Nursing School To Professional Practice Case Study

Dyess and Sherman (2009) explains in their journal The First Year of Practice: New Graduate Nurses Transition and Learning Needs, even though newly graduated nurses have achieved licensure to perform their job duties, many lack the clinical skills and critical thinking needed to provide safe patient care (Dyess & Sherman, 2009). In order to prepare for the influx of new nurses, The National Council of State Boards of Nursing’s (NCSBN) ideas led to a grant-supported Novice Nurse Leadership Institute (NNLI), a transition program used for researching and improving the transition of new nurses into practice. This model includes several significant novice nursing skill topics such as self-knowledge, leadership, procedural skill and ease, effective communication, clinical judgment, professionalism, knowledge of the health care environment, cultural diversity and sensitivity, safe practice, business skills, caring for self, and many others (Dyess & Sherman, 2009).

While reflecting back on the previous weeks, I have to say that this was the foundational class for the FNP students. Before this class, I used to think how I am going to fulfill the role of a Nurse Practitioner (NP). This class helped me to better understand my role and gave me the confidence that I can fulfill the role of an NP. Today, when I look at myself, I know I am in the stage of advanced beginner in Patricia Benner’s Novice to expert theory. The case studies in the discussion threads really put me in the real world of practical nursing as an NP fulfilling the role of a provider. Thorough the case studies, I have learned how to make a best differential diagnosis based on the patients presenting symptoms. The interaction and sharing

In this essay we are going to explore the connection between professional nursing practice and professional caring. I will outline the terms of professional nursing practice and what makes nursing a profession? I will describe the term of professional caring and the connection to the nursing practice and discuss the dilemma of care and cure. And also determine the importance of both in professional nursing practice.

Healthcare systems and the way safe, quality health care is delivered are continually changing to better serve patients and communities. Professional nursing practice is a large component in the healthcare system today. Back in the 1960s, professional nursing leaders tried to adopt the bachelor degree programs as the only educational track to become a registered nurse (Creasia & Friberg, 2011). Due to nursing shortages and demands this motive did not hold fast. Individuals entering the nursing profession today must first decide which educational pathway to take to become a Registered Nurse (RN).

Across the United States, hospitals are experiencing a nursing shortage. Yet, according to the American Association of Colleges of Nursing, 63,857 students graduated from nursing school in 2015 alone and enrollment is increasing. It seems like a lot of new nurses to fill those vacancies, does it not? Studies show, however, that within a year, about thirty percent of those new graduates have voluntarily left their job (Hillman). Further studies have attributed the high turnover rate to new nurses’ lack of competency to handle conflict, make critical decisions, and function autonomously (Bratt). Many of the new graduates are disappointed with the hospital’s orientation, or lack thereof. Lack of knowledgeable preceptors and lack of nursing staffing in general has led to new nurses being thrown into autonomous function more quickly. Without proper training, these nurses must make sound clinical judgements and provide competent care to patients, which anyone can imagine is stressful. Today, Nurse Residency Programs (NRPs) are being instituted in numerous hospitals as a way to improve new graduate nursing skill, but research shows many other benefits to these programs. NRPs also reduce hospital spending costs, increase patient safety, and most importantly increase new nurse retention rates.

For years now it has been well know and documented that there is a brutal disconnect between what school prepares NGRN for and the reality they find once they begin working.(Duchscher, 2009) This stark difference found between school and reality sets new graduates (NG) up for a hard fall and the disillusionment they are under when entering the professional practice can lead them to exit nursing altogether.(Duchscher, 2009) The problem then of course becomes recruitment and retention, and the cost of training new nurses back in 2007 was recorded to be as much as 82,000 to 88,000 each.(Ulrich et al., 2010)

Hello, I am Angeline S. Bernard, licensed practical nurse, with Aetna’s utilization management department for long-term care. I am a 20 year veteran in the health care industry, primarily in the field of nursing, interested in pursuing a management role. With 15 years spent in the acute hospital environment, as a nurse, I have also practiced in other settings. School nursing, occupational nursing, quality management, and utilization management, are all additional areas of practice.

