Essay on Hcs 301 - Personal Goals

McKenna, L., & Newton, J. M. (2009). After the graduate year: a phenomenological exploration of how new nurses develop their knowledge and skill over the first 18 months following graduation. Australian Journal of Advanced Nursing, 25. Retrieved from http://web.a.ebscohost.com.proxymu.wrlc.org/ehost/pdfviewer/pdfviewer?sid=57a243af-c0d3-4f81-addf-041456493db3%40sessionmgr4005&vid=1&hid=4206

In the late 1980’s a study was performed by Lois Haggerty. Haggerty is a masters prepared nurse who wanted to study the differences of response to patient situations in different types of nursing education programs. Her study prompted a push for more research on this issue and for the increase in baccalaureate prepared nurses. The study began with 44 ADN and 31 BSN students preparing to graduate. They were presented with four case studies. They watched two videos of patients expressing somatic distress and two videos of patients expressing non-somatic distress. They were prompted to fill out a questionnaire for each scenario stating what they would say first to each patient. Haggerty discovered that both the ADN

After graduation I will be attending National Park College for the RN to BSN degree program with dual admission to Henderson State University. I plan to become an RN with a Bachelor's degree and gain field experience before going back to school to become a Nurse Practitioner. To prepare for these rigorous classes, I have already taken the Level 1 Med Pro class offered by National Park to high schoolers and am currently taking the Level 2 class provided as well. Through this Level 2 class I have also become a Certified Medical Billing Specialist (CMBS) and a Certified Medical Records Technician (CMRT). I will also be taking the test to become a Registered Medical Assistant this year. With these certifications I plan to gain work experience in

The competencies were made as a bundle and all are imperative to nursing practice. When asking students and teachers if they have witnessed an error in the clinical realm, almost two-thirds of second year nursing students and almost all of faculty staff admitted to seeing one, but not all that witnessed the error, reported the error (Lewis, Stephens, & Ciak, 2016). The clinical environment is an ideal place to teach systems thinking in undergraduate students. During the clinical experience, the faculty preceptor can broaden the learner’s problem identification from a focus on personal effort in a single situation to a focus on sequences of events (Dolanski & Moore,

Nursing is by nature a stressful occupation. Making that even more stressful, newly licensed nurses are being thrown into the profession more and more without the proper orientation and training. Although newly licensed nurses have achieved the legal and professional requirements of minimal competence to enter practice, studies indicate that many new nurses lack the clinical skills and judgment needed to provide safe, competent practice (Dyess & Sherman, 2009). The rapid deployment of new graduates into clinical settings where they assume professional responsibilities on the same

To improve the efficiency and customer service in my department, I would first identify and define the problem; secondly I would try generating and evaluating alternate and possible courses of action to understand in which areas they would need help on, thirdly based on a situation choosing a preferred and a relevant solution will be given, fourthly the solution will be implemented and finally to evaluate the results to see the outcomes.

In today’s healthcare system, nursing is a challenging field as a result of rapid technological advances and changes in healthcare policies. As a dedicated nursing professional, with a great passion for learning, I strive to stay on top of these changes. I am determined to increase my knowledge to be an instrumental part of providing quality healthcare. The demands of nursing are high; however the rewards are even higher. Nursing requires both a supreme understanding of the science of health, and a caring bedside manner befitting only those who seek a position of such a personal involvement in the well-being of a patient. Academically, I will put forth all of

The beginning of a new graduate nurses career rarely begins easily, there seems to be a distinct disconnect between the fantasy of what it means to be a nurse and the reality of bedside nursing. Nursing school seems to feed into this disconnection, in that it does not prepare the new graduate registered nurse (NGRN) for their professional practice. What nursing school does is give the NGRN the basics, a peak into what is to come. The NGRN has to find out for themselves what the true meaning of being a nurse is and if it fits their preconceived ideas.

I have read and understand the plagiarism policy as outline in the syllabus and the section in the Catalog relating to the IWU Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I certify that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act/s, which include expulsion from Indian Wesleyan University.

