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Ethics and law in the field of medicine
Ethics and law in the field of medicine
Ethics and law in the field of medicine
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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. I presume the role transition from academic nursing student to Graduate Nurse will be challenging and rewarding. In their findings, the researchers Doody, Tuohy & Deasy (2012) stated that for a successful transition NGNs need to be competent in a range of domains: interpersonal skills, managing workloads, providing health information, communication, and prioritising care delivery. Although I believe I am competent in the above specified areas, I am still not confident that I would 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. Transition shock or reality shock in the NGN is the stress faced whilst moving from the university study phase to hospital based professional practice (Kramer, Brewer & Maguire, 2013). The NGN faces various challenging t... ... middle of paper ... ...0.002 McKenzie, D. C. (2012). Respiratory physiology: Adaptations to high-level exercise. British Journal of Sports Medicine, 46(6), 381. doi:10.1136/bjsports-2011-090824 Papastergiadis, N. (2012). Seeing through multicultural perspectives. Identities, 19(4), 398. doi:10.1080/1070289X.2012.718714 Steven, D. K. (2014). Diabetes education. Innovait, 7(3), 168-173. doi:10.1177/1755738013520309 Theisen, J. L., & Sandau, K. E. (2013). Competency of new graduate nurses: A review of their weaknesses and strategies for success. Journal of Continuing Education in Nursing, 44(9), 406. doi:10.3928/00220124-20130617-38 Torpy, J. M. (2011). Diabetes. Jama, 305(24), 2592. Wang, Z., Hoy, W. E., & Si, D. (2010). Incidence of type 2 diabetes in aboriginal australians: An 11-year prospective cohort study. BMC Public Health, 10(1), 487-487. doi:10.1186/1471-2458-10-487
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
In conclusion, Martha’s Roger Evolution Concept Analysis on nurse competency has helped novice nurses become well rounded competent nurses, there is a need to establish a standard definition of what a competent nurse looks and acts like (Smith, 2012). Once the State Board of Nursing establishes a universal definition of nursing competency, then all nursing curricula can teach in a manner that will help new grads transition smoothly into the hospital setting with little hiccups, and the time required from a novice to a competent nurse will decrease (Smith,
Hampton, R. & Toombs, M. (2013). Indigenous Australians and health. Oxford University Press, South Melbourne.
As new nursing graduates begin the process of transition into the nursing practice. There are many challenges and issues which are associated throughout the transition. New graduates may embark 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 nursing key challenges that student nurses may face, throughout the process of the transition phase. The nursing key challenges chosen for this essay include professionalism, preparation, personal factors, competency factors, patient- centered care and job satisfaction. These nursing challenges will be thoroughly discussed and supported by current evidenced based research and nursing literature.
Schoening, A. M. (2013). From bedside to classroom: the nurse educator transition model. Nursing Education Research/Educator Transition, 34(3), 167-172.
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
Preceptor recruitment, preparation, and compensation; preparation and evaluation of the students; as well as the setting and overall experience for both student and preceptor have long since been starting points for literature reviews when addressing new graduate nurse practitioner (NP) clinical competency upon entry to practice. Preceptor models and student/mentor relationships address, in part, the following benefits: opportunities for critical thinking, operationalizing theoretical concepts, enhancing professional behaviors, interaction with peers and ancillary personnel, all while doing so in a real world environment (Ivey, 2006).
With the current literature research diabetes a growing among patients across the world. There several ways nursing can educate their patients on this disease that is killing their patients day to day. Educating their patients on getting physically active, changing their diet, and not smoking our some
The registered nurses, selected to be mentors are the more experience, knowledgeable and will support and nurture the new grad. These Mentors are the individuals that tell the new nurse what she needs to know and will show her ways to accomplish her goals successfully and expose them to opportunities to learn new things. The nur...
According to the American Diabetes Association (ADA), Diabetes Mellitus continues to rise in the United States with almost 30 million children and adults having diabetes. Approximately 90-95% of those diagnosed are diagnosed with Type 2 Diabetes Mellitus. (ADA, 2014) The need for further patient education by medical-surgical nurses has increased due to the rising number of diabetic patients. Glucose control is important in not only the promotion of health but in the prevention and early interventions of further long-term complication or comorbidities. By focusing on patient education and the responsibility of self-management the patients have the ability to
What led me to nursing in the beginning was having a passion for people. I love the holistic approach and level of care that nurses bring to the literal bedside table. I knew throughout nursing school that I wanted to advance my education further than bedside nursing. I debated on whether to pursue a master’s degree in nursing and just become a nurse practitioner, but ultimately, I knew I wanted to advance my education even further to help make and promote changes in healthcare. By choosing to become a doctorally prepared nurse practitioner, I hope to change the stigma that is attached with being “just a nurse” and show that nurses play a vital role in redesigning
Healthcare is a continuous emerging industry across the world. With our ever changing life styles and the increased levels of pollution across the world more and more people are suffering from various health issues. Nursing is an extremely diverse profession and among the highest educated with several levels ranging from a licensed practical nurse (LPN) to a registered nurse (RN) on up to a Doctorate in Nursing. Diane Viens (2003) states that ‘The NP is a critical member of the workforce to assume the leadership roles within practice, education, research, health systems, and health policy’.
Our course, Transition to Professional Nursing, is barely two weeks old and already I am being enlightened and challenged to expand my experience of nursing. I will attempt to explain my personal journey and experience thus far including how and why I got here, my beliefs about nursing and related values, and my visions for the future.
There are many times in life when a person has to adapt. At the beginning it’s the playground jungle and finding friends who like reading. Then it becomes high school with social rules and changing as a person grows. College is a significant part for a young adult but to challenge that growth is nursing school. Nursing school becomes a boot camp where tears are everywhere and everybody just wants to go home and take a bath. It takes a culture shock – a reality shock – and a strong will to adapt to this new environment. Author Joann Zerwekh talks about this reality shock in her book Nursing Today. It covers the three different phases experienced by graduate
Being a registered nurse affords one the option of working in many diverse healthcare settings. In any practice setting the climate of health care change is evident. There are diverse entities involved in the implementation and recommendation of these practice changes. These are led by the Robert Wood Johnson Foundation (RWJF), the Institute of Medicine (IOM), nursing campaign for action initiatives, as well as individual state-based action coalitions. Nurses need to be prepared and cognizant of the transformations occurring in health care settings as well as the plans that put them at the forefront of the future.