Clinical Transition Analysis

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.

As the demand for nursing education grows and with the rapidly advancing roles of nursing, educators need to stay up-to-date. “Theory-based practice provides nurses with a perspective” (Parker, 2006, p.28). With the comprehension and use of educational theories, nursing educators can support student knowledge and development into practice. These theories are outlines of cohesive concepts and principals that describe, explain, or predict how people learn. Every one learns differently and as an educator you need to be familiarized with and open to the use of one or more combinations of theories to successfully teach adult learners in this ever changing health care system. This paper will highlight the use of Constructivist Learning Theory and its application to nursing practice.

My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.

A nurse is a caregiver, a patient’s advocate, an educator; being a nurse is caring. There are basic components that all nurses should meet or should accomplish. The Mississippi Nursing Competency Model is a model that allows nurses to enhance their education and practice. This model exemplifies what core competencies a nurse of the future should represent, by her skills, attitudes, and knowledge. These core competencies include: patient-centered care, safety, professionalism, systems-based practice, informatics and technology, communication, teamwork and collaboration, leadership, quality improvement and evidence-based practice. Because I am still learning, there are still certain competencies that I was not able to either accomplish or accomplished

Healthcare and the nursing profession are continually changing, and curriculum will have to evolve to ensure that nursing students are being taught the most relevant information. Iwasiw and Goldenberg (2015) illustrated curriculum work, change, and faculty development as an intertwining and infinite process. Nurse educators and faculty need to participate in curriculum design, implementation and evaluation otherwise nursing education does not change and progress is limited (Iwasiw and Goldenberg, 2015). The National League of Nursing (2016) identifies participation in curriculum design and evaluation of program outcomes as a nurse educator core competency that entails the responsibility of preparing graduates to work in the health care field

Review the competencies for the nurse educator role of your choice (either hospital-based or academic; ANA or NLN) in the assigned readings. Select one competency and share it with your classmates. Be sure to address why you selected the one you did. Discuss how you have already met it or how you plan to meet it as you embark on your journey as a nurse educator. Support your response with literature.

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 a profession that requires individuals to be skilled and knowledgeable in several different arenas. From the use of science in order to apply theories and research into practice, to using critical thinking and advocating for the improvement of healthcare, the Advanced Practice Nurse (APN) must be able to integrate these skills into practice. This paper will review the competencies set forth by the National Organization of Nurse Practitioner Faculties (NONPF). In order to better grasp how an APN implements the use of such competencies, an interview has been conducted with a leader in the profession. This interview was done in person with the use of a tape recorder while the interviewer took notes. To better understand just how instrumental these competencies are to the profession, the APN student must be able to see how it is used in everyday practice by one who is already working as an APN. APN students can review materials concerning the competencies needed; however, the student is able to have a better grasp of the role of the APN by becoming aware of how one in the profession applies these competencies in the real world.

I believe that the profession of nursing requires that we continually seek learning opportunities and strive to improve our skills and knowledge. As an instructor my role is not only to teach evidence based material but to make it applicable to subsequent classes and future professional practice.

Nursing career is one of the few fastest growing fields in the health care industry not only in the United States but also in the world. Nurse practice has drastically changed in the last decade and as a result the need for changes in nursing practice is becoming more and more important. The Institute of Medicine report discusses so many aspects in nursing but this paper requires detailing the impacts on Nursing Practice (Transforming Practice), Nursing Education (Transforming Education), and the Nurse’s role as a Leader (Transforming Leadership). These three key aspects are discussed in the following pages.

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

During the first half of my Integrated Practicum, I was independent for the most time, applying my critical thinking, decision-making, communication, and research abilities, but I also asked for assistance or support from my Preceptor and CCD if difficult question raised. I followed the CHNC standards of building trusting relationship and demonstrated professional accountability, responsibility, and adaptability in approaching clients, groups, community partners, nurses, peers, and other professionals. I worked collaboratively in teams and fostered growth with other nursing students by sharing knowledge or alternative approaches or offering the topics to explore. I am confident that I am gaining the necessary

The Nurse of the Future Nursing Core Competencies (NOF Core Competencies) were selected to show the correlation of competency based education and practice partnership. This is being done nationwide so new student nurses would be more prepared with critical thinking and competent learned skills during clinicals. It encourages many nurses to continue their education with some becoming Doctors of Nursing, Nurse Practitioners’, Educators, Managers, and many more specialties.

There is no better teacher than experience itself. This statement holds true with regards to acquiring knowledge and necessary skills in the nursing profession. Clinical rotation is when theories are actually put in to practice and competencies acquired. Indeed, during this clinical rotation I felt like I gained a whole lot of understanding about the nursing process, the legal and ethical matters surrounding the practice, and the public health nursing as a profession.

There is no doubt that the health care system is constantly changing and working to improve its flaws, to the best of its ability. Whether nurses like it or not we are a part of the ever changing health care system. “With more than 3 million members, the nursing profession is the largest segment of the nation’s health care workforce” (Institute of Medicine [IOM], 2010, p. 1). The Institute of Medicine believes that nurses should be active in transforming the profession of nursing, along with the health care system. Regardless, of backgrounds, race, and age all nurses can contribute to the future of the nursing profession. The following paper will discuss the Institute of Medicine’s nursing expectations and recommendations, as well as the opportunity to becoming a clinical nurse instructor.