I believe that all nurses have felt a sense of uneasiness or fear when moving into uncharted territory in our nursing practice. It is an uncomfortable feeling when a skill that we have not utilized since a simulation in nursing school or a technique long forgotten after many years of neglect is needed. It reminds me of the low self-confidence look that is often seen in new nursing students as they walk into a patient’s room for the first time during clinical rotations.
I do not have to look back very far to see a time when my self-confidence as a nurse was at an all-time low, reminiscent of that nursing school student. Almost a year and a half ago, I walked through the doors of Sunrise Adelante Clinic as a triage nurse with responsibilities for medical decision making, clinical care, and triage. Prior to walking through that door, I had
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219). Perry also mentioned that self-confidence can have a direct impact on the amount of trust a patient may have in the care provided by a nurse (Perry, 2011, p. 218). The author did not clearly express the implications of her literature review findings.
The second step of Walker and Avant’s process requires one to identify the purpose of the analysis (McEwen & Wills, 2014, p.58). As previously mentioned, Perry (2011) stated “the purpose of the analysis is to provide clarity regarding the meaning of the concept of self-confidence…” (p. 223). She also mentioned the purpose of the concept analysis was to aid in understanding the attributes, antecedents, and consequences related to the concept of self-confidence (Perry, 2011, p.223), all of which will be discussed later in the
One of the many causes of stress for a new nurse practitioner is a lack of orientation period. Studies show improved confidence and ability in RNs with appropriate orientation
Foley (2016) recommends a method called The Doorway Assessment as a tool to help nursing students overcome the anxiety many of them experience on their first day of clinical. Foley (2016) describes The Doorway Assessment
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.
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.
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
...rst 6 months of practice, a finding confirmed by Duchscher (2001). With experience, new nurses find that they are able to cope up with an increasing number of different clinical problems and develop confidence after managing similar situations in an acceptable manner over time. Their relationships with expert nurses change and they are more likely to engage in interdependent decision- making and clinical judgement. They are distressed, however, if their judgements differ from those of more experienced nurses (Benner et al. 1996). New nurses focus on caring aspects of nursing only after they gain confidence in their abilities to cope up with the more obvious demands of client and nursing unit situations. With experience, they report more involvement with clients and families, and a return to the holistic care that they conceptualized as students (Duchscher 2001).
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
The thought of transitioning from a community health nurse to a family nurse practitioner brings feeling of anxiety and self-doubt because of the amount of medical information I need to remember to provide care to children, women, adults, and elderly. I have also heard of frightful stories of clinical preceptors and nurse practitioner students that scare me. However, one thing I learned at clinical bound is that it is “ok” to not know everything on the first day of clinical rotation. It takes time and experience to become proficient.
Trust is identified with a variety of settings and applications. Trust is regarded as the foundation of any therapeutic relationship, and an essential element of nurse–patient relationships. The concept applies to nurses in professional settings as it is considered inherent in the relationship between a nurse and their patient, (Britcher, 1999) and the patients’ family. A clear definition of what constitutes trust is difficult to find in the literature, and various concepts are viewed from the perspectives of the nurse-patient relationship, the nurse's work environment, and contexts from other disciplines. The dual perspectives of trust as process and outcome are adopted, and their relationship to measurement of the construct is identified. The concept is examined to determine if differences in its ...
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.
De Raeve, L. (2002). Trust and worthiness in nurse-patient relationship. Nursing Philosophy, 3, 152-162. doi: 10.1046/j.1466-769X.2002.00090.x
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.
Albert Bandura first described the concept of self-efficacy in 1977 as the belief in one’s capability to execute the actions required to attain a goal. As a construct of self-efficacy, self-judged confidence can be defined as a judgment about one’s perception of ability. Confidence in one’s ability directly affects his/her performance. The ability to learn new skills and knowledge is also affected by an individual’s feeling of self-efficacy. Unlike self-esteem, self-efficacy can differ greatly from one subject or skill to another. Self-efficacy is dynamic because it can change over time as new experiences and new information is acquired. As self-efficacy increases so does one’s self-confidence. Self-efficacy provides the foundation for human motivation, well-being, and personal accomplishments (Leigh, 2008).
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.
I remember there was a time on my first few weak of orientation I felt like I didn’t belong the healthcare field. I was about to quit the nursing profession, but one of the experienced nurses who was working with me told me that you couldn't run away from yourself just hang in there you will figure it out you are not the alone. I could say there was a significant gap between theory and practice. In real life practice, I learned so many things through everyday training and experiences from working difference patients with the different case. In school, we learned the importance of evidence-based practice but to incorporate that knowledge in real life practice is a different problem. In nursing practices, we come across patients with various health issues that require a solution right then. From this vantage point, the student begins to learn the value of looking at what is perceived as pure clinical problems in a more significant context. (Ferrara, 2010). Not only has this brought the theory we have learned in school and what a nurse has experienced in clinical setting closing this