My practice in nursing has been influenced by various elements within my career. I have come to embrace that nursing is a learning process and one should expect constructive criticism. When I began as a “novice,” I found myself nervous in some clinical situations but I managed to remain focused on

When most experienced registered nurses hear the word shock, they begin to use their critical thinking skills to determine the patient’s immediate need. However, new graduate nurses in the career field are faced with a different type of shock; they are faced with transitional shock. Transitional shock is a theory created by Judy Duchscher. Her theory is based on reality shock which is a term coined by Marlene Kramer. Reality shock is when new nurses recognize clinical practice and the classroom setting are two different worlds (Hentz and Gilmore, 2011, p.134). When new graduates transition to a registered nurse position, it does not happen with ease. Over the years, there has been a rise in concern with this transition. As new graduates move in the career field, they may feel anxious and uncertain about their new responsibilities. Unfortunately, when there is a high demand of nurses, new graduate nurses are expected to begin a new job at full speed, but they are not able to handle the fast pace position they are placed in. When new graduates are expected to accomplish task they are unprepared for, it sets them up for transitional shock. To minimize transition shock for new graduates, finding a mentor, preceptor, seeking an internship or residency program may help ease the transition.

Several learning theories have been put forward to explain how learning takes place in individuals. These theories have found application in formal learning situations including nursing education and training. In addition, a number of nursing theories also aim to prescribe the best approach to the practice of nursing in a professional environment. Of the learning theories, social learning theory takes into account the role of the environment in shaping responses through interaction with the cognitive skills of the learner. The deliberate nursing process theory also emphasizes the importance of responding to the real environment instead of blindly implementing prescribed solutions. This essay discusses the responses of a nursing professional in a real-life learning environment in the light of social learning theory and deliberative nursing process theory.

Issues such as staff shortage, increased workload, staff feeling threatened by the student nurses, and poor teaching skills can contribute to students not feeling supported (Burns and Paterson, 2005). Nursing students had identified that anxiety as their main concern in the research done by Masoumi and Sharif (2005). The unfamiliarity of tending for patients and worrying of making mistakes during the clinical attachment are the factors that students feel anxious. Mentor can diminish anxiety by utilizing simulation, where genuine case studies and scenarios are being simulated and roles and responsibilities of student nurse are being discussed (Burns and Paterson, 2005).Gradual encouragement in helping student nurse to gain control over their own learning may aid to construct their confidence which will reduce their

Patricia Benner described the first stage as the novice nurse who is taught general rules to perform tasks without any, or very few, clinical experience. This rule-governed behavior is limited and inflexible (“From Novice to Expert”, 2013). Most nursing students are in the novice stage while they are completing their educational requirements (Cherry & Jacob, 2014). Although they have some exposure to clinical experience, it is limited and under the guidance of a nursing instructor rather than in a “real world” setting. According to Cherry & Jacob (2014), once the nursing student graduates, he or she will begin the progression into the advanced beginner stage (second stage). The advanced beginner nurse is able to make some judgment calls based on having experience in actual situations and performance is adequate. During this stage, the nurse begins to formulate principles to guide actions (“From Novice

Hogston and Simpson (2002) describe this traditional task-orientated method of nursing care as contrary to the nursing process, compromising the concept of individualised patient centred care. Price (2006) supports this view, suggesting that patient-centred care requires the nurse to be flexible and not confined to set care pathways or task-orientated methods. I complied with functional nursing and completed tasks assigned to me which Higginson (2006) states many first year nursing students do as they are preoccupied with worries about their ability to perform nursing duties. However, through this I found that I did not engage completely with the patients which according to Squire (2001) would have built a good, therapeutic and interpersonal relationship with the patients. Reflecting using Benner (1984), in terms of starting to become a proficient and capable staff nurse, I was a novice. Rather (2007) states that novices are taught rules to help them perform, and although I was not taught these rules within my first placement I still adhered to them and reflecting back I would consider my practice as limited and inflexible due to these rules. Consequently I saw managerial skills such as time management, prioritising and delegation beyond my capabilities, Hill and Howlett (2005) state feeling incapable of managing patient care is normal for a first year student nurse.