proper and safe care to the patients.
Nursing encompasses several levels of education and licensure. For decades the differentiation between these levels has been debated, primarily between the differentiation of the Associates degree in Nursing (ADN) and the Bachelors of Science degree in Nursing (BSN). The associate’s degree, which began with the intention of creating a technical nurse, has developed into being “equivalent” to a bachelors degree (Hess, 1996). The two degrees however are not equivalent, the bachelors educated nurse receives two years education beyond the associate, in the liberal arts and upper division nursing courses
My journey to finally realizing of becoming a student in this RN Executive Program has been a long journey filled with excitement and disappointing periods. I 've started this quest in the Summer of 2015 and here I am, two years later, starting my first class in the program, Nursing 301.
Working with new graduate nurses has instilled in me the goal to share my knowledge and expertise with others and to teach others the art of nursing. My short-term goals are to complete the Master’s program by the summer of 2014. My second goal is to secure a job as a nurse educator at a hospital and work with my nurse manager to provide program like in-service to the hospital staff and students. I would like to incorporate my education from State University’s master’s program to assist hospital staff and patients in their learning process, with the use of new technology to facilitate the learning and understanding.
Coaching and mentoring are vital tools in developing the workforce, most especially in enhancing quality practices at the point of care, and also innovating these practices. According to Abiddin (2006), mentoring and coaching are factors which are vital in developing people in their professions. As such, these two are related with career and self development and professional growth (Abiddin, 2006). In line with this assertion, this paper will discuss about the current relevance of mentoring and coaching in nursing in today's healthcare; how it influences both healthcare and nursing; how it is integrated into clinical practice; and how it is used in the clinical setting.
There are several nurses that have established themselves successfully in the work I am pursuing. The work mainly involves care management, client teaching and patient advocacy. Care management focuses on ensuring that the care that various health care providers offer is cohesive to meet the patients’ needs. Client teaching deals with enabling patient gain knowledge about the medications and health. Patient advocacy is involved with protecting and advancing patients’ rights.