Transition in the Nursing Profession Essay

The majority of the meting was focused on the care transitions program presentation and discussion. The presenters lay out was familiar as it was a community nursing care plan that included identifying, assessing, diagnosing, implementing, and evaluating the project she presented. The other members had a lot of questions about the process and a lot of time was spent on the social determinants of health. The presentation relied heavily on the in home part of the process and a nurse present on the board or for the presentation would have helped to connect the story for these patients in both settings. It was discussed that the elderly are a particularly vulnerable population during times of transition and that this program might help to bridge the vulnerabilities.

The Bridge's model of transition is made up of three stages known as the ending phase, the neutral phase and the new beginnings phase. The ending phase is characterized by the ability of an individual to let go of the old responsibilities. It consists of components such as disengagement, misidentification, disenchantment, and disorientation. In the second phase, the nurse begins to accept the new position and its responsibilities, accepting that most probably their relationships with former peers will change. The nurse works to proceed in the new job while at the new beginnings phase of transition through the maximum resistance of the temptation to go back to former position. In my

Transitions are a part of each and every person’s life, defined as a passage from one fairly stable state to another fairly stale state (Meleis, 2010). While human beings constantly face transitions throughout the lifespan, nurses work with people going through a health and well-being transition and have the ability to support or negatively affect the person during this vulnerable time (Meleis, 2010). In the mid-1960’s, theorist Afar Ibrahim Meleis began studying the impact of transitions on health and illness and the role nurses play in assisting patients to manage these transitions successfully (Meleis, 2006). This paper will discuss theorist Afar Ibrahim Meleis, define the Transition Theory and its multiple components, and apply the theory to nursing practice today.

Emily Sure-Ondara was offered a registered nurse position. The Seventh-Day Adventist requested schedule accommodation in order to partake in her religious practices; however, North Memorial advised Sure-Ondara that her request for accommodation would not be granted eventually leaving Sure-Ondara to decide to work without the accommodation. Unfortunately, by then North Memorial had already withdrew her job offer.

Transitioning from a student to a BSN graduate is very scary. I have already made plans to stay working in Illinois but I have had discussions with my Sister in-law about steps that I can take to work out of state. After graduation, I will apply for examination and licensing. I can perform this task online or do a paper application; the application and $91fee are paid to an outside agency. Illinois requires for graduates to submit proof of graduation before the exam can be taken. The state requires an official school transcript, if it’s not available you can speed the process by having your school provide information from the nursing program.

For a transitional care program evaluation, it is requisite to combine two separate theories to aid in addressing the problem of poor transitional care outcomes, the process of measuring outcomes, and the creation of recommendations for improvement. A middle range nursing theory, Transitions theory centers on the process of individuals’ transitions and addresses the barriers to and principles of successful transitional outcomes (Meleis, 2010). The theory is both descriptive and predictive, it can be used to further describe and define the problem of poor transitions and its barriers as well as identify outcomes that signal successful interventions in individuals (Meleis, Sawyer, Im, Messias, & Schumacher, 2000). The indicators of successful interventions as defined by Transitions Theory can guide the selection of the types of outcomes to be measured by the program evaluation to ensure that outcomes that reflect transitional success are selected. Furthermore, the principles of healthy transitions identified by Transitions Theory will aid in the creation of recommendations for program improvement.

I need your help with something if possible. My nurse here at Prime is having trouble reaching Mr. Cao. I believe it may be the spouse but a lady answered the call and was not cooperative. She just immediately hangs up the phone, which happened on both attempts. She believes the call is in reference to some sort of telemarketing.

Role transition is a real change of thinking process as a nursing student from LPN to BSN. After taking this course, I have a new lens that I can look through intrapersonal, interpersonal and contextual levels of health and healing process of my patients.

The transition from expert registered nurse to novice nurse practitioner includes inherent challenges in adjusting from one practice role to the next (Barnes, 2015). There are both internal and external factors that combine to create this difficulty in role transition. External factors that define the role of nurse practitioner contribute to this challenge by creating role stress. Internal conflicts regarding new roles create role strain (Dreher and Smith, 2017). These two sets of factors taken together have a profound effect on successful role transition.