Increasing acuity and rising complexity of acute-care patient populations, lack of a standard national nurse residency program, low job satisfaction scores of graduate nurses, and a high turnover rate of graduate nurses are a few of the important factors that led to the creation of the University HealthSystem Consortium (UHC) and the American Association of Colleges of Nursing (AACN) national nurse residency program (NRP).

The suicide death rate has been climbing for the last ten years in Florida. According to the report by American Foundation for Suicide Prevention (2017), on average, one person dies by suicide every three hours in the state. The report also states that suicide is the second leading cause of death for people aged from 25 to 34 in Florida. Suicide has cost Florida a total of $2,841,739,000 of combined lifetime medical and work loss cost in 2010, or an average of $ 1,018,910 per suicide death. Furthermore, according to U.S. Department of Justice (2017), the homicide rate has increased 4.8% in 2016, compared to the number in 2015 (U.S. Department of Justice, 2017).

214) “The ACA and the need for APRNs, nurse faculty, and nurse researchers would have increased dramatically under any scenario.” (L R Cronenwett [RWJF Iniative on the Future of Nursing], 2010, table 1). “Not only must schools of nursing build their capacity to prepare more students. Nursing need to focus on fundamental improvements in the delivery of nursing care to improve patient safety and quality is key.” (IOM, 2010, p. 208)

Professional practice models can help guides nursing practice in any healthcare setting. Nursing care models are commonly adopted by Magnet organizations because they promote staff autonomy, shared decision making, patient-centeredness, and quality care. Nurses most often develop PPMs which reflect not only nursing values but the organization’s values as well. This paper will explore several elements of the Brigham and Women’s Hospital’s (BWH) Professional Practice Model (PPM). First, the model’s fundamental nursing framework will be identified. Next, a brief discussion on how the model promotes patient-centeredness, evidence-based practice, and interdisciplinary collaboration will be presented. Lastly, a summary of how the model fosters quality, safety, informatics, shared governance and leadership will be reviewed.

By providing educational opportunities for nurses and nursing residency programs, healthcare will enhance opportunities in outcome and safety for patients. (Institute of Medicine of National Academies,

The impact of The Institute of Medicine Report (IOM) 2010 has a major influence on nursing education. The first issue addressed in the report is an increased emphasis on public and community nursing. In the past, only nurses holding a bachelors degree were experienced and trained in community and public health, and the IOM wants to change that. One particular area of change is that now associate degree nurses are being trained in these areas in order be able to transition into these fields more smoothly and directly from nursing school. Another area that is

Starting the Registered Nurse (RN) to Bachelorette of Science in Nursing (BSN) program at Jacksonville University in June 2015 was a simple transition for me. I had graduated an Associates Degree in Nursing (ADN) program in December 2014 and became a licensed RN in January 2015. I had just gotten hired for my first nursing position the month prior to the start of class and had not yet started working. I was very much still in student mode. While this makes it a bit easier to learn and process information in a classroom setting, I had no real world experience to help guide me. Through the knowledge I have gained as a student at Jacksonville University I have become a competent and well-rounded nurse. I am able to quickly problem solve and utilize critical thinking to identify and rectify issues. I have even put together, and will be presenting, and presentation about nursing practice for staff members at the facility where I work.

Many people believe mandatory residency programs for newly licensed nurses are long overdue. The knowledge needed to practice nursing has grown to include health policy, ethics, public health, research, healthcare delivery improvements, as well as leadership skills. Nurses are part of the multi-disciplinary team and must work together with healthcare providers who possess masters or doctoral degrees. Nursing school prepares nurses with the basic information they need to know in order to practice safe nursing. However, modern nurses are faced with ever increasing demands. New nurses must know how to collaborate with the healthcare team, manage their priorities, stay organized and recognize life-threatening situations. Many new grads are overwhelmed with the demands of nursing, which can lead to compromised patient care and safety. Formalized, supervised guidance will improve patient care and retain nurses. The study also recommended doubling the amount of nurses with a masters or doctoral degree by 2020 in order to provide an adequate supply of nurses who are able to assume nurse faculty, primary care providers, and researcher positions.