Annotated Bibliography On My Learning And Growth As A Nursing Student Essay

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

Belief is the reflection of values that guides one to plan and set goals in their personal and professional Life. With this in mind, and that caring is the essence of nursing practice, my career path goals were outlined and focused on concept of education , health and care. My perspectives and beliefs about nursing as a profession have been gradually developed throughout the years by the influence of many, mentorship, education and by long years of clinical experience.

The purpose of this essay is to reflect on my personal role in the inter-professional team and the delivery of healthcare that I have encountered during my duty as a health care assistant in one of the hospitals here in England. In accordance with the NMC (2002) Code of professional conduct, confidentiality shall be maintained and all names have been changed to protect identity. The purpose of reflection as stated by John's (1995) is to promote desirable practice through the practitioner's understanding and learning about his/her lived experiences. I have decided to reflect upon an incident with the nurse in charge in one of my shifts and in order to structure my reflection I

We live in a world where the human race seems to be disconnected. Nowadays it feels that there are not enough people helping each other. I don’t treat life like a competition I look at it and I ask myself how may I help? What may I do to make this world a more suitable place for all to live a comfortable and peaceful life? I yearn to come forward and fulfill my role and contribute to our society in any way possible. Nursing is my calling for helping others. It sounds cliché, this I know, but it’s what I desire and what I decided to do with my body, mind, and soul.

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.

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

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

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.

Shirey, M. (2006). Authentic leaders creating healthy work environments for nursing practice. American Journal of Critical Care, 15(3), 256-268.

An important cornerstone required when perusing a Bachelor of Science in nursing degree (BSN), is to gain practicum experience in a clinical setting. During practicum rotation, students can build on their foundation knowledge, think more critically and gain independence. The purpose of this paper is to reflect on my clinical experience during the second half of my practicum rotation, that captured the essence of my nursing practice.

If a person would ask me to define nursing, I don’t think I would be able to provide a complete explanation. I find it so abstract and too difficult to explain especially if the person questioning is not a colleague. It is so ironic, considering that I have been studying and experiencing nursing for more than seven years in two different countries. It was never a significant issue for me until this course has triggered me to think about it more closely. The focus of this paper is for me to be able to provide a personal definition of our discipline’s fundamental concepts with supporting examples from my own nursing experiences, to attempt in providing a reason for my own definition, and to identify which paradigm it closely signifies. Reflecting upon and analyzing this topic will surely challenge my existing view of nursing which in turn will help me develop the confidence in my own nursing practice.

I once heard someone say, “Find something you love to do and you’ll always be successful.” If you want to be in a field where you are continually learning, nursing would be the top pick. This paper will reflect the journey I have taken from Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) with the incorporation of my learning objectives from my clinical course.

The purpose of this essay is to reflect on a challenging situation I experienced during clinical practice as a student nurse. The essay will discuss my thoughts and feelings surrounding the situation and analyse the coping strategies I used in managing the situation, linking to relevant theory throughout in order to provide evidence for practice. The essay will also consider person-centred care and whether this was delivered to the patient. To conclude, the essay will discuss what I have learnt from the experience and how this experience will improve my future

Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Saunders/Elsevier. ISBN 978-0-323-07933-4

Nursing education is designed to offer students the opportunity to become practitioners who are able to connect theories into practice in ways that result in quality patient care. Consequently, Nurse Educators are faced with the challenge of preparing students for the role of the graduate nurse, including not only the theoretical foundations of practice but the technical skills and performance behaviors necessary for their role in caring for patients with complex needs (Klein, 2006). Moreover, educators often apply a variety of learning theories that foster behavioral change, motivate and empower the nurse to form appropriate partnership with patients to promote quality care. Partnership in care shifts the focus to the patient as the expert and leader of his/her own health care while the nurse acts as a facilitator of health care. The purpose of this paper is to critically analyze how the application of transformative and social constructive learning theories impacts adult learning outcomes; and the resultant role in guiding nurses and patients to forge an effective partnership in care.