In future models of care we need to direct more attention to the transitional times that occur in patient care. Naylor, Aiken, Kurtzman, Olds and Hirschman define these transitional times as “vulnerable exchange points that contribute to unnecessarily high rates of health services use and healthcare spending and they expose chronically ill people to lapses in quality and safety” (2011, p. 746). Examples of these transitional times are hospital discharges, receiving

The title of the article critiqued is,” The changing boundaries of nursing: a qualitative study of transition to a new nursing care delivery model”. While researching articles this title drew interest to this nurse due to the frequent changes in the field of nursing today. From policies for reimbursement for hospitals, to changing care from theory-based practice (TBP) to evidence-based practices (EBP). The methods used in this study is revealed through the title of the article: “a qualitative study”. The authors’ of this study are all professionals in the field of nursing. Ann Rheaume, PhD, RN a professor at Ecole de science infirmiere, University de Moncton. Sophie Dionne, RN, MScN, clinical resource nurse in a surgery department, CHU Dr-L.-Dumont. Denise Gaudet, RN, MScN, consultant of DMG Initiatives Inc., Dieppe. Monique Allain, RN, BN, nurse manager in the emergency department at CHU Dr.-L.-Dumont. Estelle Belliveau, RN, BN, medical educator, Services Canada, Moncton. Laurraine Boudreau, RN, BN, a nurse manager in oncology center at CHU Dr. Georges-L.-Dumont. Laurianne Brown, RN, BN, Public health nurse at Provincial Public Health services. As one can see, the positions held by the listed authors’, are of importance to this study, by reason of the exposure of the changes seen in the new health care delivery models in all fields of nursing including the above authors’ designated fields of nursing.

Excellent summarization of the Benner and Henderson theories, I agreed with Michelle, time won’t make the nurse transition from novice to expert. I have seen many nurses with five and ten years nursing but doesn’t make then expert, as a matter fact, I won’t allow them to take care of my family or me. In my opinion, what make a nurse expert is the wiliness of continuing education and don’t be afraid to ask questions. More questions you ask better nurse you will become. Stupid question is the one we don’t ask because we afraid to be judged and as a result we make mistakes.

The first phase of the change process is preparing for the change. This includes defining the strategy that will be used and developing a model for implementation. The second phase is managing change. This phase includes developing change management plans and implementing them. In this phase, it is also vital to train managers and supervisors about the change process, as well as, training the primary caregivers, which include the nurse and assistive personnel. The third and final phase is reinforcing the change. This phase includes collecting feedback, managing resistance, implement corrective actions, and lastly, recognizing and acknowledging success.

The types of transitions are often accompanied by patterns like going through two transitions simultaneously. Transition conditions are life events or circumstances that influence the role-transition process, such as expectations, knowledge, cultural beliefs, or societal factors. They can either enhance or hinder the transition process. The RN-FNP transition conditions include acquisition of new knowledge and clinical skills, stress, overall well-being, self-doubt, anxiety, and any other factor that influences the role-transition experience. Properties of transitions include such variables as awareness, engagement, time span, changes and differences, critical points and event. So the new family nurse practitioner must be aware of the transition. This is congruent with the Lee, Lin and Hu concept analysis of role transition. Awareness leads the FNP to become actively engaged in the role. The family nurse practitioner starts to modify behaviors, activities, relationships or abilities and views the world from a different vantage point. This is referred to as changes and differences. Although the TT does not specify the exact length of time it takes to transition, there is a time span. Nursing literature suggests it is from six months to the first couple of years of practice. Critical points and events serve as markers; they are milestones in the transition process like receiving Drug Enforcement Administration license number, which grants FNPs prescriptive authority for controlled substances (Nursing Theory,

With the development of the definition, role, and perspective of nursing, so too, should the traditional nursing paradigm evolve. Many theorists attempted to make the paradigm malleable to changing times and the development of the profession. However, it was the domains of knowledge that were created to encompass the evolution of the traditional nursing paradigm. The areas included nursing client, transitions, interactions, nursing process, environment, nursing therapeutics, and health (Meleis, 2012, p. 97). I concur with the theorists, “none objected to the inclusion of all domain concepts-if indeed a theory is able to address them all” (Meleis, 2012, p. 97). These central concepts will expand research interests and continue to build