Written Industry Reflection

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

The aim of this essay is to reflect and discuss my knowledge acquired in a simulated learning skill experience which forms part of my training as a student nurse in accordance with the Nurses and Midwifery Council (NMC 2010).

Conducting an interview with someone makes you see things in many different perspectives and in a new light. The person I interviewed saw nursing as a broader term that saw things in a different way even though she has just started. She knows that special people need to take roles in being a nurse. I interviewed my aunt, Ann Juknevicius. She is 30 years old and she has been a nurse for 2 years in Illinois now. Relatively she is a new nurse. One of the main reasons why I started the nursing program is because I look up to Annie a lot and she showed me so many different perspectives on how to look at people, different situations, and the way you handle things. I thought that it would be a great interview session to see if Annie’s expectations were the same as the nursing reality.

In the article “What Do Nurses Really Do?”, Suzanne Gordon explores what nurses truly do. She concludes that nurses “save lives, prevent complications, prevent suffering, and save money” (Gordon 2006). Nurses provide care for their patients in the physical and emotional sense. Emotionally caring for a patient and being sensitive to his or her needs result from interacting with patients while performing the skills and using the knowledge that nurses learned in school. Nurses grow in their skills, knowledge, and attitudes through practice. Quality and safety education for nursing incorporates competencies that all nurses must use in their practice. These nursing competencies include evidence-based nursing practice, quality improvement, safety, teamwork and collaboration, patient-centered care, and informatics.

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.

The expectations for any nursing student, dedicated and compassionate, is not easily found. A hard worker is made through the experience of rigorous academic courses, balanced with character building

Key Message #2: “Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression.” (Institute of Medicine, 2010, p. 163) As the IOM reports, changes in the health care system are requiring major changes in the nursing education requirements to meet the immediate needs of our patients. Nurses need to understand the importance of obtaining a higher level of education so that they can practice to their fullest

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 essay is going describe the skills that student nurses need to demonstrate to show that they have a clear understanding of good nursing practice. This essay will focus on four inter-related skills that complement each other in achieving goals (Barker 2007). The goal that these nursing skills seek to achieve is good nursing practice as according to Nursing and Midwifery Council’s (NMC 2008) mission of protecting the health and welfare of the public. NMC is the National Regulatory body that stipulates and regulates standards of education, training, and conduct of nurses and midwives throughout Great Britain and islands. They have published four core principles to ensure people are treated as individuals with respect and dignity

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.

Nursing education has progressed throughout history from one of uneducated lay persons to the current standards we know today. As the career has progressed it has become apparent that there is a need for a skilled labor forced trained to deal with the sick and dying, “the provision of nursing care by American women…demonstrated the effectiveness of skilled nursing on improving outcomes for sick and injured soldiers” (Creasia & Friberg, 2011, p. 4). However, as the career progresses so does the need for more specialized training amongst nurses to help them deal with the changing atmosphere of patient care. The future

Furthermore, licensing and accreditation standards must be heightened to insure the quality of the nurses that enter the workforce. Certifying organizations must therefore mandate the proper demonstration of core competencies and skills prior to endowing students with the nursing title. The nursing profession, according to the IOM report, must undergo fundamental changes within the overall education of nurses. In many respects the basic

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.

With a consistent change in modernizing medicine, along with the continuing advancement in technology, continuing education in nursing is essential for a variety of reasons. The nurse’s main concern is providing safe, efficient, and effective patient care with positive patient outcomes. This paper will examine the differences in competencies between nurses prepared at an associate-degree level versus a baccalaureate-degree level, in order to provide an evidenced-based understanding of the variation in the educational preparation of nurses.

In today’s world, it is essential to incorporate nursing theory into practice. Patricia Benner, through her work, “has provided essential understanding of how knowledge and skills are acquired and directly applied to nursing practice, education, research and administration” (Altmann, 2007, p. 114). According to Benner’s model of skill acquisition, “the nurse passes through five stages of career development, novice, advanced beginner, competent, proficient and expert” (English, 1993, p.387). Specific patterns of behavior, thinking, and performance is present in each stage. The most experience is associated with the expert nurse and the least experience is possessed by the novice nurse (Benjamin, 2007). This model is based on ascending level of proficiency and the key concepts of this model are: competence, skill attainment, experience, clinical knowledge and practical knowledge