Adolescent and Predictable and Unpredictable Elenents of This Transition and Associated Life-Stage

In 2006, the ANMC agreed to create a national registration scheme for health professionals and health education and training. the reason for establishing the nursing standards was to simplify and improve the consistency of the current arrangement. The competenies set boundaries to practise within. These competencies enable nurses from all over the world to be assessed against a specific criteria annually and those returning to work from extended leave periods. These standards also provide a compulsory base line for universities when developing the nursing curriculum (Nursing and Midwifery Board of Australia. 2008). In 2008, the ANMC arranged a meeting and agreed to establish the scheme by 2010. The cinoetency standards have a variety of targets standards

In conclusion, “Nurses in every setting demonstrate their commitment to continually improving their nursing practice by engaging in practice reflection, and by setting and achieving learning goals” (CNO, 2015). The use of standards and guidelines set by the CNO and RNAO are great references

The standards identify the needs for nurses to continue to develop professionally, maintain recency of practice and to provide evidence for these. ("Registered Nurse Standards for Practice", 2018) All 14 health professionals hav five core registration standards which are an important part of regulation. The criminal history registration is common under all National Boards. The English language skills registration standard is common to all National Boards, excluding the Nursing and Midwifery Board of Australia (NMBA) and the Aboriginal and Torres Strait Islander Board of Australia. Recency of practice, continuation of professional development and professional indemnity insurance registration standards are specific to the individual National Boards. These standards have all ben reviewed recently by most National Boards. ("Registration Standards", 2015) There are various professional opportunities provided through AHPRA such as how they support advanced and specialty practice. AHPRA supports advanced and specialty practice since health professionals are able to apply for endorsements, for example if you were to apply to be a nurse

Mary considers “Competencies for registered nurses” is affecting her career the most. It helps her to maintain the high standards as a nurse. This document has been implemented by Nursing Council of New Zealand (NCNZ) to ensure the on-going education and compliance with standards for nursing care. It consists of four main parts. They are competences in professional responsibility, management of nursing care, interpersonal relationships and interprofessional care and quality improvement. It requires ability to show knowledge and judgment, and being responsible for own actions and decisions, while assuring safety of the patients, their independence and quality of life and health. Also it requires competences in client assessment and managing the care. The clients care should be sensitive to his/her needs. It is supported by nursing knowledge and evidence based research. Besides to comply with “Competences for registered nurses” the patient care should be cultural sensitive (Nursing Council of New Zealand, 2007). Every 3

This paper explores my personal nursing philosophy that I will convey in my career of nursing. It is my belief that nursing is a commitment to public service and a desire to help those in need. Nursing is a discipline of knowledge acquired both through formal education and through life experiences. The sum of these parts continues to refine my nursing practice. Nursing is focused on the delivery of quality individualized patient care, that meets each patient needs holistically as opposed to treating an illness. My nursing philosophy incorporates the knowledge of medicine as well as compassionate care that respects each patient dignity and values. I believe that the collaboration among healthcare professionals promotes quality patient care and is a crucial aspect of nursing. I also believe in nursing that strives to maintain a healthy community through health promotion.

Reflective practice is the constant process of reflecting and analyzing your actions, as the nurse, to adapt to the situation in order to address the patient’s specific needs (Oelofsen, 2012). This concept is grounded in the work of many health care professionals as they reflect upon their experiences to improve the care delivered to patients. It is essential that all nurses have knowledge about reflective practice to provide quality care. This teaching plan aims towards providing the knowledge of reflective practice to new nurses at Minnesota Visiting Nurse Agency (MVNA). The nurses at MVNA have knowledge, skills, and abilities to provide baccalaureate level of nursing care. The nurses also have knowledge of Healthy Families America, Prevent Child Abuse America, and Nurse Family Partnership, which are programs at the MVNA that integrate reflective practice into their care. Nurses will approach this teaching plan with a mindset ready to learn. According to the Code of Ethics Provision 7, “nurses must participate in the advancement of the profession through knowledge development” (American Nurses Association, 2011). Nurses are obligated to gaining new knowledge to provide optimum patient care. Therefore, expanding their knowledge about reflective practice will enable them to achieve this level of care.

Nurses are expected to make quick and sound decisions about patient care every single day. These decisions require critical thinking in order to provide their patients with the best care possible. Nurses have to be able to think quickly in an emergency situation and that is why critical thinking is so imperative in the healthcare field. Critical thinking is a fundamental skill that we learn in nursing school. It is more of a situational tool nurses use to make clinical decisions.

Professionals should participate in “lifelong learning, seek feedback, and reflectiveness” (Collier, 2012). The ANA covers this topic under many standards. Standard eight covers education, where the nurse “attains knowledge and competency that reflects current nursing practice” (Potter et al., 2011, 212). Medicine is constantly changing so it’s important to keep up and put these changes forward in your nursing practice. Standard nine is “professional practice evaluation” where nurses evaluate “one’s own nursing practice in relation to professional practice standards and guidelines, relevant statues, rules and regulations” (Potter et al., 2011, 212-13). It is important for nurses, not only to see if they are complying with standard eight, but to also reflect and see areas for improvement. Standard 13, “research”, is where nurses seek out new information and integrate it into their practice, allowing nurses to learn through “conducting research” (Potter et al., 2011, 213). All of these standards are very important for nurses so they can keep up with the ever-evolving world of nursing and satisfy their “commitment to autonomous maintenance and continuous improvement of competence” (Collier,

Nursing education has evolved noticeably over the last century (Johnstone, 2016). Historically, nurses have been trained “on the job” in hospitals (Govranos & Newton, 2014). In the mid nineteen-eighties, regulation boards were initiated which changed the standards of nursing education, and theoretical education was introduced for nurses to complete in tertiary settings before joining the workforce, to ensure a higher standard of care (El Haddad et al., 2013). In Australia, by the early nineties, all registered nurses were entering the nursing profession via the university education pathway, and enrolled nurses followed a pathway of vocational education

There are a number of changes one experiences as one moves from adolescence to adulthood o midlife. For instance, as an adolescent, one behavior that was common to me, as it is to most adolescents, was the desire to "test the limits." This is the parental balance that comes with temperament and experience how to set limits and guidelines while, at the same time, allowing the teen to make their own mistakes and constructively learn from those errors in judgement. Then, as we grow into adulthood, there seems no adequate way to prepare for the role of parenting a teen the emotional storms require patience, listening, and unconditional acceptance of the need to grow and explore- and to become their own person. Upon reflection, this testing of limits seems to be more of a model of learning about views towards religion, spirituality, class structure, ethnicity, and sexuality. The teen cannot, nor is expected to make up their mind about lifelong views on these subjects, but may experiment and use the testing period to find a comfortable balance from what they have been told versus what they can experience for themselves. Without testing, I am less sure that many of my adulthood views would have taken place..

The transition is defined as the movement from adolescence to adulthood in all areas, including home, health care, education, and community. The transition should be a practice rather than an event. Optimally, a child, his or her family, and the practitioner should be preparing for transition throughout childhood and adolescence. Although all adolescents make this transition, this article focuses on the transition process for vulnerable populations, including those who have chronic medical conditions, intellectual disabilities, and mental health conditions. Smoking doubles the risk of stroke when compared to a nonsmoker. Smoking increases clot formation, thickens the blood, and increases the amount of plaque buildup in the arteries. If you smoke, try as hard as possible to stop. Ask

While reading Developing Adolescents: A reference for Professionals, I couldn’t help but think about the girls at my intern site. I feel like I understand them a lot better after this reading. Their at the stage of their lives where things are constantly changing, their still trying to understand themselves and their ideas. So it should be expected that it’s going to take time for some of the girls to warm up to me and actually trust me enough to be free and open around me as much as I see that they are with Stanley and their peers.

This academic writing is on “Reflection paper.” The purpose of this paper is to explain how this writer fits in the Institute of Medicine (IOM) proposals concerning the future of nursing which hinges on increasing the proportion of nurses with a baccalaureate degree to 80% by the year 2020, doubling the number of nurses with a doctorate degree by the 2020 and also ensuring that nurses engage in lifelong learning. This writer will also discuss how increasing level of education will affect how she competes in the current job market and how it affects the role of the writer in the future of nursing.

The actual diploma involving nursing was nationally accepted this season, it coincided while using the institution in the Australian Health and fitness Users Legislations Expert (AHPRA). This was vital while earlier each and every express experienced a different system along with specifications and this also was not useful for nationwide managing. This was apparent when the medical staff would likely move careers between states and discover that the proficiency models are not equal. (Koutoukidis, Stainton

Traditionally, nursing education in Australia began with apprentices from public hospital whereby they were paid full board and accommodation (Department of Health, 2014). Slowly, regulatory bodies for nursing were recognized in each state and territory, which resulted in the introduction of minimum standards for both the theory and clinical components of nurse training and the accreditation of schools for general nursing education (Department of Health, 2014). State-based examinations were held at the end of the training period to qualify nurses (Department of Health, 2014). These agencies or authorities also had a register of those who had met the required standards and were eligible to practice as registered nurses (Department of Health, 2014).